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Questions
8.
What are the advantages to VOCAs?
9.
During the PATH process, what did the team determine were priority target areas?
10.
According to Pargament et al., what are the different approaches to responsibility
and coping in a stressful situation?
11.
What are the most important sources of support
for mothers that led to lower stress levels?
12.
Why is humor and laughter in children with autism of particular relevance?
13.
What is the rationale behind the use of natural, direct reinforcers?
14.
What are the advantages of a child with autism playing music in an ensemble?
15.
What is one of the goals of language intervention for children with autism who
are using single-word or single-symbol utterances?
16.
What approaches are used to increase interactions of school-age children
with adults?
17.
According to DiSalvo, what is pivotal response training?
18.
What are ways that diagnosing older children or individuals may differ from evaluation of young children in a number of important ways? |
Answers
A. Playing music in an ensemble is
good for working on cooperation with others, coordination,
and a sense of accomplishment.
B. PRT involves using role-play
techniques to teach peers how to provide target children
with social reinforcement, including paying attention,
letting the child choose, varying toys, modeling appropriate
social behavior, reinforcing attempts,encouraging conversation,
extending conversation, taking turns, providing narration
for play activities, and teaching responsivity to multiple
cues.
C. 1)
auditory (i.e., spoken) feedback enhances learning efficiency
with regard to spelling 2) because
they provide speech output, they have the potential to
be easily integrated into everyday environments with unfamiliar
people 3) their ability to facilitate natural interpersonal
interactions and socialization by virtue of the speech
output they provide
D. Increase Dustin's mean length of utterances,
teaching him to follow directions, increasing his ability
to toilet independently, and decreasing his outbursts.
E. 1)
self-management strategies, 2) teaching sociodramatic role-play
using pivotal teaching responses, and 3) video- modeling
techniques, 4) straightforward adult instruction
F. 1) the self-directing
approach, in which the individual relies on self
rather than on God 2)the deferring approach, where
the individual places the responsibility for coping
on God, and 3) the collaborative coping approach,
where the individual and God are both active partners
in coping.
G. Natural, direct reinforcers
can teach the children that there is a direct
relation between their response and reinforcement
and may shorten the delay between a response
and reinforcement, resulting in the stimuli
and reinforcer becoming more salient.
H. Train them to comprehend
and express, either using speech or using AAC,
word combinations they have never heard or
been taught before.
I. Their difficulties
centre specifically around relating to other
people, sharing cultural conventions and understanding
others' emotional, attentional and intentional
states.
J. spouses, the mothers'
relatives, and other parents of children with
disabilities.
K. increasing possibilities for alternative diagnoses and long-term effects of environmental interactions; Asperger’s will emerge more frequently as potential diagnosis because features of disorder are generally more salient or more apparent; establishing early developmental history is more challenging; clinician may have opportunities for direct interview of child with adequate language skills in addition to observation and interviewing parents or caregivers; and collaboration with service providers, schools, and other healthcare entities |
