ASD Dr. Bolden Final Part 1

ASD core features

social communication deficits, language deficits, restricted/repetitive behaviors

Communication definition

sending and receiving messages using speech, language, and behavior

Language definition

a rule-governed system of symbols for meaning

Phonology

speech sound rules

Morphology

word structure and morphemes

Syntax

word order rules

Semantics

word meaning

Pragmatics

social use of language

Form-content-use

model of language (form=structure, content=meaning, use=pragmatics)

Reciprocity

back-and-forth interaction between people

Joint attention

shared focus on an object between people

Intentional communication

purposeful communication using gestures or speech

Perlocutionary stage (0–8 mo)

unintentional communication interpreted by caregiver

Illocutionary stage (8–12 mo)

emerging intentional communication using gestures

Locutionary stage (12+ mo)

intentional communication using words

Weak central coherence

detail-focused processing instead of global meaning

Gestalt processing

language learned in chunks or scripts

Echolalia

repetition of previously heard speech

Immediate echolalia

repeating speech right after hearing it

Delayed echolalia

repeating speech heard earlier

Pragmatic functions

requesting, commenting, rejecting, answering

Spontaneous language

novel, generated language not based on repetition

MLU

mean length of utterance (average morphemes per sentence)

Solitary play

playing alone

Parallel play

playing next to others but not interacting

Associative play

playing with others without structure

Cooperative play

organized play with shared goals

Symbolic play

pretend play using objects as something else

Piaget sensorimotor (0–2)

object permanence develops

Piaget preoperational (2–7)

symbolic thought but concrete reasoning

Piaget concrete operational (7–11)

logical thinking develops

Piaget formal operational (11+)

abstract thinking develops

Metacognition

thinking about your own thinking

Cognition

thinking, memory, learning, problem solving

Working memory

short-term storage and manipulation of information

Theory of mind

understanding others have different thoughts and beliefs

Milieu teaching

naturalistic child-led intervention

Peer-mediated instruction

teaching peers to support social interaction

Video modeling

learning through watching modeled behaviors

Script intervention

prewritten language scripts for communication

Follow the child’s lead

adult responds to child interests

Elaboration/expansion

adult adds complexity to child language