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Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 > Unit 8 Module 16 > Flashcards

Unit 8 Module 16 Flashcards

1
Q

Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning, very limited initiation of social interactions, and minimal response to social overtures from others. For example, a person with few words of intelligible speech who rarely initiates interaction and, when he or she does, makes unusual approaches to meet needs only and responds to only very direct social approaches.

A. Level 2
“Requiring substantial support”

B. Level 3
“Requiring very substantial support”

C. Level 1
“Requiring support”

A

B. Level 3

“Requiring very substantial support”

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2
Q

Marked deficits in verbal and nonverbal social communication skills; social impairments apparent even with supports in place; limited initiation of social interactions; and reduced or abnormal responses to social overtures from others. For example, a person who speaks simple sentences, whose interaction is limited to narrow special interests, and who has markedly odd nonverbal communication

A. Level 2
“Requiring substantial support”

B. Level 3
“Requiring very substantial support”

C. Level 1
“Requiring support”

A

A. Level 2

“Requiring substantial support”

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3
Q

Without supports in place, deficits in social communication cause noticeable impairments. Difficulty initiating social interactions, and clear examples of atypical or unsuccessful response to social overtures of others. May appear to have decreased interest in social interactions. For example, a person who is able to speak in full sentences and engages in communication but whose to- and-fro conversation with others fails, and whose attempts to make friends are odd and typically unsuccessful.

A. Level 2
“Requiring substantial support”

B. Level 3
“Requiring very substantial support”

C. Level 1
“Requiring support”

A

C. Level 1

“Requiring support”

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4
Q

Inflexibility of behavior, extreme difficulty coping with change, or other restricted/repetitive behaviors markedly interfere with functioning in all spheres

Great distress/difficulty changing focus or action

A. Level 2
“Requiring substantial support”

B. Level 3
“Requiring very substantial support”

C. Level 1
“Requiring support”

A

B. Level 3

“Requiring very substantial support”

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5
Q

Inflexibility of behavior, difficulty coping with change, or other restricted/repetitive behaviors appear frequently enough to be obvious to the casual observer and interfere with functioning in a variety of contexts

Distress and/or difficulty changing focus or action

A. Level 2
“Requiring substantial support”

B. Level 3
“Requiring very substantial support”

C. Level 1
“Requiring support”

A

A. Level 2

“Requiring substantial support”

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6
Q

Inflexibility of behavior causes significant interference with functioning in one or more contexts

Difficulty switching between activities

Problems of organization and planning hamper independence

A. Level 2
“Requiring substantial support”

B. Level 3
“Requiring very substantial support”

C. Level 1
“Requiring support”

A

C. Level 1

“Requiring support”

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7
Q

indicate whether it is (Yes) or is not (No) a defining characteristic of autism spectrum disorders.

Motor skills

YES

NO

A

NO

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8
Q

indicate whether it is (Yes) or is not (No) a defining characteristic of autism spectrum disorders.

Communication

YES

NO

A

YES

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9
Q

indicate whether it is (Yes) or is not (No) a defining characteristic of autism spectrum disorders.

Behavior

YES

NO

A

YES

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10
Q

indicate whether it is (Yes) or is not (No) a defining characteristic of autism spectrum disorders.

Cognition

YES

NO

A

NO

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11
Q

indicate whether it is (Yes) or is not (No) a defining characteristic of autism spectrum disorders.

Social skills

YES

NO

A

YES

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12
Q

Echolalia

A. Communication

B. Behavioral

C. Social skills

A

A. Communication

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13
Q

Lining up toys

A. Communication

B. Behavioral

C. Social skills

A

B. Behavioral

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14
Q

Lack of reciprocity

A. Communication

B. Behavioral

C. Social skills

A

C. Social skills

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15
Q

___________ was the first person to characterize autism by studying eleven children.

A. Leo Kanner

B. Bruno Bettelheim

A

A. Leo Kanner

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16
Q

It wasn’t until the ______________________ to IDEA that autism was added as a disability category.

