Some ASD related terms

Definitions of terms related to ASD 

• Adaptive Behavior (AB) The capability to familiarize oneself with new environments, people, and things while learning routines which allow coping with those new situations.
• Adaptive Development How a child grows in behavioral skills as compared to other children of the same age. Among the benchmarks are dressing and feeding oneself, toilet training, social interaction with other children, responding to potentially dangerous situations, and behaving when unattended by adults.
• Adaptive Physical Education (APE) A personally tailored program of activities, game, and sports suitable to special capacities of students with disabilities; an alternative to general physical education programs. 
• Advocate Individual who promotes or reforms a cause that benefits an individual or groups, as in educational advocate.
• American Sign Language (ASL) A system of communication for deaf adults throught gestures, hand signals, and finger spelling. Prevalent in North America.
• Americans With Disabilities Act (ADA) Signed in 1990, this law legally forbids discrimination against people with disabilities in the areas of jobs, housing, and public service.
• Annual Goals A set of reasonable expectations for pupils in a period of one year, as documented in the Individualized Education Plan (IEP).
• Annual Review A re-examination of every twelve-month period of a pupil’s IEP to determine if changes should be made in next year’s IEP
• Aphasia The loss of ability to implement or comprehend language. Condition may be complete or partial. 
• Applied Behavior Analysis (ABA) A treatment methodology pioneered by Dr. Ivar Lovaas and based on theories of operant conditioning by B.F. Skinner
• Apraxia A disorder in which the individual suffers partial or total loss of voluntary movement, while retaining musclar power and coordination. Disorder most frequently affects speech. 
• Assessment Includes tests and observations to determine a child’s areas of strengths and weaknesses. Usually performed by an interdisciplinary team of professionals and parent to determine special education needs. Also called an evaluation. 
• Assistive Augmentative communication (AAC) A method of communication utilizing a picture board or recorded messages, employed by speech and language therapists. 
• Attention Deficit Disorder (ADD) A neurological disorder marked by a severe shortness of attention span, cognitive disorganization, and sometimes hyperactivity (ADHD)
• Auditory relating to hearing skills and abilities.
• Auditory Integration training (AIT) A treatment method of rehabilitation for the auditory system. Developed by Dr. Guy Berard, and eminent ear, nose, and throat physician.  A technique in which the ear is retrained, thereby improving auditory processing. 
• Auditory Processing The capability to understand aural stimuli, both words and nonverbal sounds. 
• Augmentative Communication Alternative methods of communication for those who are unable to communicate verbally. Tactics range from low-tech systems (e.g. sign language or pictures) to high-tech systems (e.g. voice output devices).
• Autism A condition marked by developmental delay in social skills, language, and behavior. Can present itself in varying degrees of severity. 
• Autism Behavior Checklist (ABC) A method of measuring the level of autistic behaviors in individuals by giving each autistic behavior a weighted score. 
• Autism Spectrum Disorders Encompasses the following five disorders as defined in the DSM-IV-TR: Autistic Disorder, Asperger’s Disorder, Childhood Disintegrative Disorder, Rett’s Disorder, and Pervasive Developmental Disorder-Not otherwise Specified. 
• Autistic Savant A person who expresses extraordinary mental abilities, often in the fields of numerical calculation, art, or music, but usually set within the context of autism or mental retardation. 
• Baseline The congenital level of function by a child before instruction is introduced.
• Behavior An individual’s personal set of actions and responses to the environment. These external movements are influenced by internal factors such as understanding, feelings, and emotions. 
• Behavior Modification A term that is sometimes use to describe ABA
• Behaviorist or Behavioral Therapist Certified individual who analyzes behaviors and designs and implements behavioral treatment programs to teach new skills. 
• Best Practice Strategies that reliably lead to a desired result or outcome, as confirmed through experience, research, and evaluation. The set of strategies that utilizes the best practices, knowledge, and technology to ensure success. 
• Central Auditory Processing Disorder (CAPD) While retaining hearing, and individual experiences difficult in understanding and/or processing spoken language. 
• Childhood Autism Rating Scale (CARS) A test developed at TEACCH to diagnose autism. The child is rated in 15 areas of ability, resulting in an assessment of non autistic, autistic, or severely autistic. 
• Childhood Disintegrative Disorder (CDD) A rare from of pervasive developmental disorder in which normally developing children suddenly lose language and social skills after age three. 
• Chronologically Age-Appropriate Altering the activities and behaviors for disabled children to bring them into line with those of non disabled children of the same age. 
• Coexisting Disorders Condition in which individuals with ASDs possess additional disorder. Among them: impulse-control disorder, psychoses, obsessive-compulsive disorder, seizures, mood and anxiety disorders, and developmental delays. Also call Co-Morbid Disorders or Differential Diagnosis. 
