Autism Final Study Guide Latest
Updated
Floortime approach goals - ANS-A Comprehensive, Individualized Developmentally
Based Interactive Approach
Mobilizing each of the six functional core capacities:
Self regulating for shared attention
Forming relationships and engaging
Maintaining two-way, functional interactions using gestures, words or sentences
Organizing complex behavior and problem solve during reciprocated, purposeful
interactions
Sharing and elaborating ideas
Bridging ideas and feelings
Floor time Strategies - ANS-Observing your child in action
Reading and interpreting the signs
Tuning into your child's affect, intent or interest
Being in synch and matching your child's rhythm
Waltzing
Floor Time techniques - ANS-Wooing
Affect cueing and signaling
Co-regulating while opening and closing circles of communication
Supporting, building, and extending
Creating problems, negotiating and resolving
Logically connecting and threading
Social stories Formula/Types of sentences to use - ANS-0-1 Directive or Control
sentence.
2-5 Descriptive, Perspective, Affirmative and Cooperative sentence.
Social stories Formula/Types of sentences to use: descriptive - ANS-Where a situation
occurs
Who is involved
What they are doing
Why
It is a truthful opinion and assumption free
statement or fact.
Example. My name is _______.
At school there are lots of kids to play with.
,Social stories Formula/Types of sentences to use: Perspective - ANS-sentences refer to
or describe details on the reactions and emotions of others in a given situation.
Example. Other kids don't always want to play what I want to play.
Social stories Formula/Types of sentences to use: Affirmative - ANS-Enhance the
meaning of the other sentences by expressing a commonly shared value or opinion.
They frequently follow descriptive, perspective, or directive sentences.
Example. I will try to keep my seatbelt Fastened. This is a safe thing to do.
Social stories Formula/Types of sentences to use:Directive - ANS-Positively state
suggested responses or choices to a situation or concept.
Gently direct the behavior of the person with ASD.
Example: I will work on staying on my assigned seat.
Well-written social stories components - ANS-Individualized to age, personality and
learning style.
Has a title that reflects the overall purpose of the story.
Has an introduction, body and conclusion.
Answers the "wh" questions.
Usually written in first person.
Has flexibility written into it.
Uses positive language and positively stated responses and behaviors.
Implementing social stories - ANS-Introduce, Read, and Review...in a
positive,reassuring manner in a calm environment.
Have multiple people review story with the students.
Fade
Avoid introducing stories when the student is upset or anxious.
Not to be used as a punitive consequence for misbehavior.
Objectives for parent training: 6 steps for parent training: obj 1 - ANS-Describe the
rationale to involve parents in their child's program
Rationale - ANS-Early intervention
Intensive intervention
Intervention agents throughout his/her lifespan
Challenging behavior
Generalization
Parents of children with ASD report higher levels of stress and depression
Two of the most frequently described sources of stress for family members are:
Potentially disruptive behavior in public places
The corresponding restrictions this behavior places on family activities
Involved parents report increased feelings of competence and decreased feelings of
depression and stress
, Objective # 2 - ANS-Describe the measures used to determine the efficacy of parent
implemented intervention
Efficacy - ANS-Many studies focused on specific behavior treatment
Koegel, Koegel, Harrower, & Carter (1999)
Family/environment "goodness of fit"
Parents' implementation (frequency & fidelity)
Parents' generalization to novel skills/situations
Parents' concerns/issues/values
Objective # 3 - ANS-Describe the skills targeted through parent implemented
intervention
Objective #4 - ANS-Describe the components of parent training programs that have
been demonstrated to be effective
Six Steps for Parent Involvement: step 1 - ANS-Determine needs of the family
Areas of concerns and needs regarding the child
Strengths of the child and family
Child behaviors that impact family functioning
Parent-child interactions including type, frequency, nature, and reciprocity of
interactions
Family activities, routines, and physical layout of the home
Supports and resources within the immediate and extended family and community
Six Steps for Parent Involvement: step 2 - ANS-Determine goals
Address areas of concern and priority for the child, parents, and/or family members
Create a positive impact on family functioning and not cause additional stress to the
parents or family
Can be implemented by parents with consistency
Are appropriate for parents to implement in home and/or community settings
Six Steps for Parent Involvement: step 3 - ANS-Develop the intervention plan
Incorporates intervention within the context where target behaviors occur
incorporates intervention into naturally occurring daily routines to the maximum extent
possible
Includes practices that have an evidence base and have been shown to be effective
when implemented by parents
Includes instructional practices that are compatible with parent knowledge,
characteristics, routines, and preferences
HOW????
