SLD11
Help!
|
|
||||
|---|---|---|---|---|---|
| prevalence of Autism Spectrum Disorders | 1 in 80 to 1 in 240, 1 in 110 average for US
🗑
|
||||
| Autism was first identified by ___ _____ in _____ as _____ ______ _____. Originally considered to be an __________ _________. | Leo Kanner, 1943, Early Infantile Autism, emotional disturbance
🗑
|
||||
| ___ _______ described ____ ______ in 1944. (autism) | Hans Asperger, autistic psychopathy
🗑
|
||||
| 50's & 60's Freudian theory relating to Autism | though to be psychological, resulting from lack of parental bonding. "Refrigerator Mothers"
🗑
|
||||
| In 1978, ________ identified autism as a _____ ______ _______. | Churchill, central language disorder
🗑
|
||||
| Autism Specturm Disorders include | autism, Asperger's Syndrome, and Childhood Disintegrative Disorder
🗑
|
||||
| Childhood Disintegrative Disorder | a seemingly normally developing child loses language, motoric skills, and developmental skills all in a few months for unexplained reasons.
🗑
|
||||
| Autism is usually diagnosed prior to age __. | 3
🗑
|
||||
| children with autism spectrum disorders show deficits in (3) | social/emotional interaction, language & communication, repetitive behaviors & restricted interests
🗑
|
||||
| Autism Spectrum Disorders: Proposed DSMV 1 | Clinically significant, persistent deficits in social comm. & interactions: deficits in non-v and v comm. used for social int. (lack of social reciprocity, failure to develop and maintain peer rel. appropriate to dev. level
🗑
|
||||
| Autism Spectrum Disorders: Proposed DSMV 2 | Restricted, repetitive patterns of behavior, interests, and activites (at least 2 of following): stereotyped motor or verbal behaviors or unusual sensory behaviors, excessive adherence to routines and ritualized behavior, restricted, fixated interests
🗑
|
||||
| Autism Spectrum Disorders: Proposed DSMV 3 | Symptoms must be present in early childhood (may not be fully manifest until social demands exceed limited capacities)
🗑
|
||||
| Autism Spectrum Disorders: warning signs (just name a few) | not respond to their name by 12 m., not point at objects/show interest by 14 m., not play pretend by 18 m., avoid eye contact & want to be alone, diff. understanding feelings, delayed sp/lang, echolalia, upset by minor change, steretyped beh.
🗑
|
||||
| ToM testing (2 tests) | False Belief tests (e.g., Sally-Anne) & Appearance Reality tests (e.g., Smarties)
🗑
|
||||
| __% of children with ASD fail ToM tests | 80
🗑
|
||||
| Typically developing children pass ToM tests at age _______ | 4-5
🗑
|
||||
| Language Profile of C with ASD: Range of deficits with expressive and receptive lang | WNL, Nonverbal, or Echolalia
🗑
|
||||
| Language Profile of C with ASD: Prosody and facial expressions | NOT flat and monotonous, inappropriately expressive
🗑
|
||||
| Language Profile of C with ASD: Pragmatics | lack of turn taking (obsessive topics), ToM deficits
🗑
|
||||
| Behavioral Profile of C with ASD | self-isolation, more limited peer relations/friendships, tantrums or meltdowns with sensory overload, rigid adherence to routines
🗑
|
||||
| ASD Intervention: Applied Behavior Analysis (ABA) | (Lovass Method) Discrete trial teaching, very fast-paced, behavioral principles: prompting, reinforcement, shaping, generalization, etc.
🗑
|
||||
| ASD Intervention: Floortime | Observation, open communication circle; follow child's lead, EXPAND toward greater mastery of social, emotional, and intellectual capacities
🗑
|
||||
| ASD Intervention: Social-Pragmatics groups | use of scripts, social stories, theatre, etc.
🗑
|
||||
| ASD Intervention: Social Thinking | understand relevance of behavior, understand how others perceive them, social decision making, geared toward higher level functioning
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
100000299709410
Popular Speech Therapy sets