ASD EXAM 3 QUESTIONS AND
ANSWERS 100% CORRECT
models - ANSWER-- the big picture: this is how we are going to organize our
intervention holistically
types of models - ANSWER-- developmental Model (SCERTS)
- structured teaching model (TEACCH)
- ABA therapy
approaches - ANSWER-- more specific than models
- are often published
types of approaches - ANSWER-- joint attention training
- milieu communication strategy
- PECS
- DIR
- RDI
- pivotal response training
- video modeling
- peer training
- story based intervention
techniques - ANSWER-- the most specific
- things we know to do
- many different techniques can work towards an approach but it is not designed by
anyone
types of techniques - ANSWER-- social routines
- visuals
- figure-ground reversal illusions
- stroop-like tasks
- barrier games
- behavior strategies
different treatment approaches - ANSWER-1. medical
2. behavioral
3. developmental/social-relational approaches
considerations for choosing an intervention program - ANSWER-1. no single approach
should be primary or the only recommendation used
2. comparisons have not been made between available interventions
3. benefits are variable for independent children
,4. design problems plague the research
5. no clear method is used to determine intervention intensity
6. overlapping methods exist across interventions
7. some interventions fail to address the core deficits in ASD
8. process for evaluating valued outcomes over time is poorly defined
what do you look for when choosing an intervention plan with the family? - ANSWER--
research based
- family involvement, 20-40 hours per week
- strengths and weaknesses
- speech: choose goals based on trajectory, functionality, and strengths and
weaknesses
elements of a successful intervention program - ANSWER-1. supports attention,
opportunities for imitation, comprehensive use of language, appropriate play with toys,
social interactions with adults and peers, and support for motor planning and sensory
input
2. highly supportive teaching environments and opportunities to generalize skills with
decreased adult support
3. promotes predictability and routines
4. functional approach to managing behaviors that demonstrates an understanding of
why the behavior may be occurring and what skills need to be developed to handle the
behavior
5. a plan for implementing transitions
6. ways to involve families
7. program of intense intervention: 20-40 hours of intervention a week and use of
parents to carry over intervention in the home (any type of therapy counts towards this
time)
components of effective early intervention: what to take into consideration when writing
a therapy plan - ANSWER-1. functional spontaneous communication
2. social instruction
3. cognition and play
4. behavior
5. adult support
goal setting on the therapeutic trajectory - ANSWER-- SLPs have control over all of
these and should take these into consideration:
- nonverbal
1. social awareness/orientation
2. means-end causality
3. social reciprocity
4. anticipation
5. nonverbal intentional communication: functions and means chart
6. joint attention
- verbal
, 7. imitations: physical, environmental sounds, words
8. words/verbal turn-taking: verbal intentional communication
9. verbal choice making
10. generalization of words to novel situations
11. social communication skills/theory of mind
3 criteria when determining goals - ANSWER-1. must be functional
2. must address family priorities
3. must be developmentally appropriate
models/framework for intervention - ANSWER-1. developmental model: SCERTS
2. structured teaching model: TEACCH
developmental intervention model: SCERTS - ANSWER-- social communication,
emotional regulation, transactional support
- based on developmental research in language, social communication and socio-
emotional capacities such as emotional regulation as well as on positive behavioral
supports in contemporary ABA literature
- focuses on child's development in everyday routines in a variety of social situations,
not with a child in isolation
national standards project - ANSWER-- reviewed current intervention research in ASD;
how do we effectively treat children with ASD?
