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Glossary of Autism Spectrum Disorders related Terminology
Applied Behavior Analysis (ABA): A style of teaching which uses a series of trials to shape a desired behavior or response. Skills are broken down into their simplest components and then taught to the individual through a system of reinforcement.
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Asperger’s Syndrome (AS): A developmental disorder on the autism spectrum defined by impairments in communication and social development and by repetitive interests and behaviors. Unlike typical autism, individuals with Asperger’s Syndrome have no significant delay in language and cognitive development.
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Autism: A spectrum of developmental disability disorders characterized by deficits in social interaction and communication, and unusual and repetitive behavior.
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Autistic Disorder: Individuals with Autistic Disorder have a moderate to severe range of communication, socialization, and restrictive and repetitive behavior.
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Autistic/Autism Spectrum Disorders: A term that encompasses autism and similar disorders. More specifically, the following five disorders listed in the DSM-IV: Autistic Disorder, Asperger’s Disorder, Pervasive Developmental Disorder - Not Otherwise Specified, Childhood Disintegrative Disorder, and Retts Disorder.
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Childhood Disintegrative Disorder: Childhood Disintegrative Disorder, an extremely rare disorder, is a clearly apparent regression in multiple areas of functioning (such as the ability to move, bladder and bowel control, and social and language skills) following a period of at least 2 years of apparently normal development.
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Diagnostic and Statistical Manual (DSM-IV): The official system for classification of psychological and psychiatric disorders prepared by and published by the American Psychiatric Association.
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Developmental, Individual Differences, Relationship-based (DIR): A comprehensive, interdisciplinary approach that focuses on the emotional development of the child. It takes into account the child’s feelings, relationships with caregivers, developmental level and individual differences in a child’s ability to process and respond to sensory information.
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Early Intensive Behavioral Intervention (EIBI): A fairly generic term for applied behaviorial analysis (ABA-based) interventions, the focus is on very young children with autism, usually younger than five, and often younger than three. The intensity of intervention is significant in number of hours and in the ratio of child to instructor.
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Echolalia: Repeating words or phrases heard previously. The echoing may occur immediately after hearing the word or phrase, or much later. Delayed echolalia can occur days or weeks after hearing the word or phrase.
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High Functioning Autism: Individuals with autism who do not have a co-occurring cognitive disability are called ‘high functioning.
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Individualized Educational Program (IEP): A program that identifies the student’s specific learning expectations and outlines how the school will address these expectations through appropriate special education programs and services. It also identifies the methods by which the student’s progress will be reviewed. For students 14 years or older, it must also contain a program for the transition to postsecondary education, or the workplace, or to help the student live as independently as possible in the community.
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Picture Exchange Communication System (PECS): PECS is an alternative communication system that uses picture symbols. It is taught in six phases starting with a simple exchange of a picture symbol for a desired item. Individuals learn to use picture symbols to construct complete sentences, initiate communication, and answer direct questions.
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Perseveration: Repetitive movement or speech, or sticking to one idea or task, which has a compulsive quality to it.
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Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS): The diagnosis given for children who present with some of the characteristics of either Autism or Asperger's Syndrome, but not severe enough for a diagnosis of either of these conditions.
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Pivotal Response Training: An intervention based on the principles of applied behavior analysis (ABA). Two pivotal behaviors, motivation and responsivity to multiple cues are taught. These behaviors are central to a wide area of functioning and positive changes in these behaviors should have widespread effects.
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Positive Behavior Supports: The broad enterprise of helping people develop and engage in adaptive, socially desirable behaviors and overcome patterns of destructive and stigmatizing responding.
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Relationship Development Intervention (RDI): a parent-based intervention program where parents are provided the tools to effectively teach Dynamic Intelligence skills and motivation to their child.
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Rett’s Syndrome: a neurological disorder that occurs only in girls. Unlike autism, girls initially show normal development, then revert. The initial symptoms include some that are associated with autism.
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Sensory Integration (SI): This is a term applied to the way the brain processes sensory stimulation or sensation from the body and then translates that information into specific, planned and coordinated motor activity.
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T.E.A.C.C.H. (Treatment and Education of Autism and Related Communication Handicapped Children): This is a therapeutic approach broadly based on the idea that individuals with autism more effectively use and understand visual cues. It focuses on promoting dependence by using items such as picture schedules to break down tasks step-by-step. This enables an individual to better comprehend and perform the task independently. This approach often aids receptive communication and sequential memory.
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Theory of Mind: The ability to understand that others have beliefs, desires and intentions that are different from one’s own.
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Verbal Behavior: A program of applied behavior analysis that focuses on teaching verbal behavior through a collection of highly effective teaching procedures taken from the science of behavior analysis.
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Visual Supports: Written words, pictures and/or icons that convey information in visual medium. Individuals with autism are typically visual learners and conveying information visually assists with comprehension.
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