• Cognition Ability to acknowledge and understand the environment. 
• Cognitive Describes the process used for the tasks of remembering, reasoning, understanding, and using judgment; in special education, a cognitive disability refers to difficulty in learning. 
• Cognitive Ability An individual’s intellectual ability or the aggregate skills of knowing and understanding. 
• Communication The conveyance of gestures or information between people. As a social skill, communication offers autonomy as well as control over one’s environment.
• Communications Notebook A notebook used by parents and teachers of a special education student, designed to facilitate daily communication between the two parties on student progress. 
• Community Advisory Committee for Special Education (CACSE) A legally-empowered group of parents and professionals that advises the Board of Education, Superintendent of schools, and school district administration about special education programs and policies. 
• Comprehensive Evaluation A complete assessment of a child, based on his psychological, education, social, and health status. Usually conducted by a team of professionals and complemented by information from parents and teachers. 
• Concrete Thinking Thinking that is grounded in facts and details, rather than ideas and concepts. 
• Consent Written permission provided by the parent to the local district to allow actions on behalf of the pupil.  
• Consequence The direct result of action or effort. Consequences can be either pleasant and reinforcing or unpleasant and punishing. 
• Criterion Reference Test Child is evaluated by his own performance, not in comparison to others. 
• Cue Stimulus that prompts a behavior or activity in an individual. 
• Daily Living Activities Routine maintenance or self-improvement tasks which include eating, dressing, grooming, cooking, and cleaning. 
• Development The process of growth and learning during which a child acquires intellectual and social skills; includes interaction between psychosocial factors and stage by stage growth of the body.
• Developmental Disability (DD) A handicap or impairment which occurs before the age of eighteen months and is expected to persist indefinitely. This includes pervasive developmental disorders, cerebral palsy, and mental retardation.
• Developmental Milestone A standard of growth against which one measures the progress of an individual or group over time.
• Developmentally Delayed A condition in which the physical development of a person is slower than normal. 
• Diagnosis The name of the disorder identified after an evaluation. 
• Direct Therapy Process of work between therapist and child.
• Discrete Trial Training (DTT) Used in ABA therapy, DTT breaks down complex skills into small, easy manageable steps so that skills can be more easily master by the child with an ASD. Also referred to as Discrete Trial Therapy and Discrete Trial Teaching. 
• Due Process Hearing A hearing at which parents present evidance that the school district is not properly educating their child. 
• Dysfluency An interruption in the flow of speech, for example stuttering. 
• Dyslexia A learning disability which affects one’s ability to read. The results range from reversing written letters, numbers, and words to reading backwards and poor handwriting, to difficulty remember and recognizing written text. 
• Early Intervention Services (Ei) A collection of serbices provided by public and private agencies and designed by law to support eligible children and families in enhancing a child’s potential for growth and development from birth to age three. (Services for three to five year olds are called “preschool services.)
• Echolalia A condition in which an individual repeats words or phrases previously heard. Delayed echolalia can occur days or weeks after initally hearing the word or phrase. 
• Engagement The ability to remain involved with a person or object
• Evaluation Criteria A component of the IEP. Provides a description of how the results of a pupil’s IEP will determine the achievement for standard goals. Methods of obtaining information include teacher observation, interviews with parents, and standardized tests. 
• Expressive Language The language used to communicate to others. Oral expressive language is the child’s expression of thoughts and feelings through oral speech. Expressive language also refers to gestures and signing, as well as communication through objects, pictures, and writing. 
• Extended School Year (ESY) Educational services specially crafted for students who need them beyond the regular school year. Not to be confused with summer school or year-round school. 
• Fine Motor Skills Activities that require the coordination of smaller body muscles, especially those of the hand, such as writing and drawing. 
• Fragile X Syndrome A genetic cause of mental retardation, in which one part of the X-chromosome is defective. 
• Free Appropriate Public Education (FAPE) A program which mandates that provision of public school services to all school aged children (up to age 21), even if disabled. 
• Functional Analysis The evaluation of individual behaviors through observation of what happens before and after the behavior occurs. Behaviors are further assessed for the appropriateness to the situation and to the individual. 
• General Education A curriculum of the arts and sciences courses that provides students with a broad educational experience. A general education school can include inclusion programs for children with ASDs, where children with ASDs are integrated into classes with typically developing children. 
• Generalization The ability to learn a skill in one situation and be able to apply it to other situations. 
• Genetic Inherited
• Gilliam Autism Rating Scale (GARS)  A rating scale to help identify and diagnose ASD in children and young adults. Standards are based on definitions of autism adopted by the Autism Society of American and the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition.
