Glossary of terms relating to Autism
S
| Term | Definition |
|---|---|
| Savant syndrome |
Savant syndrome is a rare condition in which persons with developmental disorders (including autism spectrum disorders) have one or more areas of expertise, ability or brilliance that are in contrast with the individual's overall limitations. 166 |
| Seizure |
Seizure refers to uncontrolled electrical activity in the brain, which may produce a physical convulsion, minor physical signs, thought disturbances, or a combination of symptoms. 167 |
| Seizure, Absence |
Seizure, Absence, takes form of staring spell. Person suddenly seems “absent.” Has brief loss of awareness. May be accompanied by blinking or mouth twitching. Absence seizures have very characteristic appearance on EEG. Also called a petit mal seizure. 168 |
| Seizure, Atonic |
Seizure, Atonic, seizure where person loses muscle tone & strength &, unless supported, falls down. Atonic means lack of muscle tone & strength. 169 |
| Seizure, Subclinical |
Seizure, Subclinical (Electrographic Seizures), are seizures that are visible on the EEG, but the patient does not exhibit clinical symptoms. Electroencephalography often detects subclinical seizures during sleep. 170 |
| Seizure, Tonic-clonic |
Seizure, Tonic-clonic, Seizures involving two phases – tonic phase when body becomes rigid, & clonic phase of uncontrolled jerking. May be preceded by aura & are often followed by headache, confusion, & sleep. May last for seconds, or continue for several minutes. 171 |
| Selective Serotonin Reuptake Inhibitor |
Selective Serotonin Reuptake Inhibitor (SSRI) is a class of antidepressants used in the treatment of depression, anxiety disorders, and some personality disorders. They are also typically effective and used in treating premature ejaculation problems as well as some cases of insomnia. 172 |
| Self Regulation and self-control |
Self Regulation and self-control are related but not the same. Self-regulation refers to both conscious and unconscious processes that have an impact on self-control, but regulatory activities take place more or less constantly to allow us to participate in society, work, & family life. Self-control is a conscious activity. 173 |
| Sensory Defensiveness |
Sensory Defensiveness is a tendency, outside the norm, to react negatively or with alarm to sensory input which is generally considered harmless or non-irritating to neurotypical persons. 174 |
| Sensory Integration |
Sensory Integration is the neurological process that organizes sensation from one’s own body and the environment, thus making it possible to use the body effectively within the environment. Specifically, it deals with how the brain processes multiple sensory modality inputs into usable functional outputs. 175 |
| Sensory Integration Dysfunction |
Sensory Integration Dysfunction is a neurological disorder causing difficulties with processing information from the five classic senses (vision, auditory, touch, olfaction, and taste), the sense of movement (vestibular system), and/or the positional sense (proprioception). For those with SID, sensory information is sensed normally, but perceived abnormally. Unlike blindness or deafness, sensory information is received by people with SID; the difference is that information is processed by the brain in an unusual way that may cause distress or confusion. 176 |
| Sensory Integration Therapy |
Sensory Integration Therapy is used to improve ability to sue incoming sensory information appropriately & encourage tolerance of a variety of sensory inputs. 177 |
| Sensory stimulus |
Sensory stimulus agent, action or condition, internal (e.g., heart rate, temperature) or external (e.g., sights, sounds, tastes, smells, touch, & balance) that elicits physiological or psychological response. Response depends on ability to regulate & understand stimuli & adjust emotions to demands of surroundings. 178 |
| Sleep Hygiene |
Sleep Hygiene is the practice of following guidelines, usually simple and sensible ones, in an attempt to ensure more restful, effective sleep which can promote daytime alertness and help treat or avoid certain kinds of sleep disorders. 179 |
| Social Reciprocity |
Social Reciprocity back-and-forth flow of social interaction. How behavior of one person influences & is influenced by behavior of another & vice versa. 180 |
| Social Stories |
Social Stories attempt to improve the social skills of children with autism spectrum disorders (ASD) by using individualized short stories to help them interpret challenging or confusing social situations. The stories have a specifically defined style and format. They describe a situation in terms of relevant social cues, the perspective of others, and often suggest an appropriate response. They may also be used to applaud accomplishments. 181 |
| Social Worker |
Social Worker is a trained specialist in the social, emotional & financial needs of families & patients. Social workers often help families & patients obtain the services they have been prescribed. 182 |
| Special Education |
Special Education is the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the student were only given access to a typical classroom education. 183 |
| Speech & Language Therapist |
Speech & Language Therapist, or Speech Language Pathologist, specializes in human communication. The focus is on communication, not speech, to increase child’s ability to impact and understand their environment. 184 |
| Speech & Language Therapy |
Speech & Language Therapy is provided with the goal of improving an individual’s ability to communicate. This includes verbal and nonverbal communication. The treatment is specific to the individual’s need. 185 |
| Spoken Language |
Spoken Language (also referred to as expressive and receptive language) use of verbal behavior, or speech, to communicate thoughts, ideas, & feelings with others. Involves learning many levels of rules – combining sounds to make words, using conventional meanings of words, combining words into sentences, and using words & sentences in following rules of conversation. 186 |
| Stereotyped Behaviors |
refer to an abnormal or excessive repetition of an action carried out in the same way over time. May include repetitive movements or posturing of the body or objects.187 |
| Stereotyped Patterns of Interest |
Stereotyped Patterns of Interest or restricted patterns of interest refer to a patter of preoccupation with a narrow range of interests and activities. 188 |
| Stim, or self-stimulation |
Stim or “self-stimulation” behaviors that stimulate ones senses. Some “stims” may serve a regulatory function (calming, increasing concentration, or shutting out an overwhelming sound). 189 |
| Subclinical Seizure |
see Seizures 190 |
| Symbolic Play |
Symbolic Play is where children pretend to do things & to be something or someone else. Typically develops between the ages of 2 & 3 years. Also called make believe, or pretend play. 191 |
| Syndrome |
Syndrome is the association of several clinically recognizable features, signs (observed by a physician), symptoms (reported by the patient), phenomena or characteristics that often occur together, so that the presence of one feature alerts the physician to the presence of the others. 192 |