A. 1990 Amendment

B. 2004 Amendments

A

A. 1990 Amendment

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17
Q

True or False. Around the same time that Leo Kanner was studying eleven children and defining the characteristics of autism, Hans Asperger defined the unique qualities that manifest in individuals with Asperger syndrome.

True

False

A

True

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18
Q

Early on, Leo Kanner characterized autism spectrum disorder to help distinguish the disorder from _________.

A. childhood schizophrenia

B. intellectual disability

A

A. childhood schizophrenia

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19
Q

At this time, __________ suggested that autism was the result of bad parenting.

A. Bruno Bettelheim

B. Ivar Lovaas

A

A. Bruno Bettelheim

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20
Q

This notion was eventually disproven, and it is now well accepted that autism spectrum disorders are caused by _______________________.

A. a combination of environmental variables and genetics predisposition

B. genetics predisposition

A

A. a combination of environmental variables and genetics predisposition

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21
Q

Autism spectrum disorders continue to evolve as evidenced by the most recent version of the DSM. In the DSM-5, released in 2013, rather than being under the umbrella of pervasive developmental disorder, autism itself is an umbrella disorder encompassing Asperger disorder, autistic disorder (or autism), and pervasive developmental disorder, all of which are now referred to as autism spectrum disorder. The DSM-5 characterizes individuals with an autism diagnosis by describing
________________ support needs.

A. levels of

B. patterns of

A

A. levels of

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22
Q
  1. ________________, which is no longer a part of DSM, is typically diagnosed later in life (i.e., school years) because these children tend to be 2. ________________.

1.
A. Asberger Syndrome
B. Rhett Syndrome

  1. A. High-functioning
    B. Low-functioning
A
  1. A. Asberger Syndrome

2. A. High-functioning

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23
Q

In the media, individuals with autism spectrum disorders are portrayed as having special recall and mathematical abilities, often referred to as “savant” abilities. Are these portrayals accurate representations of individuals with autism spectrum disorders?

No

Yes

A

No

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24
Q

indicate whether it is (Yes) or is not (No) an accepted rationale for the increased prevalence of the disorder.

MMR vaccinations

YES

NO

A

NO

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25
Q

indicate whether it is (Yes) or is not (No) an accepted rationale for the increased prevalence of the disorder.

Creation of autism IDEA disability category

YES

NO

A

YES

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26
Q

indicate whether it is (Yes) or is not (No) an accepted rationale for the increased prevalence of the disorder.

Increased public awareness

YES

NO

A

YES

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27
Q

indicate whether it is (Yes) or is not (No) an accepted rationale for the increased prevalence of the disorder.

Changing diagnostic criteria

YES

NO

A

YES

28
Q

True or False. Leading reasons why the prevalence of autism spectrum disorders has significantly increased in the past decade are changes to the diagnostic criteria and increased accuracy of the diagnostic process.

True

False

A

True

29
Q

Surface of the cerebral hemispheres
Higher mental functions, general movement, perception, and behavioral reactions

A. Brain stem

B. Cerebral cortex

C. Basal ganglia

D. Amygdala

A

B. Cerebral cortex

30
Q 
Close to the hippocampus in the frontal portion of the temporal lobe	
Emotional responses (includes aggressive behavior)

A. Brain stem

B. Cerebral cortex

C. Basal ganglia

D. Amygdala

A

D. Amygdala

31
Q

Front of the cerebellum
Primitive functions of survival (e.g., breathing)

A. Brain stem

B. Cerebral cortex

C. Basal ganglia

D. Amygdala

A

A. Brain stem

32
Q

Interconnected nuclei deep in the forebrain Regulation of automatic movements (e.g, blinking)

A. Brain stem

B. Cerebral cortex

C. Basal ganglia

D. Amygdala

A

C. Basal ganglia

33
Q

Inner fold of the temporal lobe
Storing new information, memory formation

A. Corpus callosum

B. Cerebellum

C. Hippocampus

A

C. Hippocampus

34
Q

Between the two cerebral hemispheres Communication between the two hemispheres

A. Corpus callosum

B. Cerebellum

C. Hippocampus

A

A. Corpus callosum

35
Q 
Behind the top part of the brain stem	
Motor activity (e.g., regulates balance)

A. Corpus callosum

B. Cerebellum

C. Hippocampus

A

B. Cerebellum

36
Q

indicate whether or not the factors described contribute to the development of autism spectrum disorders by selecting “Yes” (they do) or “No” (they do not).

