PSYCH09X: Chapter 3 & 4

Academic skills

Through play children learn:

Social skills

Through play children learn:

About themselves

Through play children learn:

Where they (children) fit in the world

Through play children learn:

Unoccupied Play

Stage of play wherein child might not actually look like playing but it sets the stage for future development. They will observe their surroundings and make random body movements out of curiosity.

0 to 3 months

Age of Unoccupied Play

Solitary Play

When a child plays alone and are not interested in playing with others quite yet. By engaging in solo play, kids learn about their surroundings, build confidence, experience cause and effect, and fine-tune their motor skills.

0 to 2 years old

Age of Solitary Play

Onlooker Behavior

When a child watches and observes other children playing but will not play with them. Observation of other children who play and by observing, child start to learn how things work when they play.

2 years old

Age of Onlooker Behavior

Parallel Play

When a child plays alongside or near others but does not play with them. Kids might use the same toys and mimic each other but they won’t directly interact with their peers.

2+ years old

Age of Parallel Play

Associative Play

When a child starts to interact with others during the day, but there is not much cooperation required. They’ll begin engaging with their peers while playing, but they will still do things mainly on their own.

3 to 4 years old

Age of Associative Play

Cooperative Play

When a child plays with others and has an interest in both the activity and other children involved in playing. Kids work toward a common goal.

4+ years old

Age of Cooperative Play

True

Children with emotional or behavioral disorders are characterized primarily by behavior that falls significantly beyond the norms of their cultural and age group on two dimensions

Externalizing behavior

One of the two dimensions of EBD characteristics in which behavior is noticeable or observable by other people such as aggression or acting out

Anti-social

The most common behavior pattern of children with emotional or behavioral disorders consists of ___________, or externalizing behaviors

Internalizing behavior

One of the two dimensions of EBD characterized by too little social interaction with others. Because of this, they are in danger of not being identified.

Academic Achievement

Most students with emotional or behavioral disorders perform one or more years below grade-level academically

Intelligence

Many more children with emotional or behavioral disorders score in the slow learner or mild ID range on IQ tests than children without disabilities

Challenging Behaviors

Any abnormal pattern of behavior that is above the expected norm for age and level of development can be described as _________.

Aggression

Most common, yet complex, challenging behavior, and a frequent indication for referral to child and adolescent psychiatrists

Disruptive behavior problems

ADHD, ODD, & CDD are characterized by: ___________________.

Conduct Disorder

Individuals with this type of EBD often misinterpret other people's intentions to them.

Callous-unemotional

Individuals with Conduct Disorder often have trouble understanding how other people think, sometimes described as being ____________.

Anti-Social Personality Disorder

If Conduct Disorder is left unsupervised, it will progress to this condition once the individual ages 18.

Anxiety

Mild to moderate anxiety is a normal emotional response to many stressful life situations

Depression

Often occurs in children under stress, experiencing loss, or having attentional, learning, conduct or anxiety disorders and other chronic physical ailments

Disruptive Mood Dysregulation Disorder

Characterized by a pervasively irritable or angry mood. This includes more than 3 episodes weekly of severe temper tantrums and negative mood in between lasting for more than a year in multiple environments.

Social Communication Disorder

Characterized by persistent difficulties with using verbal and non-verbal communication for social purposes, which can interfere with interpersonal relationships, academic achievement, and occupational performance

Screening

Process of differentiating between children who are not likely to be disabled and those who either show signs of behavioral disturbance or seem to be at risk for developing behavior problems

Collaborative Teams

Pre-referral interventions are designed to address students identified behavioral and academic problems and to reduce the likelihood of further, more restrictive placements

Purposeful

Behaviors are ____.

Functional Behavioral Assessment

Process that identifies a specific or target behavior that interferes with a student’s education. This attempts to designate the particular behavior, identify the factors that support the behavior, and determine the purpose of the behavior.

Behavior Intervention Plan (BIP)

When school administrators can’t figure out the trigger for inappropriate behavior, a Functional Behavior Assessment (FBA) and a ________ will help.

Behavioral Reduction Plan

Plan that is based on the results of a functional behavioral assessment (FBA) and, at a minimum, includes a description of the problem behavior, global and specific hypotheses as to why the problem behavior occurs and intervention strategies that include positive behavioral supports and services to address the behavior

O. Ivar Lovaas

ABA was established in 1960s by this person to help children with special needs particularly children with autism.

Behaviorism & Learning Theory

ABA is a mixed of these two theories

Positive Reinforcement

ABA works because of this main strategy taking in part of operant conditioning.

Antecedent

Occurs right before the target/challenging behavior. Possible cause why an individual behaves or acts in a certain way

Environmental Modification

Modifying (fixing) client’s environment

Reinforcement

Giving of rewards

Demand Fading

Demands are initially removed

Task Modification

Negotiation between the client or the child

Behavior Momentum Procedure

Assessment of a behavioral therapist

Behavior

Person’s response or lack of response to the antecedent. It can be an action, verbal response, or something else.

Consequence

Comes directly after the behavior. It can include positive reinforcement or no reaction for incorrect response.

Primary Reinforcement

Rewards that is identified as a basic need. Occurs naturally and do not need to be learned.

Secondary Reinforcement

Stimuli have become awarding by being paired with another reinforcing stimulus. It needs to be learned.

Ask

Steps in behavior measurement wherein we interview the primary caregiver of the client in order for us to anticipate their behavior and mood in the session. Also known as feedbacking.

Monitoring

Steps in behavior measurement wherein we observe the client directly.

Identify

Steps in behavior measurement wherein we identify the functions and antecedents of behavior.

Measure

Steps in behavior measurement wherein we measure the frequency and duration of the behavior client exhibits.

Documentation

Steps in behavior measurement wherein we document the behavior and its measurement throughout the session.

Monitor

Steps in behavior measurement wherein we analyze the behavioral observations we have made in the previous session: did the therapy help improve or the behavior declined more?

Attention-Seeking

Function of behavior that occurs when someone desires feedback or a response from another person

Escape

Function of behavior that typically occurs when a learner wants to avoid or escape doing something

Access to Tangibles

Function of behavior wherein children engages in certain behaviors because they are looking to gain access to something

Sensory Stimulation

Occurs when children want to experience a pleasant sensation or replace discomfort

Stims

Repetition of physical movements, sounds or repetitive movement of objects common in individuals with developmental disability

ABA

Uses principles of learning theory to bring about meaningful and positive change in behavior, to help individuals build a variety of skills (e.g., communication, social skills, self-control, and self-monitoring) and help generalize these skills to other situations.

Discrete Trial Training (DTT)

A structured ABA technique that breaks down skills into small, “discrete” components. Systematically, the trainer teaches these skills one by one, repeated several times until a skill is mastered. Along the way, trainers use tangible reinforcements for desired behavior.

Incidental Teaching

A strategy that uses the principles of applied behavior analysis (ABA) to provide structured learning opportunities in the natural environment by using the child's interests and natural motivation.

Errorless Teaching

An instructional strategy that ensures children always respond correctly. As each skill is taught, children are provided with a prompt or cue immediately following an instruction. The immediate prompt prevents any chance for incorrect responses.

Self-management

Help individuals learn to independently regulate, monitor and record their behaviors in a variety of contexts, and reward themselves for using appropriate behaviors. It's been found effective for ADHD and ASD children

Behavioral Coaching

This helps clients improve their lives with a focus on behavior and habit change. This process typically involves self-analysis, goal setting, action planning, and, most importantly, behavioral follow-through.