Autism Core Knowledge - QASP Exam Prep Already Passed

Autism Core Knowledge - QASP Exam Prep Already Passed Describe why Autism is considered a spectrum disorder ASD is a neurodevelopmental condition that is complex to define and diagnose. The rationale for using a dimensional rather than a categorical concept of ASD is that a single umbrella term of ASD, with specific information about the level of expression, is more accurate and consistent with the research literature and clinical experience. Identify the historical definitions of Autism Autism was considered to be an expression of schizophrenia or psychosis in childhood and the cause to be the mother not loving the child Identify the currently accepted prevalence rates of Autism 1 in 59 children Identify what is meant by the triad of impairments social communication, social interaction, repetitive/restricted (imagination) Social Communication Difficulties in communicating vary widely and they can be verbal and non-verbal. Many have a literal understanding of language and therefore they think people always mean what they say. Something as simple as body language can be totally alien to people with autism. Problems with social communication may show: o not fully understanding the meaning of facial expressions, common gestures or tone of voice o echolalia (repetition of what has been said in a different context) o difficulties in understanding jokes and sarcasm o making up words o unusual patterns of verbal communication o inappropriate tone of voice o difficulty differentiating between "I" and "you" o lack of gestures and facial expressions o having a literal understanding of language, for example, with sayings or expressions such as "it is raining cats and dogs", or "kill two birds with one stone". Social Interaction Problems with social interaction may show: o a lack of interest in others o being aloof, distant and not paying attention o being alone and withdrawn o using inappropriate or strange social behavior because they find it difficult to express feelings, needs or emotions o a lack of social skills o difficulties in making and maintaining friendships o lack of understanding about friendship or strangers. Repetive/Restrictive (Imagination) Through social imagination we are able to predict and understand other people's behaviour, thoughts and feelings, imagine situations outside our immediate daily routine or comprehend ideas that might be a bit abstract. Problems with social imagination may show: o difficulty in the development of imaginative play where a preference for acting out the same scenes each time is noted o difficulty in understanding how others think, feel and react o problems with imagination in general o problems with predicting actions or events in the future o putting up with new or unfamiliar situations o understanding concepts such as danger or threat. Demonstrate an understanding of the possible causes of Autism -Genetics -Environment -early childhood -metabolism -infections in pregnancy Identify the common characteristics of Autism -Persistent deficits in social communication and social interaction across multiple contexts. -Restricted, repetitive patterns of behavior, interests or activities. -The symptoms are present in the early developmental period -Clinically significant impairment in social, occupational, or other important areas of current functioning -These disturbances are not better explained by intellectual disability or global developmental delay Demonstrate an understanding of all the aspects of Autism Social Reasoning-Use to be known as Asperger's Language Abilities-unable to connect through oral-motor abilities Cognition-intellectual impairment Special Interests-perseverating Sensory Sensitivity-sound, hearing etc. Expression and Management of Emotions-express, label emotions, read facial expressions Identify the common functions of behavior -Sensory (Automatic Self-Stimulatory) -Escape -Attention -Tangible (Access) Identify the Main Causes of Behavior Access and Escape 00:0201:20 Describe what a target behavior is ... Describe what is an observable and measurable behavior Observable and measurable behavior can be seen, counted, monitored by the same way all persons in a room Identify the difference between classical conditioning and operant conditioning ... Identify the difference between primary and secondary reinforcers Primary reinforcers(unconditioned) unlearned- A stimulus change that increases the future frequency of behavior ex. Food, water, shelter, sleep, and sexual stimulation Secondary reinforcers(conditioned) learned- A stimulus reinforces, or strengthens, set behaviors through its association with a primary reinforcer. Money is a conditioned reinforcer because it is paired with what it can get a person. What is meant by the three-part contingency? How ABC analysis can be applied. Antecedent- Sd Behavior- Operant response Consequence- Reinforcer/Punishment Identify the two main types of behavior. Operant-Consequence (learned) Classical/Respondent-Antecedent control (instinct) Identify the difference between skills deficits and performance deficits - Skill deficit means the student does not know how to perform the skill - Performance deficit means that the student knows how to perform the skill but does not consistently use them. Implement strategies to overcome skill and performance deficits DTT for skill deficits, Performance deficits: antecedent manipulation Implement naturalistic teaching methods -Uses motivating operations to facilitate behavior. Often associated with communication. -Manipulating motivating operations Identify the steps for an ABAT in preparing for a session Read the plan, Act out the intervention to yourself, Identify any areas that require clarification, Review the plan with your supervisor and clarify those points that you already identified, decide with your supervisor what or who and how the plan will be communicated to a client or surrogate, consider a checklist or shortened procedural manual for yourself, gather nay materials necessary for the intervention, including tracking sheets, implement the plan Implement implementation strategies Task analyzed training procedures-breaking down a complex skill or behavior chain into its individual steps. -Forward chaining: Beginning with successful completion of the first step in a chain to access reinforcement. After the first step is mastered, the next steps are introduced in successive order, always beginning with the first step. -Backward chaining: This method allows the entire chain to be observed and reinforcement to be delivered upon completion of the last step. After a client has mastered the last step, the behavior analyst completes all but the final two steps and so on. -Total task presentation: Complete all of the steps in a chain on every trial. Has the advantage like backward chaining of completing the chain. As you guide/prompt a client through all steps, you gradually fade these prompts to allow the client to demonstrate the skill without them. Discrimination Training- Stimulus discrimination training is a strategy that is used to teach an individual to engage in particular behaviors in the presence of certain situations, events, or stimuli. Specifically, this is a procedure in which a response is trained to occur in the presence of a particular stimulus and to not occur in the presence of other stimuli. When a response is trained to occur in a particular situation, this situation or stimulus is referred to as a discriminative stimulus, or SD. When a response is trained to not occur in a given situation, this situation or stimulus is referred to as Sρ, or S-delta. Hence, during training, the behavior is reinforced when it occurs in the presence of a discriminative stimulus and is not reinforced in its absence. Four concepts of generalization and discrimination: Stimulus generalization, stimulus discrimination, response generalization, and response discrimination -Stimulus generalization: behavior that is evoked when encountering similar stimuli ex. You say, “plane” when you see one, and your mother says, ‘Yes, that’s a plane.” When you see other flying objects you say “plane”-to which people say, “yes”, even if the planes are somewhat different. -Stimulus discrimination: discriminative stimuli versus stimulus deltas. ex. As you grow up, people reinforce you saying “plane” when you see a plane (discriminative stimulus). They correct you when you say, “plane” when you see a helicopter, balloon or bird. These are all stimulus deltas for saying “plane”. That is, seeing a helicopter and saying “plane” receives no reinforcement or receives punishment. Through this process, you learn to discriminate between “plane”, “helicopter”, and “bird”. -Response generalization: Emitting functionally-equivalent untrained responses. ex. When you are a young adult, you not only say “plane”, but “airplane”, ‘aircraft”, “airliner” and “airship” to communicate the same thing. -Response discrimination: Differential reinforcement versus extinction. ex. As an adult traveler, you tell people that you “need to catch a plane. “When you are on the plane, you read a brochure about the “airliner” that you are taking, and the pilot announces that the “aircraft” will be departing soon. As a result of hearing others speak and from being looked at strangely when you say “airbus”, you rarely say “airplane”, and almost never say “airship.” Some of the responses in this class continue to receive reinforcement, while others do not (extinction). Stimulus Control Transfer- Therapist will repeat trials and give the correct response along with handing over the correct card. Trials of this nature would be repeated until the client appropriately waited and correctly responded to the question or questions presented. This would transfer control of the response from the simple presentation of the pictures to both the presentation of the pictures and the question asked by providing reinforcement only for correcting responding. Stimulus Fading- Prompt Fading- Identify the different sources of sensory information Sensory systems provide information to the brain. We learn about our bodies from touch and body position senses, and this information builds the body scheme. We learn about the environment from seeing, hearing, smelling and tasting. We learn how our bodies interact with the environment from the movement sensations. Explain the impact of different sensory challenges for people with Autism ... Identify events that can increase anxiety for people with Autism, and techniques they can use to manage this. ... Define restrictive problem solving. ... Evaluate the validity of different biomedical approaches to mitigate the effects of Autism ... Identify appropriate indicators to use to signify transitioning visuals, timers, pre mack, schedule Identify ways to enable smoother transitions between activities Singing songs, counting, visuals, timers, practice routine Explain what visual supports are, and how they are used Visual supports are instructional tools. They are used to help children navigate the environment and be independent. Help children learn that changes in the schedule/routine will occur and how to handle them. Demonstrate understanding of the goal of visual supports To improve participation Identify the different types of cards that can be used, and the purpose of each ... Recall what you need to remember when creating visuals Complex pictures, colorful words, pictures and symbols, moving parts Identify and evaluate the concepts of Proactive and Reactive Models of Behavior Support Proactive strategies are intended to make sure the person has got what they need and want on a day to day basis and also includes ways to teach the person appropriate communication and life skills. Reactive Strategies are designed to keep the person and those around them safe from harm. They provide a way to react quickly in a situation where the person is distressed or anxious and more likely to display challenging behavior. Identify the Phases of Behavior 1.Calm 2.Trigger 3.Agitation 4.Acceleration 5.Peak 6.De-escalation 7.Recovery Describe the role of the ABAT during and of the Phases of Behavior 1. Calm- Focus on maintaining a clear, consistent, environment and building rapport with the student 2. Trigger- Focus on prevention and redirecting the student's behavior 3. Agitation- Focus on reducing student anxiety and increasing predictability in the student's environment 4. Acceleration- Focus on maintaining a safe environment for yourself, the student in crisis and and observers 5. Peak- Focus on crisis intervention procedures to maintain a safe environment for student in crisis, self and observers 6. De-Escalation- Focus on removing excess attention, helping student regain composure and demonstrating cooperation with neutral requests. 7. Recovery- Focus on debriefing/problem solving then transitioning student back to academics. Explain the concept of Episodic Severity and apply these skills to a scenario. Defined as the measure of intensity or gravity of a behavioral incident. Identify primary and secondary reinforcers ... Demonstrate an understanding on how to implement different types of reinforcement ... Demonstrate an understanding of a 3 part-contingency ... Demonstrate an understanding on how to prepare for data collection Read Skill Acquisition Plan Identify Data Collection Method Gather Materials Ask Clarifying Questions Analyze the reliability of data that is gathered. IOA Formula - smaller count/larger count X 100