Instructional strategy broken down into step-by-step directions
Frequency and duration of instruction
When and where to provide instruction
Who will implement
Materials required
Updated
Floortime approach goals - ANS-A Comprehensive, Individualized Developmentally
Based Interactive Approach
Mobilizing each of the six functional core capacities:
Self regulating for shared attention
Forming relationships and engaging
Maintaining two-way, functional interactions using gestures, words or sentences
Organizing complex behavior and problem solve during reciprocated, purposeful
interactions
Sharing and elaborating ideas
Bridging ideas and feelings
Floor time Strategies - ANS-Observing your child in action
Reading and interpreting the signs
Tuning into your child's affect, intent or interest
Being in synch and matching your child's rhythm
Waltzing
Floor Time techniques - ANS-Wooing
Affect cueing and signaling
Co-regulating while opening and closing circles of communication
Supporting, building, and extending
Creating problems, negotiating and resolving
Logically connecting and threading
Social stories Formula/Types of sentences to use - ANS-0-1 Directive or Control
sentence.
2-5 Descriptive, Perspective, Affirmative and Cooperative sentence.
Social stories Formula/Types of sentences to use: descriptive - ANS-Where a situation
occurs
Who is involved
What they are doing
Why
It is a truthful opinion and assumption free
statement or fact.
Example. My name is _______.
At school there are lots of kids to play with.
,Social stories Formula/Types of sentences to use: Perspective - ANS-sentences refer to
or describe details on the reactions and emotions of others in a given situation.
Example. Other kids don't always want to play what I want to play.
Social stories Formula/Types of sentences to use: Affirmative - ANS-Enhance the
meaning of the other sentences by expressing a commonly shared value or opinion.
They frequently follow descriptive, perspective, or directive sentences.
Example. I will try to keep my seatbelt Fastened. This is a safe thing to do.
Social stories Formula/Types of sentences to use:Directive - ANS-Positively state
suggested responses or choices to a situation or concept.
Gently direct the behavior of the person with ASD.
Example: I will work on staying on my assigned seat.
Well-written social stories components - ANS-Individualized to age, personality and
learning style.
Has a title that reflects the overall purpose of the story.
Has an introduction, body and conclusion.
Answers the "wh" questions.
Usually written in first person.
Has flexibility written into it.
Uses positive language and positively stated responses and behaviors.
Implementing social stories - ANS-Introduce, Read, and Review...in a
positive,reassuring manner in a calm environment.
Have multiple people review story with the students.
Fade
Avoid introducing stories when the student is upset or anxious.
Not to be used as a punitive consequence for misbehavior.
Objectives for parent training: 6 steps for parent training: obj 1 - ANS-Describe the
rationale to involve parents in their child's program
Rationale - ANS-Early intervention
Intensive intervention
Intervention agents throughout his/her lifespan
Challenging behavior
Generalization
Parents of children with ASD report higher levels of stress and depression
Two of the most frequently described sources of stress for family members are:
Potentially disruptive behavior in public places
The corresponding restrictions this behavior places on family activities
Involved parents report increased feelings of competence and decreased feelings of
depression and stress
, Objective # 2 - ANS-Describe the measures used to determine the efficacy of parent
implemented intervention
Efficacy - ANS-Many studies focused on specific behavior treatment
Koegel, Koegel, Harrower, & Carter (1999)
Family/environment "goodness of fit"
Parents' implementation (frequency & fidelity)
Parents' generalization to novel skills/situations
Parents' concerns/issues/values
Objective # 3 - ANS-Describe the skills targeted through parent implemented
intervention
Objective #4 - ANS-Describe the components of parent training programs that have
been demonstrated to be effective
Six Steps for Parent Involvement: step 1 - ANS-Determine needs of the family
Areas of concerns and needs regarding the child
Strengths of the child and family
Child behaviors that impact family functioning
Parent-child interactions including type, frequency, nature, and reciprocity of
interactions
Family activities, routines, and physical layout of the home
Supports and resources within the immediate and extended family and community
Six Steps for Parent Involvement: step 2 - ANS-Determine goals
Address areas of concern and priority for the child, parents, and/or family members
Create a positive impact on family functioning and not cause additional stress to the
parents or family
Can be implemented by parents with consistency
Are appropriate for parents to implement in home and/or community settings
Six Steps for Parent Involvement: step 3 - ANS-Develop the intervention plan
Incorporates intervention within the context where target behaviors occur
incorporates intervention into naturally occurring daily routines to the maximum extent
possible
Includes practices that have an evidence base and have been shown to be effective
when implemented by parents
Includes instructional practices that are compatible with parent knowledge,
characteristics, routines, and preferences
HOW????
Instructional strategy broken down into step-by-step directions
Frequency and duration of instruction
When and where to provide instruction
Who will implement
Materials required
