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