Chapter 8
Multiple Choice
1. Which of the following is not listed as a functional skill for a student with ASD in general
education classroom?
a. Raising one’s hand
b. Taking turns
c. Waiting in line
d. Copying notes from the board
2. Breaking a complex skill into smaller, teachable units, is known as what procedure?
a. Shaping
b. Task analysis
c. Chaining
d. Discrete trial teaching
3. How far you break down the steps in a task-analysis is dependent on what?
a. The task itself
b. The time it takes to do the task
c. The student’s abilities
d. The reinforcement used
4. During acquisition instruction, teachers are advised to use what procedure?
a. Errorless learning
b. Prompt fading
c. Shaping
d. Priming
5. In order to promote generalization of skills, teachers are advised to use what procedure?
a. Errorless learning
b. Prompt fading
c. Shaping
d. Priming
6. Educational plans for students with significant disabilities should include skills that create
__________________, which will allow the student to control their environment and increase
their capable performance.
a. Transition
b. Socially significant results
c. Functional independence
d. Functional communication
7. Which of the following is NOT listed as a prerequisite skill for instruction of daily living skills
for students with ASD?
a. Fine motor skills
b. Imitation
c. Functional communication
d. Attending
8. A “hand over hand” prompt is also known as what?
a. Gesture prompt
b. Partial physically prompt
c. Full physical prompt
d. Graduated guidance
9. Which is an example of a partial physical prompt?
a. Providing a verbal hint
b. Guiding the student’s hand toward the correct item to choose
c. Gesturing physically toward the correct item to choose
d. Hand over hand helping the student choose the correct item
10. Teachers should use prompt fading procedures to avoid which pitfall of instruction?
a. Independence
b. Functional skills
c. Prompt dependence
d. Core barriers
Short Answer
1. Briefly describe what is meant by the term “social significance”.
2. Define the term “functional skills”.
3. List 6 types of prompts.
4. What are the prerequisite skills needed to teach daily living skills?
5. List 3 assessments a teacher can use to identify a student’s level of functioning in skills of daily
living.
6. List 5 daily living skills that a student with ASD may need to be taught.
Essay
1. Describe the development of daily living skills from preschool to adult across the following five
areas: play skills, eating with utensils, toileting, teeth brushing, transitions.
2. Describe and provide an example of 5 prompt levels.
3. Describe the importance of data collection and analysis as it relates to skills of daily living.
4. Describe how the core characteristics of ASD may limit students’ abilities to acquire daily living
skills in the same way that nondisabled peers might.
Answer Key