• Gross Motor Skills Body movements which utilize larger muscle group of the body, such as sitting, walking, and jumping. 
• High-Functioning Autism (HFA) Although not officially recognized as a diagnostic category. HFA refers to individuals with ASDs who have near-average to above-average cognitive abilities and can communicate through receptive and expressive language. 
• Hyperactive A condition marked by chronic restlessness and the inability to concentrate for any length of time. Could be evidence of an attention deficit disorder. 
• Hyperlexia An ability to read at an early age, but without total comprehension. 
• Hypersensitivity Excessive, often painful, reaction to everyday auditory, visual, or tactile stimuli such as bright lights or loud noises. 
• Hyposensitivity A marked absence of reaction to everyday stimuli.
• Identification Evaluation of child as a candidate for special education services. Process requires proper screening and assessment to confirm whether child has an ASD or another disorder. 
• Independent Education Evaluation (IEE) Assessment of child requested by parent who believes that the school did not conduct a proper evaluation. In some instances, this evaluation may be conducted at the school’s expense. 
• Individual Family Service Plan (IFSP) Documents and guides the early intervention process for children with disabilities and their families, in accordance with Part C if the IDEA. Through the IFSP process, families and service providers work together as a team to plan, implement, and evaluate services to meet the specific needs of the child and family. 
• Individual Transition Plan (ITP) A plan which facilitates the transfer of a student from one setting to another, such as to a classroom, school, or work environment. 
• Individualized Education Plan (IEP) The written yearly plan for school-age children ages three to 21 that specifies the services that the local education agency has agreed to provide children with disabilities who are eligible under IDEA. 
• Individuals with Disabilities Education Act (IDEA) A federal law originally passed in 1975 that requires states to establish performance goals and indicators for children with disabilities consistent with the maximum extent appropriate with other goals and standards for all children established by the state and to report on progress toward meeting those goals. IDEA states that children with disabilities must be included in state and district-wide assessments of student progress with individual modifications and accommodations as needed. IDEA promotes improved educational results for children with disabilities through early intervention, preschool, and education experiences that prepare them for later education challenges and employment. 
• Individuals with Disabilities Education Improvement Act 2004 (IDEIA) The IDEA of 1997 has be reauthorized and is not know as the IDEIA 2004, effective July 1, 2005. The goal of the IDEIA 2004 is to help children learn better by promoting accountability for results, enhancing parent involvement, using proven practices and materials, providing more flexibility, and reducing paper work burdens for teachers, states, and local school districts. 
• Instructional Objectives A game plan for desired achievements in the child’s development, based on current level of performance and a broader annual goal. 
• Instructional Strategies Specific methods and material employed in teach the pupil. 
• Intelligence Quotient (IQ) A numerical measurement of intellectual capacity that compares an individual’s chronological age to his or her mental age according to standardized tests. 
• Interdisciplinary Team A group of professionals from different disciplines (psychologist, speech therapist, occupational therapist, etc.) who assess a child and develop a comprehensive plan to address his needs. 
• Intervention Action taken to attain an individual’s developmental potential. The term is often used synonymously with Treatment. 
• Intrinsic Reinforcement The positive reinforcement that radiates from within, stemming from satisfaction or pride in accomplishing a task. 
• Joint attention or Shared Attention A social skill which develops early in typically developing children, in which two people-usually a young child and an adult-jointly observe an object or event and share the experience. This skill is crucial to later language and social development. Often referred to as Shared Attention. 
• Language Impairment A condition marked by difficulty in understanding and/or using language
• Learning Disabled (LD) Having a compromised learning ability, manifested by a severe discrepancy between the student’s intellectual ability and his level of academic achievement in one or more of the following areas: Oral expression, listening, reading and writing comprehension, and mathematics calculation or reasoning. 
• Least Restrictive Environment (LRE) The requirement under the IDEA that all children receiving special education must be educated to the fullest extent possible with children who do not have disabilities. 
• Local Education Agency (LEA) Agency responsible for providing educational services for children with ASDs on the local city, county, and school district level. 
• Mainstreaming The concept that students with disabilities should be integrated with their non disabled peers to the maximum extent possible, when appropriate to the needs for the child with a disability. Mainstreaming is one point on a continuum of educational options. The term is sometimes used synonymously with Inclusion and integration. 
• Mediation A resolution process. If parents disagree with the school district on providing services for a child with disabilities, a third part mediator will be assigned to help both parties resolve the issue.
• Medicaid A U.S. government-funded program that pays the medical expenses of people with limited financial means. 
• Mental Age (MA) An assessment of intellectual functioning, based on the average standard for children of the same chronological age.
