PSYC 4030 Chapter Notes - Chapter 12: Discrete Trial Training, Pivotal Response Treatment, Intellectual Disability

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24 Apr 2012
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PCIT chapter 12
Autism spectrum disorders:
o Made for externalizinf behaiours; howwevr useful in more specialized sitch
o Randomized control study-efficacy with mental retardation
o Pcit- higher compliance, greater PRIDE skills- may be good for others too
o Used with developing children; autism pervasive dev. Disorder, and aspergers too
o ASD-autism spectrum-excluded initially; social contingencies would hamper results
o Yet high functioner asd’s-reinforced by social attn;
o Most asd’s-clinics with externalizing behaviours as focus of treatments
o Increase for asd’s referrals
o Research shows compliance in as’ds and less aggressive
o Few studies done;
o Mcniel shows higher functioning can be compliant and decresed problems
o More needed
o Pcit may be alternative with high end of spectrum asds; not all asds will beneifit
o Poor receptive language skills under 24 mos; wont
o Social reinforcement:extreme social withdrawal wont beneifit
o
o Empiracly supported treatment est- 12.1 primary treatments:
Treatment
Overview
Applied behvaiour
analysis
-emphasis on functional assessment and building skills
-increase socially appropriate repertoires while decreasing challenging
behaviours
Dvelop skills allowing range of reinforcers
UCLA young autism
project
Intensive at home school community
Improves desrieable language and social while reducing tantrums and
aggression
Use of discrete trial training DTT and incidental learning to teacj goals
Pivotal response
training
Applied behavioural analytic principle to lang, social, behaviour, play
Improve broad functioning to generalize
Independence ; self education; motivate and self intitiate
Positive behaviour
support
Assist in creating lifestyle leadint to quality
Decrease undesirable in socially acceptable manners
Fucntionall asss. Hypothesis, plan, maintainable plan
TEACCH method
Structure in teaching new behaviour, target specific skills, conditions
consequences of shaping
Focus on tolerance, normalization
DIR/ Floortime
Attending to their need mututal enjoyable shared experiences b.w. p/c
By observing actions, emotional tones, expanding play through
supportive comments
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