Deficits in Social Emotional Reciprocity ✔✔Range from abnormal social approach and failure of normal back and forth conversations; to reduced sharing of interests, emotions, or affect: to failure to initiate or respond to social interactions. Deficits in nonverbal communicative behaviors used for social interaction ✔✔Manifested by absent, reduced, or atypical use of eye contact (relative to cultural norms), gestures, facial expressions, body orientation, or speech intonation. Deficits in developing maintaining and understanding relationships ✔✔Ranging from difficulties adjusting behavior to suit various social context; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers Stereotyped or repetitive motor movements, use of objects or speech ✔✔Simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases (language with a private meaning; only makes sense to those familiar with the situation where the phrases came from) Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior ✔✔Extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat same food everyday Highly restricted, fixated interests that are abnormal in intensity or focus ✔✔Strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest Hyper or Hypo reactivity to sensory input or unusual interests in sensory aspects of environment ✔✔Apparent indifference to pain/ temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement. Levels of severity across social communication and restrictive, repetitive behaviors ✔✔Level 1 Requiring support Level 2 Requiring substantial support Level 3 Requiring very substantial support Postive Reinforcement ✔✔Sally took off her shoe independently yesterday, her mother clapped her hands and said, "Way to go Sally!" Sally took her shoes off independently again today. The clapping and "way to go" were the postive reinforcer. Negative Reinforcement ✔✔When you start your car, an annoying noise is sounded. The noise turns off when you put your seatbelt on. The next time you get in the car you put your seatbelt on before you start the car, so you do not hear the noise. Postive Punishment ✔✔Jose hit Lisa because he wanted her to play with him. The teacher reprimands Jose and told him not to hit her again. Jose then asked Lisa to play with him the next day. Research regarding treatment intensity ✔✔Comprehensive undertaking that involves the child's entire family and a team of professionals. One-on-one treatment 30-40 hours per week Early intensive behavioral intervention research ✔✔ABA (Applied Behavior Analysis) Early intensive intervention helps all ages, but those who start before age 2 were most likely to make dramatic gains.