Exam 1 Part 2

Question 1

What are examples of impairments in social-emotion reciprocity?

Answer 1

Describing own emotions, low frequency of shared positive affect, less initiations, limited monitoring of attentional focus of others (e.g. someone may not be listening while a child with ASD talks and they don’t notice it), turn-taking, back-and-forth conversation, less likely to ask for clarification

Question 2

What are some non-verbal behavior deficits for people with ASD?

Answer 2

Eye gaze, body language, understanding/use of gestures, understand intentions of others

Question 3

By 16 months, children should have __ gestures

Answer 3

16

Question 4

What types of attention impairments do children with ASD have?

Answer 4

Joint, sharing

Question 5

When is theory of mind developed?

Answer 5

3-4 years

Question 6

What does SCERTS stand for?

Answer 6

Social competence, emotional regulation, transactional supports

Question 7

An individual with typical social competence will display what symptoms?

Answer 7

Drawn toward social vs non-social stimuli, derives pleasure from communication, notices attention shift of others, imitates actions of others, engages in social behaviors

Question 8

An individual with atypical social competence will display what symptoms?

Answer 8

tend to not look towards others, tends to look at the mouths of the speaker, limited shared positive affect (smiling after someone smiles at you), miss gaze shifts between other people and objects, difficulty predicting actions, simply hear sounds and not perceive them

Question 9

Supporting a child’s ability to communicate, comprehend, and collaborate with others

Answer 9

Social communication

Question 10

Supporting a child’s ability to cope, make transitions, and actively engage with others

Answer 10

Emotional regulation

Question 11

Interpersonal supports and learning supports embedded in the natural environment to foster SC and ER

Answer 11

Transactional support

Question 12

Developmental stage that happens before words; social stimuli may not be intrinsically rewarding, gestural communication is often delayed

Answer 12

Social partner stage

Question 13

What is the priority of the social partner stage?

Answer 13

Increase spontaneous communication, conventional gestures that have a shared meaning

Question 14

What are examples of joint attention SCERTS social partner goals?

Answer 14

Initiating bids for interaction, sharing negative and positive emotions, requesting objects and help, protesting undesired actions or activities, commenting on objects

Question 15

What are examples of samples symbols use social partner goals?

Answer 15

Imitate actions or sounds, proximity to others, dimple motor actions, a give gestures, push away, a touch gesture, a show gesture, a point, or wave gesture

Question 16

What are the priorities for transactional supports?

Answer 16

Promote child initiations enticing and respond to the child’s communication signals, provide objects to remind the child to communicate for assistance, provide objects to remind the child to communicate for engagement

Question 17

What are the atypical symptoms during the language partner stage?

Answer 17

Less gaze shifting, show preference for non-social stimuli, vocabulary is biased towards nouns

Question 18

What is the priority goal for the language partner stage?

Answer 18

Using people’s names and words, increase spontaneous communication, increase range of word combinations

Question 19

During the language partner stage, what are the priorities for joint attention goals?

Answer 19

Secure attention, comment on actions/events, sharing emotion and interests

Question 20

Children at this stage have developed social motivation, but have difficulty predicting intentions and social expectations

Answer 20

Conversational partner stage