- defines approaches as:
1. established
2. emerging
3. unestablished (take with a grain of salt; it is not evidence-based)
4. ineffective/harmful
social-communication intervention approaches for children with limited verbal skills -
ANSWER-- established interventions for communication:
1. applied behavior analysis
2. joint attention interventions
3. naturalistic teaching strategies: milieu teaching
- emerging interventions for communication:
1. more than words
2. picture exchange communication system (PECS)
3. relationship-based interventions: DIR, RDI
behavioral interventions (established) - ANSWER-1. traditional ABA (applied behavior
analysis)
2. contemporary ABA
1. traditional ABA - ANSWER-- adult-directed drills of targeted skills that draw primarily
from operant models
- discrete trials with use of external reinforcers
ANSWERS 100% CORRECT
models - ANSWER-- the big picture: this is how we are going to organize our
intervention holistically
types of models - ANSWER-- developmental Model (SCERTS)
- structured teaching model (TEACCH)
- ABA therapy
approaches - ANSWER-- more specific than models
- are often published
types of approaches - ANSWER-- joint attention training
- milieu communication strategy
- PECS
- DIR
- RDI
- pivotal response training
- video modeling
- peer training
- story based intervention
techniques - ANSWER-- the most specific
- things we know to do
- many different techniques can work towards an approach but it is not designed by
anyone
types of techniques - ANSWER-- social routines
- visuals
- figure-ground reversal illusions
- stroop-like tasks
- barrier games
- behavior strategies
different treatment approaches - ANSWER-1. medical
2. behavioral
3. developmental/social-relational approaches
considerations for choosing an intervention program - ANSWER-1. no single approach
should be primary or the only recommendation used
2. comparisons have not been made between available interventions
3. benefits are variable for independent children
,4. design problems plague the research
5. no clear method is used to determine intervention intensity
6. overlapping methods exist across interventions
7. some interventions fail to address the core deficits in ASD
8. process for evaluating valued outcomes over time is poorly defined
what do you look for when choosing an intervention plan with the family? - ANSWER--
research based
- family involvement, 20-40 hours per week
- strengths and weaknesses
- speech: choose goals based on trajectory, functionality, and strengths and
weaknesses
elements of a successful intervention program - ANSWER-1. supports attention,
opportunities for imitation, comprehensive use of language, appropriate play with toys,
social interactions with adults and peers, and support for motor planning and sensory
input
2. highly supportive teaching environments and opportunities to generalize skills with
decreased adult support
3. promotes predictability and routines
4. functional approach to managing behaviors that demonstrates an understanding of
why the behavior may be occurring and what skills need to be developed to handle the
behavior
5. a plan for implementing transitions
6. ways to involve families
7. program of intense intervention: 20-40 hours of intervention a week and use of
parents to carry over intervention in the home (any type of therapy counts towards this
time)
components of effective early intervention: what to take into consideration when writing
a therapy plan - ANSWER-1. functional spontaneous communication
2. social instruction
3. cognition and play
4. behavior
5. adult support
goal setting on the therapeutic trajectory - ANSWER-- SLPs have control over all of
these and should take these into consideration:
- nonverbal
1. social awareness/orientation
2. means-end causality
3. social reciprocity
4. anticipation
5. nonverbal intentional communication: functions and means chart
6. joint attention
- verbal
, 7. imitations: physical, environmental sounds, words
8. words/verbal turn-taking: verbal intentional communication
9. verbal choice making
10. generalization of words to novel situations
11. social communication skills/theory of mind
3 criteria when determining goals - ANSWER-1. must be functional
2. must address family priorities
3. must be developmentally appropriate
models/framework for intervention - ANSWER-1. developmental model: SCERTS
2. structured teaching model: TEACCH
developmental intervention model: SCERTS - ANSWER-- social communication,
emotional regulation, transactional support
- based on developmental research in language, social communication and socio-
emotional capacities such as emotional regulation as well as on positive behavioral
supports in contemporary ABA literature
- focuses on child's development in everyday routines in a variety of social situations,
not with a child in isolation
national standards project - ANSWER-- reviewed current intervention research in ASD;
how do we effectively treat children with ASD?
- defines approaches as:
1. established
2. emerging
3. unestablished (take with a grain of salt; it is not evidence-based)
4. ineffective/harmful
social-communication intervention approaches for children with limited verbal skills -
ANSWER-- established interventions for communication:
1. applied behavior analysis
2. joint attention interventions
3. naturalistic teaching strategies: milieu teaching
- emerging interventions for communication:
1. more than words
2. picture exchange communication system (PECS)
3. relationship-based interventions: DIR, RDI
behavioral interventions (established) - ANSWER-1. traditional ABA (applied behavior
analysis)
2. contemporary ABA
1. traditional ABA - ANSWER-- adult-directed drills of targeted skills that draw primarily
from operant models
- discrete trials with use of external reinforcers