Genetic predisposition

YES

NO

A

YES

37
Q

indicate whether or not the factors described contribute to the development of autism spectrum disorders by selecting “Yes” (they do) or “No” (they do not).

Abnormal brain chemistry and development

YES

NO

A

YES

38
Q

indicate whether or not the factors described contribute to the development of autism spectrum disorders by selecting “Yes” (they do) or “No” (they do not).

MMR vaccine

YES

NO

A

NO

39
Q

indicate whether or not the factors described contribute to the development of autism spectrum disorders by selecting “Yes” (they do) or “No” (they do not).

Bad parenting

YES

NO

A

NO

40
Q

Which of the following is NOT considered a factor that contributes to the development of autism spectrum disorders?

A. Genetic predisposition

B. MMR vaccination

C. Environmental variables

D. Abnormal brain chemistry and development

A

B. MMR vaccination

41
Q

Theory of mind refers to __________.

A. the ability to understand that others have their own perspectives that might be different than our own.

B. special skills in mathematical calculations and memory.

C. a shared experience with a communicative partner.

D. a hypothesis that autism spectrum disorders are solely the result of abnormal brain development.

A

A. the ability to understand that others have their own perspectives that might be different than our own.

42
Q

indicate whether it does (Yes) or does not (No) demonstrate difficulties with theory of mind.

Julian is playing with his cars and trucks in his playroom. His older sister enters the room and sits near him and starts playing too. While they are playing, a garbage truck stops in front of the house and his sister points to the truck and says, “Look, the garbage truck!” Julian does not acknowledge his sister’s pointing or exclamation.

YES

NO

A

NO

43
Q

indicate whether it does (Yes) or does not (No) demonstrate difficulties with theory of mind.

Third graders Christopher and Johnny are playing with Legos. Christopher has ASD. While they are playing, Christopher starts telling Johnny where to put blocks and what to build because he wants to build a city. Johnny tells Christopher that he wants build a boat, but Christopher tells him that he can’t do that because boats aren’t in a city.

YES

NO

A

YES

44
Q

Hyperactivity
Short attention span
Impulsivity
Stimulus overselectivity (tunnel vision)

A. Learning Difficulties

B. Concentration and Attention

C. Affective Disorders

D. Anxiety Disorders

A

B. Concentration and Attention

45
Q 
Self-injurious behaviors
Excessive scratching or rubbing
Limiting diet to a few foods
Eating inedible items (pica)
Obsessive-compulsive disorder

A. Learning Difficulties

B. Concentration and Attention

C. Affective Disorders

D. Anxiety Disorders

A

D. Anxiety Disorders

46
Q

Abnormalities of mood or affect (giggling or crying for no apparent reason)
Sleeping problems (difficulties falling asleep, frequent awakening, early morning awakening)
Bed-wetting
Depression, suicidal ideation

A. Learning Difficulties

B. Concentration and Attention

C. Affective Disorders

D. Anxiety Disorders

A

C. Affective Disorders

47
Q

Uneven achievement
Impaired executive functioning
Poor reading comprehension
Inadequate receptive/expressive language skills
Difficulty generating skills or information

A. Learning Difficulties

B. Concentration and Attention

C. Affective Disorders

D. Anxiety Disorders

A

A. Learning Difficulties

48
Q

When Jason was 18-months old, his mother noticed that he was not using nonverbal gestures, such as pointing to show what he wanted. Jason also did not engage in much joint attention at that time.

