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Study Stack Ch. 9
- Price Cooper
| Term | Definition |
|---|---|
| Schizophrenia | According to the National Institute of Mental Health, a chronic and severe mental disorder that affects how a person thinks, feels, and behaves; people with schizophrenia may seem like they have lost touch with reality; symptoms usually start between the |
| Autism spectrum disorders (ASD) | A disability wherein symptoms fall on a continuum from relatively mild to severe; DSM-5 divides them into two general domains: “social communication impairment” and “repetitive/restricted behaviors.” |
| Patient/family navigation | Professionals work one-on-one with the individual or family to provide a seamless flow through the all-too-often complex system of diagnosis, treatment, and follow-up; often matched ethnically and culturally with the family. |
| Neuronal underconnectivity | Deficiency in communication among neurons (cells) in the brain; considered a major problem in persons with autism spectrum disorders. |
| Frontal lobes | Two lobes located in the front of the brain; responsible for executive functions; site of abnormal development in people with ADHD. |
| Occipital lobes | An area in the posterior portion of the brain, largely devoted to visual perceptual processing; deficiencies in communication with the frontal lobes are implicated in autism spectrum disorder. |
| Autistic regression | Circumstances whereby a child develops normally but then loses some speech and social skills; usually occurs between 1 and 3 years old; cause unknown. |
| Joint attention | The process by which one person alerts another to a stimulus via nonverbal means, such as gazing or pointing. |
| Communicative intent | The need to communicate for social reasons; thought to be lacking in most children with autism. |
| Mute | Possessing no, or almost no, language; characteristic of many with autism. |
| Pragmatics | The study within psycholinguistics of how people use language in social situations; emphasizes the functional use of language rather than the mechanics. |
| Hidden curriculum | The dos and don’ts of social interactions that most people learn incidentally or with little instruction but that remain hidden for those with Asperger syndrome. |
| Camouflaging | Behaving in a way that hides one’s differentness in order to appear similar to people in the general population; sometimes exhibited by individuals with autism spectrum disorder. |
| Stereotyped motor or verbal behaviors | Repetitive, ritualistic motor behaviors such as twirling, spinning objects, flapping the hands, and rocking, similar to those that are evident in some people who are blind. |
| Autism savant syndrome | A condition in which the individual displays behaviors characteristic of autism spectrum disorder but also has remarkable skills or talents (e.g., musical, artistic talents), which often involve preoccupation with memorization of facts. |
| Synaesthesia | Occurs when the stimulation of one sensory or cognitive system results in the stimulation of another sensory or cognitive system. |
| Executive functioning | The ability to regulate one’s behavior through working memory, inner speech, control of emotions and arousal levels, and analysis of problems and communication of problem solutions to others; delayed or impaired in people with ADHD. |
| Central coherence | The inclination to bring meaning to stimuli by conceptualizing it as a whole; thought to be weak in people with ASD. |
| Theory of mind (ToM) | The ability to take another’s perspective in a social exchange; the ability to infer another person’s feelings, intentions, desires, etc.; impaired in those with ASD. |
| Applied behavior analysis (ABA) | Highly structured approach that focuses on teaching functional skills and continuous assessment of progress; grounded in behavioral learning theory. |
| Functional behavioral assessment (FBA) | Evaluation that consists of finding out the consequences (what purpose the behavior serves), antecedents (what triggers the behavior), and setting events (contextual factors) that maintain inappropriate behaviors. |
| Positive behavioral intervention and support (PBIS) | Systematic use of the science of behavior to find ways of supporting desirable behavior rather than punishing the undesirable behavior; positive reinforcement (rewarding) procedures that are intended to support a student’s appropriate or desirable behavio |
| Pivotal response teaching (PRT) | Based on the assumption that some skills are critical, or pivotal, in order for the individual to be able to function in other areas. |
| Early intensive behavioral intervention (EIBI | A program anchored in the applied behavioral analysis tradition that emphasizes the role of parents as interventionists, and requires considerable time commitments from therapists and parents in implementing very structured training on discrete skills. So |
| Person-centered planning | A method of planning for people with disabilities that places the person and the person’s family at the center of the planning process. |
| Community residential facility (CRF) | A place, usually a group home, in an urban or residential neighborhood where about 3 to 10 adults with intellectual disabilities live under supervision. |
| Supported living | An approach to living arrangements for those with disabilities and/or intellectual disabilities that stresses living in natural settings rather than institutions, big or small. |
| Competitive employment | A workplace that provides employment that pays at least minimum wage and in which most workers do not have disabilities. |
| Supported competitive employment | A workplace where adults who have disabilities earn at least minimum wage and receive ongoing assistance from a specialist or job coach; the majority of workers in the workplace do not have disabilities. |
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