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

Unit 8 test Flashcards

1
Q

Sara is a three-year old with autism spectrum disorder. During free play, she is often off by herself playing with her favorite toys. Her teachers have difficulty diverting her attention from her toys to engage with her. As a result, in order to increase the learning opportunities for her, the teachers need to
_______________.

A. use her interests as motivation

B. broaden her interests

A

A. use her interests as motivation

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2
Q

Julian is a two-year old suspected of having autism spectrum disorders. His mother reports that one of his preferred activities is lining up his toys. When asked about his engagement with her during playtimes, she says that he typically does not respond to his name being called or to her pointing out a preferred toy. He also does not use gestures to get someone to share in an experience with him. While he does have speech, he does not effectively use it to indicate his needs and/or preferences. When the clinician took out a doctor’s kit, to gauge his ability to participate in an imaginative play scenario, he dumped all of the toys out of the bag and found the one button on the kit’s carrying case. For the remainder of the imaginative play session, no matter how much the clinician attempted to regain his attention, he kept pressing the button.

In the scenario above, which of the following main areas of ASD diagnostic criteria is exhibited in the mother’s report of the difficulties she has engaging with Julian during play?

A. Behavior

B. Communication

C. Social skills

A

C. Social skills

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3
Q

Ivar Lovaas suggested that autism spectrum disorders developed as a result of bad parenting.

TRUE

FALSE

A

FALSE

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4
Q

The most recent prevalence of autism spectrum disorders is 1 in 88.

TRUE

FALSE

A

TRUE

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5
Q

Autism spectrum disorders are characterized by difficulties in the areas of communication, social skills, and behavior.

TRUE

FALSE

A

TRUE

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6
Q

Most individuals with autism spectrum disorder exhibit some level of intellectual disability.

TRUE

FALSE

A

TRUE

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7
Q

The currently accepted cause of autism spectrum disorders

A. Genetic predisposition

B. MMR Vaccinations

C. Environmental factors and Genetic predisposition

D. Environmental factors

A

C. Environmental factors and Genetic predisposition

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8
Q

An area of difficulty a person with ASD often demonstrates in social situations when someone else tries to divert his attention to a new object or event

A. Joint attention

B. Theory of mind

A

A. Joint attention

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9
Q

Julian is a two-year old suspected of having autism spectrum disorders. His mother reports that one of his preferred activities is lining up his toys. When asked about his engagement with her during playtimes, she says that he typically does not respond to his name being called or to her pointing out a preferred toy. He also does not use gestures to get someone to share in an experience with him. While he does have speech, he does not effectively use it to indicate his needs and/or preferences. When the clinician took out a doctor’s kit, to gauge his ability to participate in an imaginative play scenario, he dumped all of the toys out of the bag and found the one button on the kit’s carrying case. For the remainder of the imaginative play session, no matter how much the clinician attempted to regain his attention, he kept pressing the button.

Which of the following main areas of ASD diagnostic criteria is Julian exhibiting during the imaginative play situation?

A. Social skills

B. Behavior

C. Communication

A

B. Behavior

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10
Q

Joey is a third-grader who receives special education services under the IDEA disability label of autism. It is now a couple of weeks into the school year, and Joey’s special education teacher has noticed that he exhibits 1. _________ when unexpected transitions are presented, which 2. ____________ he receives.

  1. A. maladaptive behavior
    B. excitement
  2. A. limits the amount of instructional time
    B. reduces the quality of instruction
A
  1. A. maladaptive behavior

2. A. limits the amount of instructional time

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11
Q

M-CHAT

A. Screening

B. Diagnostic

A

A. Screening

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12
Q

ADOS

A. Screening

B. Diagnostic

A

B. Diagnostic

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13
Q

ASSQ

A. Screening

B. Diagnostic

A

A. Screening

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14
Q

ADI-R

A. Screening

B. Diagnostic

A

B. Diagnostic

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15
Q

A second- grade teacher, Ms. Candy, is preparing for a student with autism who will be included in her general education class during the upcoming school year. One way that she provides structure to her students is to give multiple verbal warnings about upcoming transitions such as going to a special classroom or changing activities within her classroom. One way that she could modify this strategy to build on the preferences of the new student with ASD is to __________.

A. incorporate a visual warning of upcoming transition

B. provide additional verbal warnings to the student with ASD

A

A. incorporate a visual warning of upcoming transition

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16
Q

Ms. Candy talks with the student’s previous teacher and learns the boy with ASD who will be joining her class enjoys Spiderman and Star Wars, so Ms. Candy decides to ________________.

A. incorporate these interests in class activities

B. make sure that he has access to these preferences during free time

A

A. incorporate these interests in class activities

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17
Q

While most individuals with autism spectrum disorders demonstrate difficulties across the domains of communication, social skills, and behavior, it is important that services be provided in a _____________ manner.

A. comprehensive, individualized

B. predetermined, simular

A

A. comprehensive, individualized

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18
Q

Transition planning for students with autism spectrum disorders consists of aiding in employment placement.

TRUE

FALSE

A

FALSE

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19
Q

Two employment options are available for students with autism spectrum disorders: sheltered workshops and supported employment.

TRUE

FALSE

A

TRUE

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20
Q

Students with autism spectrum disorder develop friendships with ease.

