Chapter 7 - Autism

Chapter 7 - Autism

Savant syndrome

Extraordinary ability or knowledge in a particular area (e.g., memorization, mathematical calculations, drawing, music) while functioning in the intellectual disability range in all other areas.

Facilitated communication (FC)

A type of augmentative communication in which a “facilitator” provides assistance to someone in typing or pointing to vocabulary symbols; typically involves an alphanumeric keyboard on which the user types out a message one letter at a time. Also called supported typing.

Stereotypy

Repetitive, nonfunctional movements (e.g., hand flapping, rocking).

Asperger syndrome

A developmental disorder characterized by normal cognitive and language development with impairments in all social areas, repetitive and stereotypic behaviors, preoccupation with atypical activities or items, pedantic speech patterns, and motor clumsiness; included in autism spectrum disorders.

Executive functioning

Regulating one’s own behavior, such as planning and goal setting, cognitive and behavioral flexibility, inhibition, working memory, and selective attention.

Social stories

An intervention for teaching social skills that uses individualized stories usually constructed with one sentence per page accompanied by photographs or simple line drawings depicting a social situation from the viewpoint of the student. Often used with children with autism spectrum disorders to decrease anxiety about the situation, help them learn relevant social cues and the expected behaviors, explain how to behave to achieve desired outcomes from the situation, and help understand the event from the perspective of others.

Theory of mind

The intuitive ability to distinguish and interpret one’s own and other people’s thoughts, motives, and beliefs (i.e., perspective taking).

Behavior trap

This includes four essential features: (a) They are “baited” with virtually irresistible reinforcers that “lure” the student to the trap; (b) only a low-effort response already in the student’s repertoire is necessary to enter the trap; (c) once inside the trap, the student is motivated by interrelated contingencies of reinforcement to acquire, extend, and maintain targeted academic and/or social skills; and (d) they can remain effective for a long time because students show few, if any, satiation effects.

Applied behavior analysis (ABA)

The science in which tactics derived from the principles of behavior are applied systematically to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change.

Autism spectrum disorder

A developmental disability characterized by persistent deficits in social communication and social interaction and by restricted, repetitive, and stereotypic patterns of behavior, interests, and activities. Symptoms are present in early childhood.

Echolalia

The repetition of what other people have said as if echoing them; characteristic of some children with delayed development, autism, and communication disorders.