BCAT EXAM STUDY SHEET, Exams of Nursing

Download BCAT EXAM STUDY SHEET and more Exams Nursing in PDF only on Docsity! BCAT EXAM STUDY SHEET Deficits in Social Emotional Reciprocity - Range from abnormal social approach and failure of normal back and forth conversations; to reduced sharing of interests, emotions, or affect: to failure to initiate or respond to social interactions. Deficits in nonverbal communicative behaviors used for social interaction - Manifested by absent, reduced, or atypical use of eye contact (relative to cultural norms), gestures, facial expressions, body orientation, or speech intonation. Deficits in developing maintaining and understanding relationships - Ranging from difficulties adjusting behavior to suit various social context; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers Stereotyped or repetitive motor movements, use of objects or speech - Simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases (language with a private meaning; only makes sense to those familiar with the situation where the phrases came from) Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or non-verbal behavior - Extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat same food everyday Highly restricted, fixated interests that are abnormal in intensity or focus - Strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest Hyper or Hypo reactivity to sensory input or unusual interests in sensory aspects of environment - Apparent indifference to pain/ temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement. Levels of severity across social communication and restrictive, repetitive behaviors - Level 1 Requiring support Level 2 Requiring substantial support Level 3 Requiring very substantial support Postive Reinforcement - Sally took off her shoe independently yesterday, her mother clapped her hands and said, "Way to go Sally!" Sally took her shoes off independently again today. The clapping and "way to go" were the postive reinforcer. Negative Reinforcement - When you start your car, an annoying noise is sounded. The noise turns off when you put your seatbelt on. The next time you get in the car you put your seatbelt on before you start the car, so you do not hear the noise. Postive Punishment - Jose hit Lisa because he wanted her to play with him. The teacher reprimands Jose and told him not to hit her again. Jose then asked Lisa to play with him the next day. Research regarding treatment intensity - Comprehensive undertaking that involves the child's entire family and a team of professionals. One-on-one treatment 30-40 hours per week Early intensive behavioral intervention research - ABA (Applied Behavior Analysis) Early intensive intervention helps all ages, but those who start before age 2 were most likely to make dramatic gains. Foundational Autism Research - IAN (Interactive Autism Network) a project collecting information online from families of children with autism, ABA which may help build the foundation for later social skills training Difference between evidence-based interventions vs. non-evidence based interventions - -Evidence-based: a body of formal research indicates the effectiveness of the treatment. (occupational therapy, speech therapy, ABA, social skills therapy) -Non- evidence based: has not been proven effective ( Hippo therapy (horse-back riding), GFCF diet (Gluten free, Casein free) Negative Punishment - Jake loves PE. He spits at the teacher during PE class. The teacher sent him to stand in the hall. The next PE class Jake did not spit. Positive Reinforcement - A type of reinforcement in which the Presentation of the stimulus is contingent upon the response, resulting in an Increase in the future probability of that response. Negative reinforcement - A type of reinforcement in which Removal of a stimulus is contingent on a response, resulting in an Increase in the future probablity of that response. Positive Punishment - A type of punishment in which stimulus Presentaion is contingent on a response resulting in the Decrease of the future probability of that response. Negative Punishment - A type of punishment in which stimulus Removal is contingent on a response, resulting in the Decrease of the future probability of that response. Reinforcer - A stimulus that is either delivered or removed that will Increase the lielihood of that response occurring in the future Premack Principle - a principle that states that contingent access to high-frequency behaviors (preferred activities) serves as a reinforcer for the performance of low- frequency behavior Preference Assessment - a collection of methods used to predict the extent to which stimuli will function as reinforcers for a given individual Prompt - a cue or hint meant to induce a person to perform a desired behavior, an antecedent that induces a person to perform a behavior that otherwise does not occur Errorless Learning - a therapy 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 Most-to-Least Prompting - Fading from one type of prompt to another less intrusive prompt, using the most intrusive (full physical) to the least intensive (stimulus manipulation) used when teaching a new skill Least-to-Most Prompting - a hierarchy of prompts is used and this hierarchy has a minimum of three levels, 1st is independent (no prompt) the remaining levels are sequenced to form the least amount of help to the most amount of help, the last level should be a controlling prompt that results in the learner doing the behavior correctly Prompt Fading - decreasing the level of assistance needed to complete a task or activity, the overall goal is for the student to eventually engage in the skill independently Time Delay Prompt - The transfer of stimulus control from the prompt to the target SD by increasing the elapsed time between the presentation of the target SD and the prompts across trials Chaining - A chain of sequences of SDs and responses where each response in the sequence (except for the last one) produces the SD for the next response in the sequence. Shaping - Systematically reinforcing successive approximations of a target behavior while extinguishing previous approximations. The successive approximations become increasingly more similar to the target behavior. Pacing - the speed or rate at which an instructor presents the task in a lesson, *In NET the learner effectively sets their own pace during therapy Alternative and Augmentative Communication - (AAC) an umbrella term that encompasses the communication methods used to supplement or replace speech or writing for those with impairments in the production or comprehension of spoken or written language (picture or symbol boards) Functional Approaches to Teaching Language Skills - (VB) Verbal Behavior: a method of teaching language that focuses on the idea that a meaning of a word is found in their functions to assess and facilitate language skills development Mand Training - (Requesting or Asking) a verbal response that is controlled by an established operation controlled by states of deprivation and aversion, usually specifying its own reinforcer, we use mands to get needs and desires meet Tact Training - Teaching a child to comment on the environment around them. A tact is a verbal operant that is controlled by a nonverbal antecedent and followed by a nonspecific consequence. Training Echoic Behavior - (Vocal Imitation) Verbal behavior that is controlled by and matches a verbal antecedent, Involves 4 phases: Teaching the child to vocally imitate sounds the sound blends, combine the sounds and sound blends to form words, and to link the words together to form phrases and sentences Training Intraverbal Behavior - (Conversational Behavior) Verbal behavior that is controlled by a verbal antecedent and does not match the verbal antecedent, occurs when a child hears a question or comment, says something related to but different from what is heard * Does not receive the item named Training Joint Attention - teaching a child to comment by encouraging him/her to point to an object of interest and say the name of the object Teaching Play Skills - basic hierarchy, based on developmental levels: Solitary play, Parallel play, Interactive, Cooperative, Pretend, Rule Based Play *Create a plan set concrete, small goals, determine how to measure progress and embed reinforcement into the task (start with cause-and-effect toys/ jack-in-the-box, keyboard etc.) Teaching Motor Skills - activities that require the coordination and movement of smaller muscles of the body, especially those of the hand *Gross Motor Skills-using our larger muscle groups; like sitting, walking, jumping Teaching Adaptive and Safety Skills - Adaptive skills means how well a person can deal with the tasks of everyday life, these include the ability to speak and understand, ability to perform home-living skill, use community resources, leisure time, self-care, self-direction and work skills * Safety Skills means proper behavior in the community and following safety measures Teaching Social Skills - such as greeting others, eye contact, imitation, social ques, asking questions of others, commenting to others, and asking to join ongoing activities *Define a goal social skill, teach what the behavior looks like and why it is important, Model the behavior, Practice the behavior, Prompt, Reinforce, Generalize Teaching Cognition Skills - development involves the progressive building of learning skills, such as attention, memory and thinking, emotions, desires, senses, physical states, etc. *These crucial skills enable children to process sensory information and eventually learn to evaluate, analyze, remember, make comparisons and understand cause and effect Teaching Executive Function Skills (EF) - EF deficits: planning, inhibition, attention, flexibility, memory, problem solving, emotional self- control Teaching Academic Skills - Increase attention to tasks, responding appropriately, discrimination ability, ability to sit and work, tolerance to increased demands, letter recognition, colors, shapes, numbers, reading, counting, time, etc. Visual Supports - photographs, drawings, object, written words, & lists * They support children in their ability to maintain attention, understand spoken language, sequence and organization in their environment Curriculum Modifications - modified content, instruction, and/or learning outcomes to meet diverse student needs *A blanket term for any changes made to accommodate a student's particular needs - Entails altering the content taught - Behavior Treatment Plan (BIP) - a plan that's based on the FBA (Functional Behavior Assessment) to help replace problem behaviors with more positive ones * A detailed written description of the problem behavior, and the treatment designed to decrease the behavior Target Behavior - the behavior that has been selected for change *It should be defined in a clear, concise, and objective manner Operational Definition - the behavior as to its topology and its function *An explicit definition that makes it possible for two or more disinterested observers to identify the same behavior when observed Functional Behavior Assessment (FBA) - a variation on procedures originally developed to ascertain the purpose or reason for behaviors displayed by an individual *Identifies a specific target behavior, the purpose of the behavior, and what factors maintain the behavior that is interfering with the student's educational progress Escape Extinction - Planned ignoring of the problem behavior maintained by social negative reinforcement (the ability to escape a situation/demand) Attention Extinction - Planned ignoring of the problem behavior maintained by social postive reinforcement (receiving attention from another person)