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Chapter 9
| Question | Answer |
|---|---|
| Neuronal unconnectivity | Disrupts the cells abilities to communicate with each other |
| Frontal lobe | Largely responsible for executive functioning |
| Occipital lobes | Largely responsible for visual perceptual processing |
| Pragmatics | The social use of language. For example, they might speak using an abnormal voice inflection, such as monotone, talk too loudly, or too quickly |
| Joint attention | Occurs when two individuals tend to an object with the purpose of sharing an interaction with each other |
| Hidden curriculum | Refers to the "dos and don't" and adults of everyday living that most people learn incidentally or with very little instruction from others |
| Communicative intent | The desire to communicate for social purposes. |
| Mute | They use no, or almost no language. |
| Camouflaging | Occurs when a person who has atypical behavior attempts to conform to behaviors exhibited by the largest society. |
| Stereotypes motor or verbal behaviors | Repetitive, ritualistic motor behaviors such as twirling, spinning objects, flapping the hands, and rocking, similar to those that are evident and some people who are blind. |
| Synaesthesia | Occurs when the stimulation of one sensory or cognitive system results in stimulation of another sensory or cognitive system. |
| Autism savant syndrome | Some individuals with autism have such extraordinary skills that at first blush, one thinks they are geniuses. |
| Executive functioning | EF is usually more impaired in people with autism spectrum disorders. Their ability to plan ahead in a thoughtful way is sabotage by their problems with working memory. |
| Central coherence | The natural inclination for most people to bring order and meaning to information and their environment by perceiving it as meaningful rather than as disparate parts. |
| Theory of mind | Refers to a person's ability to take the perspective of other people. |
| Applied behavior analysis | A highly structured approach that focuses on the teaching functional skills and continuous assessment of progress |
| Functional behavioral assessment | FBI involves determining the consequences, antecedent, and setting events that maintains such behaviors. |
| Pivotal response treatment | Based on the assumption that some skills are critical, or pivotal, for function in other areas. |
| Evidence based programs | Examples of programs that meet the requirements for being evidence based are the PECS, TEACCH, PRT. |
| Early intensive behavioral intervention | Emphasizing the role of parents as interventionists |
| Person centered planning | Where the person with the disability is encouraged to make her own decisions as much as possible. |
| Community residential facilities | Setting such as their own homes or apartments. |
| Competitive employment | The goal four people with autism |
| Evidence based specific practices | Trademark of publications by Carol Gray, who is a pioneer and inventing the idea of social narratives for children with ASD |
Created by:
parkerpenrod