Autism Spectrum Disorder (ASD)

: Communication using pictures, symbols or voice output devices to augment or act as an alternative to a student’s current or previous communication.

: A strategy often used with ABA methods or behaviour modification to record and later analyze what occurred prior to the behaviour being targeted (antecedents), the actual behaviour and the outcome/reinforcer (consequence). Consequence in ABC tracking does not usually mean the discipline measure put into place following a behaviour, unless its function is the reinforcing element to the behaviour.

: A systematic and individualized method of teaching, based on principles of learning and behaviour, to reduce undesirable, and increase adaptive, behaviour. The ABA process begins defining the behaviour to be changed, which is then specifically tracked with antecedents and reinforcers of the behaviour. ABC tracking sheets are often utilized, and analysis of the tracking helps to develop specific strategies to develop and shape the desired outcome. ABA can be implemented in schools by teachers and school teams.

: One of the three Autism Spectrum Disorders (ASD), as outlined in the Diagnostic and Statistical Manual (DSM-IV), and one of the five conditions of the Pervasive Developmental Disorder (PDD) category. Asperger’s is characterized by a social interaction impairment, limited or preoccupying interests and difficulty with non-verbal communication skills. Some with Asperger’s may refer to themselves as “Aspies”.

: A set of three diagnosed conditions within the category of Pervasive Developmental Disorders (PDDs), as indicated in the Diagnostic and Statistical/ Manual of Mental Disorders (DSM-lV). While ranging in severity, these disorders all have three common characteristics: Impaired social skills; impaired verbal and nonverbal communication; and restricted/repetitive interests or behaviours. The three disorders under the ASD “umbrella” from mild to more severe are: Asperger’s Disorder; Pervasive Development Disorder Not Otherwise Specified, including Atypical (PDD-NOS); and Autistic Disorder.

: One of the three Autism Spectrum Disorders (ASD), as outlined in the Diagnostic and Statistical Manual (DSM-IV) and one of the five conditions of the Pervasive Developmental Disorder (PDD) category. Autistic Disorder is characterized by severe impairment in social interaction, communication (could be non-verbal) and repetitive and restrictive patterns of behaviour that are non-functional.

: The repetition of words of phrases, often by students with Autism Spectrum Disorders (ASD).

: An examination of the function of a student’s behaviour in an attempt to develop strategies to alter the behaviour. FBA is often utilized with students with Autism Spectrum Disorders (ASD).

): A program of instruction for younger children who have been diagnosed with Autism Spectrum Disorders (ASD). IBI is based on Applied Behaviour Analysis (ABA) to teach children, and involves twenty to forty hours per week of intervention by a trained therapist to address skills deficits and/or develop more positive behaviour.

: One of the three Autism Spectrum Disorders (ASD) and one of the five conditions in the category of Pervasive Developmental Disorders (PDD), as outlined in the Diagnostic and Statistical Manual (DSM-IV). PDD-NOS is characterized by severe and persistent impairments in social interaction skills, communication skills, with stereotypical behaviour, but which do not meet the criteria for another PDD disorder.

: A policy/program directive, issued by the Ontario Ministry of Education for all school boards to follow, pertaining to the teaching of students with Autism Spectrum Disorder (ASD), utilizing Applied Behaviour Analysis (ABA). PPM 140 mandates that students with ASD be offered an individualized program, based on positive reinforcement, data collection, with the transfer of skills and transition planning.

: Well-developed skills in a specific area.