• Mental Retardation (MR) A classification based upon three criteria: intellectual functioning level below 70, based on IQ test; Significant limitations in two or more adaptive skill areas (e.g. communication, self-care, home living, social skills, self-health and safety, academics); and the presence of intellectual limitations from childhood (since the age of 18 or earlier). 
• Modeling Observing and imitating another’s behaviors and actions to copy them in one’s own actions. 
• Motor Muscle activity-especially voluntary muscle activity-and consequent body movements. 
• Motor Planning The brain’s ability to conceive, organize, and execute a sequence of complex physical actions.
• Multidisciplinary A team approach incolbing specialists in more than one dicipline, including but not limited to an occupational therapist, a speech and language pathologist, and a psychologist. 
• Multidisciplinary Evaluation Team (MDT) A group of people who evaluate the abilities and needs of a child to determine whether the child meets eligibility criteria for special needs. 
• Neurologist A physician who treats medical problems associated with the brain and spinal cord. 
• Neurotransmitter The chemical substance which allows the transmission of an impulse from one nerve cell to another in the brain. 
• Neurotypical (NT) Description applicable to person who does not suffer from a neurodevelopmental disorder such as an ASD. Often referred to as typical. 
• No Child Left Behind (NCLB) An act signed in 2002 to reform schools by encouraging stronger accountability for results, more freedom for states and communities, proven education methods, and more choices for parents. Under No Child Left Behind, states are working to close the achievement gap and make sure all students, including those who are disadvantaged, achieve academic proficiency. Annual state and school district report cards inform parents and communities about state and school progress. Schools that do not make progress must provide supplemental services, such as free tutoring or after-school assistance; take corrective actions; and, if still not making adequate yearly progress after five years, make dramatic changes to the way the school is run. 
• Norm Referenced Tests Measurement of a child’s performance as compared to others the same age.
• Objectives The intermediate steps that must be taken to reach the annual goals; a component of the IEP. 
• Object Permanence A child’s awareness that an object still exists even when it is taken out of visual range.
• Obsessive Compulsive Disorder (OCD) A psychiatric disorder characterized by obsessive thoughts and compulsive behavior.
• Occupational Therapy (OT) A therapy that focuses on improving the development of fine and gross motor skills, sensory integration skills, and daily living skills.
• Oral Motor Movement of the muscles located in and around the mouth. 
• Pedantic Speech A longwinded, tiresome style of speaking, emphasizing self-absorption more than salient fact. 
• Preservative Behavior Repetitive movements, speech or play patterns, such as repeatedly opening and closing doors or eye tracking. 
• Pervasive Developmental Disorder (PDD)  The official classification for Autism Spectrum Disorders that is documented in the DSM-IV-TR. 
• Physical Therapy (PT) A therapy the specializes in the improvement of developing motor skills, with an emphasis on gross motor skills.
• PICA Ingestion of nonfood items. 
• Picture Exchange Communication System (PECS) A communication system for nonverbal or functionally nonverbal individuals, especially for young children with ASDs. For example, PECS allows a child to exchange a picture card for something he or she wants. 
• Pincer Grasp The use of the thumb and forefinger to grasp small objects. 
• Pivotal Response Training (PRT) A treatment intervention for children with ASDs that teaches behaviors central to wide areas of functioning, such as motivation and responsiveness.
• Placement The selection of an appropriate educational program for a child with special needs. 
• Pragmatics The method of using language to communicate effectively in a natural context, focusing on considerations like eye contact between speaker and listener, how close to stand, taking turns, and selecting topics of conversation. 
• Preschool Full or half day school or day care program provided prior to kindergarten for children ages 3 to 5.
• Prompt A stimulus or cue given to help a child complete a take. Prompts may be physical, verbal, visual, or location-appropriate. 
• Pronoun Reversal Phenomenon where a child switches first and second person pronouns, replacing “I” or “me” with “you” or “them.”
• Proprioception A sense that informs us of the position of our body parts.
• Prosody The style of speech identified by pitch or intonation, loudness, and tempo of spoken words.
• Receptive Language The comprehension of spoken and written communication and gestures. 
• Referral The request to identify and assess a child’s special education needs, usually made by a parent, teacher, or medical personnel. 
• Reinforcement A positive event which follows an action, thereby creating in the doer a pleasant feeling and increasing the likelihood that the action will be repeated.
• Reinforcement Menu A list of extrinsic reinforcers from which that student may choose after successfully completing an assigned task. 
• Reinforcer Anything positive that follows a behavior and increases that behavior including social praise, desired food, or toys. Conversely, a negative reinforcer will decrease behavior, as it prompts a reaction that the person will try to avoid.