A. Social skills

B. Communication

C. Restricted/Repetitive behavior

A

B. Communication

49
Q

Elliot is in second grade. At recess he tends to play by himself. Recently his teacher noticed that he does not respond to his peers when they approach him on the playground.

A. Social skills

B. Communication

C. Restricted/Repetitive behavior

A

A. Social skills

50
Q

David started Kindergarten this year. The teachers learned that one of his favorite activities was lining up toy cars. She also noted that David needs advanced warning, multiple times, that clean up time is approaching to avoid a meltdown.

A. Social skills

B. Communication

C. Restricted/Repetitive behavior

A

C. Restricted/Repetitive behavior

51
Q

indicate whether it is (Yes) or is not (No) a defining characteristic of autism spectrum disorders.

About 10% of individuals with autism are considered autistic savants.

YES

NO

A

YES

52
Q

indicate whether it is (Yes) or is not (No) a defining characteristic of autism spectrum disorders.

Individuals with autism spectrum disorders prefer to follow rigid routines, which increase the difficulty to transition from one activity to the next in the classroom.

YES

NO

A

YES

53
Q

indicate whether it is (Yes) or is not (No) a defining characteristic of autism spectrum disorders.

Individuals with autism spectrum disorders prefer observational learning.

YES

NO

A

NO

54
Q

Indicate whether the purpose of each ASD assessment tool listed is diagnostic or screening.

ADOS

A. Screening

B. Diagnostic

A

B. Diagnostic

55
Q

Indicate whether the purpose of each ASD assessment tool listed is diagnostic or screening.

M-CHAT

A. Screening

B. Diagnostic

A

A. Screening

56
Q

Indicate whether the purpose of each ASD assessment tool listed is diagnostic or screening.

Autism spectrum Screening Questionnaire (ASSQ)

A. Screening

B. Diagnostic

A

A. Screening

57
Q

Indicate whether the purpose of each ASD assessment tool listed is diagnostic or screening.

ADI-R

A. Screening

B. Diagnostic

A

B. Diagnostic

58
Q

This screening tool contains 27-items and is intended to identify characteristics of high functioning autism and/or Asperger’s syndrome in older children (i.e., school age). Parents and/or teachers complete this assessment tool.

A. ASSQ

B. ADI-R

C. ADOS

D. M-CHAT

A

A. ASSQ

59
Q

This assessment tool is used during the diagnostic process and is considered one of the “gold standard” assessment tools. This particular assessment gathers information by interviewing the primary caregiver of the child suspected of having autism spectrum disorder.

A. ASSQ

B. ADI-R

C. ADOS

D. M-CHAT

A

B. ADI-R

60
Q

This tool is used to screen the red flags associated with autism spectrum disorders in infants/toddlers. Either practitioners or parents can complete the questionnaire.

A. ASSQ

B. ADI-R

C. ADOS

D. M-CHAT

A

D. M-CHAT

61
Q

This assessment tool is used during the diagnostic process and is considered one of the “gold standard” assessment tools. This particular assessment gathers information by observing the child suspected of having autism, specifically how he/she responds to different situations presented.

A. ASSQ

B. ADI-R

C. ADOS

D. M-CHAT

A

C. ADOS

62
Q

The aim of _______ during well-child visits is to identify the red flags of autism spectrum disorder early.

A. developmental screening

B. diagnostic process

A

A. developmental screening

63
Q

Two “gold standard” assessment tools are used during the ________________.

A. developmental screening

B. diagnostic process

A

B. diagnostic process

64
Q

The __________ is an observational assessment that presents various situations to children who are suspected of having autism, their behaviors/responses are subsequently coded.

A. ADOS

B. ADI-R

A

A. ADOS

65
Q

Alternatively, the _________________ is an interview protocol that is typically used to gather more information on the child’s behavior from the primary caregiver.

A. ADOS

B. ADI-R

A

B. ADI-R

Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 (59 decks)

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