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Autism is a neurodevelopmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behavior. Parents often notice signs during the first three years of their child's life. These signs often develop gradually, though some autistic children experience regression in their communication and social skills after reaching developmental milestones at a normal pace.
Discrete trial training (DTT) is a technique used by practitioners of applied behavior analysis (ABA) that was developed by Ivar Lovaas at the University of California, Los Angeles (UCLA). DTT uses direct instruction and reinforcers to create clear contingencies that shape new skills. Often employed as an early intensive behavioral intervention (EIBI) for up to 30–40 hours per week for children with autism, the technique relies on the use of prompts, modeling, and positive reinforcement strategies to facilitate the child's learning. It previously used aversives to punish unwanted behaviors. DTT has also been referred to as the "Lovaas/UCLA model", "rapid motor imitation antecedent", "listener responding", errorless learning", and "mass trials".
Adaptive behavior is behavior that enables a person to cope in their environment with greatest success and least conflict with others. This is a term used in the areas of psychology and special education. Adaptive behavior relates to everyday skills or tasks that the "average" person is able to complete, similar to the term life skills.
Applied behavior analysis (ABA), also called behavioral engineering, is a technique concerned with applying empirical approaches based upon the principles of respondent and operant conditioning to change behavior of social significance. It is the applied form of behavior analysis; the other two forms are radical behaviorism and the experimental analysis of behavior.
Developmental disability is a diverse group of chronic conditions that are due to mental or physical impairments that arise before adulthood. Developmental disabilities cause individuals living with them many difficulties in certain areas of life, especially in "language, mobility, learning, self-help, and independent living". Developmental disabilities can be detected early on and persist throughout an individual's lifespan. Developmental disability that affects all areas of a child's development is sometimes referred to as global developmental delay.
Autism therapies are a wide variety of therapies that attempt to improve the quality of life of autistic people and lessen the deficits and problem behaviours colloquially associated with an autism spectrum disorder (ASD). These methods of therapy also seek the increase of functional independence in autistic people. Autism can be described as social and language disability that is detected in most children as early as the of 18 months old. There is no known cause or cure for autism but treatment and therapies are suggested. None of these therapies eliminate autism within someone, let alone to a high degree of viability. Autistic children grow up to become autistic adults at risk of burnout and PTSD inflicted during childhood and adolescence, often overlooked by those who prioritize the elimination of autism over the common well being of autistic people. Treatment is typically catered to the person's needs. Treatments fall into two major categories: educational interventions and medical management. Training and support are also given to families of those with ASD.
Pivotal response treatment (PRT), also referred to as pivotal response training, is a naturalistic form of applied behavior analysis used as an early intervention for children with autism that was pioneered by Robert and Lynn Koegel. PRT advocates contend that behavior hinges on "pivotal" behavioral skills—motivation and the ability to respond to multiple cues—and that development of these skills will result in collateral behavioral improvements. In 2005, Richard Simpson of the University of Kansas identified pivotal response treatment as one of the four scientifically based treatments for autism.
The assessment of basic language and learning skills is an educational tool used frequently with applied behavior analysis (ABA) to measure the basic linguistic and functional skills of an individual with developmental delays or disabilities.
The professional practice of behavior analysis is a domain of behavior analysis, the others being radical behaviorism, experimental analysis of behavior and applied behavior analysis. The practice of behavior analysis is the delivery of interventions to consumers that are guided by the principles of radical behaviorism and the research of both experimental and applied behavior analysis. Professional practice seeks to change specific behavior through the implementation of these principles. In many states, practicing behavior analysts hold a license, certificate, or registration. In other states, there are no laws governing their practice and, as such, the practice may be prohibited as falling under the practice definition of other mental health professionals. This is rapidly changing as behavior analysts are becoming more and more common.
The behavioral analysis of child development originates from John B. Watson's behaviorism.
Tact is a term that B.F. Skinner used to describe a verbal operant which is controlled by a nonverbal stimulus and is maintained by nonspecific social reinforcement (praise).
Centro Ann Sullivan del Perú(CASP) is a non-profit organization based in Lima, Perú that provides services to individuals with a wide range of developmental disabilities including autism and Down syndrome, as well as their families.
Liliana Mayo is a Peruvian psychologist and special education teacher.