TRUE

FALSE

A

FALSE

21
Q

Physical swap of card for needs and/or preferences

A. Picture Exchange Communication System (PECS)

B. Computer Assisted Instruction (CAI)

C. Speech Generating Device (SGD)

A

A. Picture Exchange Communication System (PECS)

22
Q

Building on visual preference of students with ASD to teach academic subject matter

A. Picture Exchange Communication System (PECS)

B. Computer Assisted Instruction (CAI)

C. Speech Generating Device (SGD)

A

B. Computer Assisted Instruction (CAI)

23
Q

Individually programmed to create speech upon the press of a button

A. Picture Exchange Communication System (PECS)

B. Computer Assisted Instruction (CAI)

C. Speech Generating Device (SGD)

A

C. Speech Generating Device (SGD)

24
Q

Teacher arranges learning opportunities and utilizes artificial reinforcers

A. Pivotal response training (PRT)

B. Discrete trial training (DTT)

A

B. Discrete trial training (DTT)

25
Q

Uses student interests to increase motivation in engaging in learning opportunities

A. Pivotal response training (PRT)

B. Discrete trial training (DTT)

A

A. Pivotal response training (PRT)

26
Q

Screening tool used to assess characteristics of ASD in high- functioning students

A. ADI-R

B. ASSQ

C. M-CHAT

D. ADOS

A

B. ASSQ

27
Q

Diagnostic tool in which the primary caregiver is interviewed to assess autism characteristics

A. ADI-R

B. ASSQ

C. M-CHAT

D. ADOS

A

A. ADI-R

28
Q

Screening tool used during well-baby checks to promote early identification and diagnosis of ASD

A. ADI-R

B. ASSQ

C. M-CHAT

D. ADOS

A

C. M-CHAT

29
Q

Diagnostic tool in which clinicians present specific scenarios and code how the child responds to determine if he or she has ASD

A. ADI-R

B. ASSQ

C. M-CHAT

D. ADOS

A

D. ADOS

30
Q

Mr. Corey, a fourth-grade teacher, noticed that one of his students with ASD, Brian, was always alone during recess despite engaging in activities similar to those of his peers. To increase interactions between Brian and his general education peers, Mr. Corey decided to implement ___________.

A. Pivotal response training (PRT)

B. Discrete trial training (DTT)

A

A. Pivotal response training (PRT)

31
Q

He made sure that materials that interested both Brian and his peers were available during recess, and he met with a small group of the children who he thought would enjoy playing with and getting to know Brian. Mr. Corey’s role in this intervention was to create an activity with preferred materials that ___________________.

A. increase interaction between Brian and his peers

B. is highly structured and controlled by the teacher

A

A. increase interaction between Brian and his peers

32
Q

Students with autism spectrum disorder prefer a
____________ learning environment.

A. structured

B. flexible

A

A. structured

33
Q

Picture Exchange Communication System (PECS)

A. high-tech

B. low-tech

A

B. low-tech

34
Q

Computer Assisted Instruction (CAI)

A. high-tech

B. low-tech

A

A. high-tech

35
Q

Speech Generating Device (SGD)

A. high-tech

B. low-tech

A

A. high-tech

36
Q

Pivotal Response Training (PRT)

A. highly structured

B. naturalistic

A

B. naturalistic

37
Q

Discrete Trial Training (DTT)

A. highly structured

B. naturalistic

A

A. highly structured

38
Q

Julian is a two-year old suspected of having autism spectrum disorders. His mother reports that one of his preferred activities is lining up his toys. When asked about his engagement with her during playtimes, she says that he typically does not respond to his name being called or to her pointing out a preferred toy. He also does not use gestures to get someone to share in an experience with him. While he does have speech, he does not effectively use it to indicate his needs and/or preferences. When the clinician took out a doctor’s kit, to gauge his ability to participate in an imaginative play scenario, he dumped all of the toys out of the bag and found the one button on the kit’s carrying case. For the remainder of the imaginative play session, no matter how much the clinician attempted to regain his attention, he kept pressing the button.

In the scenario above, which of the following main areas of ASD diagnostic criteria is exhibited in the mother’s report of Julian’s failure to use gestures to gain the attention of others?

A. Behavior

B. Communication

C. Social skills

A

B. Communication

39
Q

Individuals with autism spectrum disorder have ________ preferences, which should be taken into account when creating a welcoming learning environment.

A. visual

B. auditory

A

A. visual

40
Q

Mrs. Shelton’s second-grade class is going on a field trip to the zoo in a couple of weeks as a part of their science unit. Paul, a student with ASD, will be going on the trip with his peers. Mrs. Shelton and Mr. Ronald, Paul’s special education teacher, have been brainstorming potential options for making the trip more predictable for Paul to avoid his having behavioral meltdowns during it. Mr. Ronald suggested creating a 1. ___________ that will prime Paul on what he will see at the zoo and what the expectations will be while they are there. To ensure that Paul understands, Mr. Ronald will also 2._________.

  1. A. video model
    B. visual schedule
  2. A. monitor his progress
    B. repeat back what he was told
A
  1. A. video model

2. A. monitor his progress

41
Q

How early students with autism spectrum disorders receive services contributes to the placements they experience being _______________ during the school
year.

A. more restrictive

B. less restrictive

A

B. less restrictive

42
Q

Transition planning for students with autism spectrum disorders does not consider college as an option.

TRUE

FALSE

A

FALSE

43
Q

In supported employment, students with autism spectrum disorder receive intensive training on vocational skills from a job coach.

TRUE

FALSE

A

TRUE

44
Q

The ultimate goal of transition for students with autism spectrum disorder is maximum independence and community integration.

TRUE

FALSE

A

TRUE

45
Q

PECS assist students with ASD to better understand the role of a communicative partner.

TRUE

FALSE

A

TRUE

46
Q

CAI increases the ability of students with ASD to communicate needs and/or preferences.

TRUE

FALSE

A

FALSE

47
Q

SGDs increase the ability of nonverbal students to be included in conversations with peers.

TRUE

FALSE

A

TRUE

48
Q

PRT and DTT were both created out of the principles of behavior as defined by the science of applied behavior analysis.

True

False

A

True

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

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