Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Autism Modules
10 facts about what I learned from the modules
| Term | Definition |
|---|---|
| Diagnostic Criteria for Social Skills Difficulties | Impairment in use of nonverbal communications Failure to develop peer relationships Lack of desire to seek out enjoyment or achievements with others Lack of social or emotional reciprocity. |
| Skill Acquisition Deficit vs. Performance Deficit | Skill Acquisition Deficit- absence of a skill of behavior Performance Deficit- a skill of behavior that is present but not demonstrated or performed (requires you to address the impeding factors rather than the absent skill). |
| Selected Social Skills Strategies | Social Story- teaching social or behavioral skills in the form of a short story Video Modeling (or Self-Modeling)- the student watching a demonstration of a behavior on film, or watched him or herself on video to modify their behaviors. |
| Language/Speech/Communication | Language- formal symbol (oral, ASL, or written) Speech- ability to use all speech sounds in a language Communication- interactive exchange between two or more people to express needs, feelings, and ideas. |
| Receptive vs. Expressive Language | Receptive- the ability to comprehend what other people are saying (who, what, how). Goes beyond knowing the meaning of the words being said. Expressive-use oral/written language in a conventional way. Forms through vocabulary, grammar, how to use words |
| Communication Rituals | Dominant characteristics of people with autism. They can be social for a best attempt at interacting, nonsocial in attempt to express anxiety, nonsocial in attempt to calm oneself, or nonsocial to express inhibition |
| Students with ASD and rules | Students with ASD thrive in well-organized, highly structured environments. Rules and routines should be predictable and easily available to students with ASD. |
| Developing and Teaching Rules | There should be a broad set of common rules that apply to all environments the student might be participating in. Rules should be observable and clearly illustrated for what the student should do rather than not do. Provide individual, visual support. |
| Developing and Teaching Routines | Transition times can be hardest. Have visual display of routines to get started on work (not omitting ANY steps). Routines should be taught very explicitly not assuming the student can fill in the missing gaps. |
| Predictability | Students need to be able to predict what rules they should be following and what routines they should be participating in. This will ultimately lead them to success. |
Created by:
sydney.nolen
Popular Fitness sets