Video modeling (VM) is a mode of teaching that uses video recording and display equipment to provide a visual model of the targeted behaviors or skill. In video self-modeling (VSM), individuals observe themselves performing a behavior successfully on video, and then imitate the targeted behavior. Video modeling has been used to teach many skills, including social skills, communication, and athletic performance; it has shown promise as an intervention for children with autism spectrum disorders (ASD). Important practical and theoretical questions remain largely unanswered about video modeling and other forms of video-based intervention.
A behavioral cusp is any behavior change that brings an organism's behavior into contact with new contingencies that have far-reaching consequences. A behavioral cusp is a special type of behavior change because it provides the learner with opportunities to access new reinforcers, new contingencies, new environments, new related behaviors (generativeness) and competition with archaic or problem behaviors. It affects the people around the learner, and these people agree to the behavior change and support its development after the intervention is removed.
Natural language training is a set of procedures used by behavior analysts that rely heavily on mand training in the natural environment. These procedures include incidental teaching, functional communication training, and pivotal response treatment, which are used to mirror the natural areas of language use for children. Behavior analytic language training procedures run along a continuum from highly restrictive such as discrete trial training to very nonrestrictive conversationally-based strategies. Natural language falls in the middle of these procedures.
Response Prompting Procedures are systematic strategies used to increase the probability of correct responding and opportunities for positive reinforcement for learners by providing and then systematically removing prompts. Response prompting is sometimes called errorless learning because teaching using these procedures usually results in few errors by the learner. The goal of response prompting is to transfer stimulus control from the prompt to the desired discriminative stimulus. Several response prompting procedures are commonly used in special education research: (a) system of least prompts, (b) most to least prompting, (c) progressive and constant time delay, and (d) simultaneous prompting.
The autism spectrum is an umbrella term covering a range of neurodevelopmental conditions referred to as autism spectrum disorder (ASD). The word spectrum is defined in the Diagnostic and Statistical Manual of Mental Disorders to cover a wider group of conditions and differences in the type and perceived severity of symptoms, a trend which developed in the 1980s; an alternative term, autism spectrum conditions, has been used by some to avoid perceived negativity associated with the word disorder. Asperger syndrome is included in the term autism spectrum disorder. The 11th International Classification of Diseases (ICD-11), released in January 2021, characterises ASD with deficits in the ability of an individual to begin and sustain two-way social communication and restricted or repetitive behavior unusual for the individual's age or situation. Although linked with early childhood, the symptoms can appear later, frequently associated with increased social interaction. With considerable variation, also dependent on the context, deficits can cause impediments in personal, family, social, educational and occupational situations; those diagnosed with ASD range from the independent and gifted to the very challenged and needy requiring intervention and long-term support.
The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) is an assessment and skills-tracking system to assess the language, learning and social skills of children with autism or other developmental disabilities. A strong focus of the VB-MAPP is language and social interaction, which are the predominant areas of weakness in children with autism.
The Picture Exchange Communication System (PECS) is an augmentative and alternative communication system developed and produced by Pyramid Educational Consultants, Inc. PECS was developed in 1985 at the Delaware Autism Program by Andy Bondy, PhD, and Lori Frost, MS, CCC-SLP. The developers of PECS noticed that traditional communication techniques, including speech imitation, sign language, and picture point systems, relied on the teacher to initiate social interactions and none focused on teaching students to initiate interactions. Based on these observations, Bondy and Frost created a functional means of communication for individuals with a variety of communication challenges. Although PECS was originally developed for young children with autism spectrum disorder (ASD), its use has become much more widespread. Through the years, PECS has been successfully implemented with individuals with varying diagnoses across the aged span. PECS is an evidence-based practice that has been highly successful with regard to the development of functional communication skills.
References
- ↑ O'Neil, J., "Her Long-Distance Connections Came Through", The New York Times, November 18, 2002
- ↑ "The University of Kansas - Life Span Institute Affiliated Centers". Archived from the original on 2009-04-17. Retrieved 2009-02-01.
- ↑ Schroeder, S.R. (2006). “History of the Centro Ann Sullivan del Peru – CASP”, in Schiefelbusch RL & Schroeder SR (Eds.) “Doing science and doing good”. Baltimore: Paul Brookes Publishing Co.
- ↑ Council for Exceptional Children, International Programs
- ↑ 26 years Educating and Working with Centro Ann Sullivan del Perú Archived 2008-11-01 at the Wayback Machine
- 1 2 Primary Consultant and Teacher of CASP Staff [ permanent dead link ]