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| 1 | |
The DSM-IV definition of autism indicates that a child must display autistic characteristics before the age of |
| | A) | one. |
| | B) | five. |
| | C) | three. |
| | D) | four. |
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| 2 | |
Which of the following is NOT one of the five specific disorders under the autism spectrum? |
| | A) | childhood disintegrative disorder |
| | B) | pervasive developmental disorder not otherwise specified |
| | C) | Rett syndrome |
| | D) | mental retardation |
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| 3 | |
Characteristics of individuals with autism may include the following EXCEPT for |
| | A) | resistance to change. |
| | B) | above grade-level reading comprehension. |
| | C) | unusual responses to sensory experiences. |
| | D) | difficulties with social interactions. |
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| 4 | |
Which of the following spectrum disorders has the highest prevalence? |
| | A) | autism |
| | B) | Asperger syndrome |
| | C) | Rett syndrome |
| | D) | childhood disintegrative disorder |
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| 5 | |
Some research for individuals with autism has focused on which of the following? |
| | A) | the physical size of the brain |
| | B) | the amount of gray matter in the brain |
| | C) | the genetic markers in the brain |
| | D) | the blood flow around the brain |
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| 6 | |
The triad of social impairment for individuals with autism spectrum disorder includes all of the following EXCEPT |
| | A) | a restrictive behavioral repertoire. |
| | B) | difficulty communicating with others. |
| | C) | difficulty interacting with others. |
| | D) | mobility difficulties. |
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| 7 | |
The diagnosis of autism typically includes which of the following pieces of information? |
| | A) | review of the child's developmental history |
| | B) | a medical examination |
| | C) | formal assessments such as intelligence testing |
| | D) | All the answers are correct. |
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| 8 | |
At what educational level are most individuals with autism first identified? |
| | A) | middle school |
| | B) | high school |
| | C) | elementary school |
| | D) | preschool |
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| 9 | |
Teaching social skills to students with autism is most effective when taught |
| | A) | with other students with autism or other disabilities. |
| | B) | in isolation so there are no extraneous stimuli. |
| | C) | in multiple settings throughout the day. |
| | D) | in the special education classroom. |
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| 10 | |
Which of the following should be considered in transition plans for students with autism spectrum disorders? |
| | A) | work experience |
| | B) | community-based training and self-care |
| | C) | post-secondary education |
| | D) | All the answers are correct. |
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| 11 | |
Which of the following statements best describes direct instruction? |
| | A) | a procedure in which the teacher works directly with one or a small group of students to monitor their learning |
| | B) | a highly structured, step-by-step procedure with frequent questioning, modeling, and guided and independent practice |
| | C) | a highly developed plan which includes students working directly in pairs such as in peer tutoring |
| | D) | a procedure in which the student is independently taught by a special education teacher in the least restrictive environment in order to directly meet the student's IEP goals. |
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| 12 | |
______ is a highly structured, usually one-on-one, adult-directed applied behavior analysis approach to teaching students with autism spectrum disorders. |
| | A) | TEACCH |
| | B) | Social Stories |
| | C) | Discrete trial training |
| | D) | Direct instruction |
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| 13 | |
Which of the following methods for treating individuals with autism has been found to be unsupported by research? |
| | A) | dolphin therapy |
| | B) | using augmentative alternative communication devices |
| | C) | applied behavior analysis |
| | D) | direct instruction |
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| 14 | |
Which of the following is/are key to developing a positive influence on the learning environment for students with autism? |
| | A) | structure and routine |
| | B) | few typically developing children |
| | C) | a one-on-one paraprofessional |
| | D) | few academic activities |
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| 15 | |
Which of the following communication devices capitalizes on the strengths of most students with autism? |
| | A) | verbal directions and peer tutors |
| | B) | hands-on learning where the teacher verbally instructs the student |
| | C) | visual schedules, charts, and cue cards |
| | D) | All the answers are correct. |
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| 16 | |
Group instruction and peer tutoring have been found to be effective in promoting generalization for individuals with autism spectrum disorder. When taught specific strategies, typical peers have been shown to be very effective tutors in what areas? |
| | A) | core academic skills |
| | B) | social, play, and communication responses |
| | C) | appropriate behaviors with strangers |
| | D) | advanced academic skills |
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| 17 | |
Which of the following best describes the technique that takes the place of vocal or verbal communication? |
| | A) | non-verbal communication |
| | B) | augmentative communication |
| | C) | optional communication |
| | D) | alternative communication |
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| 18 | |
According to the autism spectrum disorder inclusion collaboration model, which of the following components must be present to facilitate success for students with autism spectrum disorders in the inclusion setting? |
| | A) | placement in general education classes while working toward the goals of the IEP in special education classes |
| | B) | coordinated team commitment and home-school collaboration |
| | C) | highly qualified special educator in a leadership role |
| | D) | pull-out services for related services such as speech/language therapy and occupational therapy |
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| 19 | |
______ are short stories with simple sentences and optional illustrations about specific, commonly encountered situations. |
| | A) | Functional Stories |
| | B) | Illustrative Stories |
| | C) | Social Stories |
| | D) | Simplified Stories |
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| 20 | |
The concept of the hidden curriculum concerns what set of skills? |
| | A) | social skills |
| | B) | functional life skills |
| | C) | job skills |
| | D) | computer skills |
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| 21 | |
Effective programs for students with autism spectrum disorders are based on |
| | A) | the home-school communication between the caregivers and the teacher. |
| | B) | the unique needs and abilities of each individual student. |
| | C) | the needs of the special education teacher. |
| | D) | the use of assistive technology in the general education classroom. |
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