What are the four areas of social deficits that Laugeson argues are characteristic of adolescents and young adults on the spectrum. - Answer-Poor Social Communication
- Topic Initiation
- Repetitive Themes
- One-sided Conversations
Poor Social Awareness
- Reading Social Cues.
Poor Social ...
Sociology of Autism- Exam 2 Question
with Correct Answers
What are the four areas of social deficits that Laugeson argues are characteristic of
adolescents and young adults on the spectrum. - Answer-Poor Social Communication
- Topic Initiation
- Repetitive Themes
- One-sided Conversations
Poor Social Awareness
- Reading Social Cues.
Poor Social Motivation
- Low involvement in Social Activities
- Few Peer Entry attempts.
Poor Social Cognition
- Understanding others' perspectives
What are the consequences of social deficits according to Laugeson. - Answer-Peer
Rejection
- Teasing and Bullying
- Bad Reputations
Social Neglect and Isolation
- Limited Peer Network
- Few Friendship Options
- Less Social Engagement
Peer Conflict
- Argument results in end of friendship
Lack of Close Reciprocal Relationships
- Poor friendship quality
What are the limitations of many social skills programs according to Laugeson? -
Answer-• No outcome assessment.
• Do not teach ecologically valid social skills.
• No homework
• Skills do not generalize to other settings.
• Do not include parents.
What are the steps that a person with ASD should follow when wanting to enter into a
conversation that other people are having? - Answer-- Listen for topic
, - Watch from a distance (Using a prop is helpful)
- Make periodic eye contact
- Identify common interests
- Wait - for pause in the conversation, and signs of (non)receptiveness from group
- Join- Move closer, Make a comment or ask a question that is ON TOPIC
- Assess interest- Did they open the circle or close the circle?
• Observe Body Language, Eye contact, Verbal cues
Verbal working memory - Answer-self-directed talk to regulate behavior, i.e. give
ourselves instructions to follow rules and work toward a goal. Ability to "hold on to" a
recent thought related to the task being worked on.
What are the Components of Executive Functioning - Answer-A. INHIBIT impulses, in
responses to stimuli.
B. CONTROL
C. DISTRACTION
D. SHIFT: Flexibility in moving from one focus of attention to another, tolerating change,
etc.
E. Working Memory
- Verbal working memory
- Nonverbal Working Memory
Nonverbal Working Memory - Answer-thinking in visual images of the past to guide
present behavior. Ex:"What did I do the last time I drove from home to school?"
Central Coherence - Answer-refers to the "neurotypical" tendency to pull information
together and look for the "big picture" often at the expense of details.
•By contrast, "weak central coherence" (i.e. local bias) refers to the tendency in ASD to
attend to and remember details rather than global form or meaning.
Summarize the article "Autism and Event Perception" i.e. Describe the importance of
Episodic Memory, how episodic memory can be impaired in ASD, and strategies for
helping children with episodic memory problems. - Answer-Marco is at the starting line
of a race (track meet), but doesn't associate the sound of the start gun with beginning to
run - is a simple thing that doesn't come simply to Marco
- Racing is an abstract thing and people with autism have trouble with abstract things
Important to understand boundaries (ex: physical boundaries of a race) as well as the
roles of the people involved in the race
An event is all organized around a single goal
Event perception usually taken for granted
Our days are made up of small events like crossing the street, etc.
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