BCAT Test

BCAT Test ASD: A1-A3: Social communication - >>must have deficits in ALL 3 sections -A1: SOCIAL EMOTIONAL RECIPROCITY >deficits in social emotional reciprocity, reduced sharing interest, dont respond to smiles >no give and take >sympt: abnorm socail approach, failure to have typical convo, reduc share of emotions, lack of social interac initiation, poor social immitation -A2: NONVERBAL COMMUNICATION >deficits in nonverbal commun behav used in social interac, poorly in verbal to non verbal commun >>>>may talk, but not have same facail expressions and body lang to show their emot >eye contact form of nonverbal,,most pronounced deficit -A3: DEVELOPING, MAINTATING, AND UNDERSTANDING RELATIONSHIPS >narrow range of interests, makes diff to relate to others >difficult to do dress up with joint atten >use ppl as tools to get their needs met >inapprop interest w/ kids >lack of THEORY OF MIND (going in others shoes,perspective taking) ASD: B1-B4: Stereotypes patterns of bx, interset, and activities - -at least 2 of 4 syptoms -B1: STEREOTYPES/REPETITIVE MOVEMENTS, USE OF OBJECTS OR SPEECH > repetitive speech >motor movements: handflapping, touching items as walk past, ECHOLALIA (repeat your words/what they are hearing) B2: INSITENCE OF SAMENESS, INFLEXIBLE ADHERENCE TO ROUTINES, OR RITUALIZED PATTERNS OF VERBAL/NONVERBAL BX >Rigiditiy, rigid thinking, "overly rule bound", excessive resistance to change, ritualized patterns of nonverbal and verbal behav, compulsions B3: HIGHLY RESTRICTED, FIXATED INTERSTS > many unusual perservative interests > being overly perfectionistic, excessive focus on non-relavent or nonfunc parts of objects, attachement to unusual inanimat obj, unusual fears B4: HYPER/HYPOSENSORY INPUT > atypical sensory behav > hyposensitive:under sensitivity (low pain tol) > hypersensitivity: being too sensitive about certain things (ex: high pain toler) BCAT Test ASD High functioning (level 1) - -requires support -deff in social commun cause noticable impairment, diff initiating social interac, demon clear ex of atypical/unsuccessful responses in social overtures of others -Rituals and repetitive behav cause sigif interference w/ func in 1+ contexts; resists attemps by thers to interrupt RRBs or to be rediected from fixations Level 2: Midfunctioning - -Requires substantial support -marked deficits in verbal/nonverbal social commun skills , soical impairment apparent EVEN W/ SUPPORTS IN PLACE, -RRBs appear frequently enough to be obvious to the casual observer and interfere w/ func in varity of contexts.... Level 3 Low Funcitoning: - -requires very substantial support -Severe deficits in verbal/nonverbal social commun cause VERY SEVERE IMPAIR IN FUNC, very limited social interac, -RRBs markedly interfere w/ func in all spheres -very diff to redirect form fixated interests Research Treatment intensity - -25-40 hrs a week is the intensity of EIBI!!! -comprehensive autism treatment most effective for kids age 1-9 years old -18months earliest to get ASD diagnosis, get services immed for best results!!! Early intensive behav intervention research - -"God Father study" (1987): Lovaas, also did discrete trial training -had kids w/ ASD assigned to diff treatment groups (40 hours, 15 hours, ect) -47% went on to typical outcomes and were indistigushable from their peers -another study in 1993 showed about 36% so its not as high but still good Knowledge of foundational autism research - -4-5 times more boys than girl -one in 68 invid in US affected by ASD Names to Rembmer - -Lovaas (God father study and DTT) BCAT Test -Koegel and Koegel: PRT, natural enviro train Numbers to remember: - -recommend: 25-40 hours a week -"comprehensive" spcifically is usually 30-40 hours a week -ages most effective: 1-9 years (low as 18 months) Diff b/w evid based and non evid based - -reputable sources like peer reviewed journals (JABA and JEAB) or confercence (ABA) put on by good sources: ABA international, CAL-ABA -Not all these reputable and need to be checked before considered in cirriculum..... NON evid based: non-peer reviewed articles Reinforcement - -increases behavior in future Pos Reinf - -Adding something to inc future behav ex: >child says excuse me and you give high five...in future shes says excuse me again cuz you gave a high five >child curses and dad pays atten to child. As result dad gave atten....cursing inc in future even when not intentions Negative Reinforcement - -Take away something to inc future behavior -ex: >child says "all done" and you end aversive task. in future says "all done" to end aversive task >Child cries when hes asked to eat cilantro. Dad takes away cilantro. As a result dad taking away cilantro, crying inc in future ***wahtever stops/takes away something aversive kid crys cuz supposed to go to school, mom says okay, kids crys everyday so doesnt have to go to school Punishment - -ALWAYS dec future behav -teaches what NOT to do BCAT Test -needs to be paired w/ a replacement behav -must reinf replacement behav Positive Punishment - -Adding something to decrease future