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...
ASD Exam 3 Questions with Correct
Answers
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
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
SCERTS 3 areas of focus - Answer-1. social communication
2. emotional regulation
3. transactional support
1. social communication - Answer-- communicating and playing with others in everyday
activities and sharing joy and pleasure in social relationships
- focuses on joint attention and symbol use
2. emotional regulation - Answer-- supporting the child's ability to regulate emotional
arousal
- teach ability to:
1. seek assistance and respond to others' attempts to provide support when faced with
stressful, over stimulating, or emotionally dysregulation circumstances (referred to as
mutual regulations)
2. remain organized and well-regulated in the face of potentially stressful circumstances
(referred to as self regulation)
3. recover from being pushed over the edge into states of emotional dysregulation or
shutdown, through mutual and send regulatory strategies ( referred to as recover from
extreme dysregulation)
3. transactional support - Answer-- interpersonal support, learning opportunities that
include:
1. interpersonal supports: adjustments made by communicative partners in language
use, emotional expression, and interactive style that will increase child's ability to
process language, participate in social interaction, experience social activities as
emotionally satisfying, and maintain well-regulated states
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