Unit 8 Module 16 Flashcards
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”
B. Level 3
“Requiring very substantial support”
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. Level 2
“Requiring substantial support”
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”
C. Level 1
“Requiring support”
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”
B. Level 3
“Requiring very substantial support”
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. Level 2
“Requiring substantial support”
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”
C. Level 1
“Requiring support”
indicate whether it is (Yes) or is not (No) a defining characteristic of autism spectrum disorders.
Motor skills
YES
NO
NO
indicate whether it is (Yes) or is not (No) a defining characteristic of autism spectrum disorders.
Communication
YES
NO
YES
indicate whether it is (Yes) or is not (No) a defining characteristic of autism spectrum disorders.
Behavior
YES
NO
YES
indicate whether it is (Yes) or is not (No) a defining characteristic of autism spectrum disorders.
Cognition
YES
NO
NO
indicate whether it is (Yes) or is not (No) a defining characteristic of autism spectrum disorders.
Social skills
YES
NO
YES
Echolalia
A. Communication
B. Behavioral
C. Social skills
A. Communication
Lining up toys
A. Communication
B. Behavioral
C. Social skills
B. Behavioral
Lack of reciprocity
A. Communication
B. Behavioral
C. Social skills
C. Social skills
___________ was the first person to characterize autism by studying eleven children.
A. Leo Kanner
B. Bruno Bettelheim
A. Leo Kanner
It wasn’t until the ______________________ to IDEA that autism was added as a disability category.
A. 1990 Amendment
B. 2004 Amendments
A. 1990 Amendment
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
True
Early on, Leo Kanner characterized autism spectrum disorder to help distinguish the disorder from _________.
A. childhood schizophrenia
B. intellectual disability
A. childhood schizophrenia
At this time, __________ suggested that autism was the result of bad parenting.
A. Bruno Bettelheim
B. Ivar Lovaas
A. Bruno Bettelheim
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 combination of environmental variables and genetics predisposition
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. levels of
- ________________, 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
- A. High-functioning
B. Low-functioning
- A. Asberger Syndrome
2. A. High-functioning
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
No
indicate whether it is (Yes) or is not (No) an accepted rationale for the increased prevalence of the disorder.
MMR vaccinations
YES
NO
NO
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
YES
indicate whether it is (Yes) or is not (No) an accepted rationale for the increased prevalence of the disorder.
Increased public awareness
YES
NO
YES
indicate whether it is (Yes) or is not (No) an accepted rationale for the increased prevalence of the disorder.
Changing diagnostic criteria
YES
NO
YES
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
True
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
B. Cerebral cortex
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
D. Amygdala
Front of the cerebellum
Primitive functions of survival (e.g., breathing)
A. Brain stem
B. Cerebral cortex
C. Basal ganglia
D. Amygdala
A. Brain stem
Interconnected nuclei deep in the forebrain Regulation of automatic movements (e.g, blinking)
A. Brain stem
B. Cerebral cortex
C. Basal ganglia
D. Amygdala
C. Basal ganglia
Inner fold of the temporal lobe
Storing new information, memory formation
A. Corpus callosum
B. Cerebellum
C. Hippocampus
C. Hippocampus
Between the two cerebral hemispheres Communication between the two hemispheres
A. Corpus callosum
B. Cerebellum
C. Hippocampus
A. Corpus callosum
Behind the top part of the brain stem Motor activity (e.g., regulates balance)
A. Corpus callosum
B. Cerebellum
C. Hippocampus
B. Cerebellum
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
YES
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
YES
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
NO
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
NO
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
B. MMR vaccination
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. the ability to understand that others have their own perspectives that might be different than our own.
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
NO
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
YES
Hyperactivity
Short attention span
Impulsivity
Stimulus overselectivity (tunnel vision)
A. Learning Difficulties
B. Concentration and Attention
C. Affective Disorders
D. Anxiety Disorders
B. Concentration and Attention
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
D. Anxiety Disorders
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
C. Affective Disorders
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. Learning Difficulties
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
B. Communication
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. Social skills
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
C. Restricted/Repetitive behavior
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
YES
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
YES
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
NO
Indicate whether the purpose of each ASD assessment tool listed is diagnostic or screening.
ADOS
A. Screening
B. Diagnostic
B. Diagnostic
Indicate whether the purpose of each ASD assessment tool listed is diagnostic or screening.
M-CHAT
A. Screening
B. Diagnostic
A. Screening
Indicate whether the purpose of each ASD assessment tool listed is diagnostic or screening.
Autism spectrum Screening Questionnaire (ASSQ)
A. Screening
B. Diagnostic
A. Screening
Indicate whether the purpose of each ASD assessment tool listed is diagnostic or screening.
ADI-R
A. Screening
B. Diagnostic
B. Diagnostic
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. ASSQ
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
B. ADI-R
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
D. M-CHAT
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
C. ADOS
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. developmental screening
Two “gold standard” assessment tools are used during the ________________.
A. developmental screening
B. diagnostic process
B. diagnostic process
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. ADOS
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
B. ADI-R
