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1. The first person to describe a group of children in 1943 who did not relate to others, had difficulties in speech
development, engaged in repetitive behaviors, and were upset by changes was
a. Michael Rutter.
b. Leo Kanner.
c. Temple Grandin.
d. O. Ivar Lovaas.
2. Which of the following is NOT one of the characteristics identified by Michael Rutter as almost always present in
children with autism?
a. Failure to develop social relationship
b. Lower than average intellegence
c. Language retardation with impaired comprehension
d. Ritualistic or compulsive behaviors
3. Autism is treatable.
a. True
b. False
4. One of the disorders included under autism spectrum disorders is
a. developmental communication disorder.
b. pervasive developmental disorder not otherwise specified.
c. developmental hypersensitivity disorder.
d. developmental attentional disorder.
5. The term autism spectrum disorders refers to a variety of disorders affecting the child's
a. social development and ability to communicate.
b. cognitive abilities.
c. academic abilities.
d. cognitive and academic abilities.
6. An ASD condition that resembles autism but is a progressive neurological disorder is
a. Turner’s syndrome.
b. Rhett syndrome.
c. Angelman syndrome.
d. Kanner’s syndrome.
7. Sergio exhibits the social problems typical of autism but he is highly intelligent and has age-appropriate language
skills. What is the name of this type of autism?
a. Asperger’s syndrome
b. PDD-NOS
c. Rhett syndrome
d. Child disintegrative disorder
8. are related disorders that affect a child’s social development and ability to communicate.
They include unusual behavioral manifestations such as repetitive motor movements.
9. Autism Spectrum Disorder includes which of following?
a. Turner's syndrome
b. Intellectual disabilities
c. Childhood disintegrative disorders
d. Language impaired
10. Autism can result in serious developmental delay in many areas, especially in the area of
a. visual capacity.
b. muscle tone and coordination.
c. social and communication skills.
d. physical growth.
11. Children with Asperger's syndrome
a. are often high functioning with autism-like symptoms.
b. may develop normally for the first four or five years and then regress in their development.
c. are also intellectually disabled.
d. have language impairments but are not socially impaired.
12. Autism spectrum disorders are disorders that lead to deficits in the child's ability to
communicate, understand language, play, develop social skills, and relate to others.
a. learning
b. behavioral
c. emotional
d. neurological
13. During the 1960s and 1970s, there was a widespread belief that the cause of autism was
a. a lack of oxygen to the brain.
b. a head trauma prior to the child's first birthday.
c. poor nutrition.
d. a cold and unfeeling mother.
14. are brain cells that respond equally whether we perform an action or someone else
performs the same action. This process has been found to be dysfunctional in children with autism.
15. Current research suggests that autism spectrum disorders have a genetic component.
a. True
b. False
16. Thimerosal, an ingredient found in
has now been discredited.
a. paint used in children’s furniture
b. ADHD medication
c. vaccinations
d. soy-based formulas
, was originally thought to be a cause of ASD but this theory
17. Describe some of the concerns that have been raised about the new definition of ASD as outlined in the DSM-5.
Include the new criteria for an ASD diagnosis in your answer.
18. ASD can be correctly recognized in children as young as
a. 6 months old.
b. 2 years old.
c. 4 years old.
d. 6 years old.
19. The document used to guide professionals in making a diagnosis of an autism spectrum disorder is known as the
____________.
20. The prevalence of the autism spectrum disorder has been
a. steadily decreasing.
b. stable over the last ten years.
c. steadily increasing.
d. slowing increasing.
21. What are the implications of the research finding that African-American children are 2.6 times less likely to be
identified as having ASD?
22. The fact that children have a critical development period for language and social skills from about 18 months to 3
years means that is critical in the treatment of ASD.
23. Autism is more common in boys, with about times as many boys as girls identified.
a. 2
b. 4
c. 8
d. 10
24. In typically developing children, theory of mind is developing by the age of
a. 1.
b. 2.
c. 3.
d. 4.
25. One example of a test of theory of mind is the
a. Sally and Anne test.
b. Checklist for Autism in Toddlers.
c. Social Stories test.
d. Test of Incidental Learning.
26. Hypersensitivity to stimuli in children with ASD can manifest both as avoidance behavior (such as shying away from
touch) or seeking behavior (such as mouthing objects).
a. True
b. False
27. Which of the following statements is true regarding persons with autism?
a. They usually have a hypersensitivity to noises but not to being touched by others.
b. Many persons with autism are hypersensitive to noises in the environment, and some are sensitive to touch as
well.
c. All persons with autism shy away from being touched by others and some are sensitive to noises in the
environment.
d. Only persons with Asperger's syndrome are sensitive to noises and to being touched.
28. One of the indicators of a fundamental developmental disability in autistic children has been lack of a(n)
, the ability of human beings to understand the thinking and feelings of other people.
29. One of the fundamental characteristics of children with autism is a lack of theory of mind, which refers to the ability
of human beings to
a. communicate their thoughts clearly.
b. understand the thinking and feelings of other people.
c. begin to learn basic preacademic skills.
d. understand the basic concepts of math.
30. Children with ASD most typically do NOT have difficulties with which aspect of central processing?
a. Decision making
b. Memory
c. Reasoning
d. Evaluation
31. Two common characteristics shared by many persons with autism are
a. lack of theory of mind and hypersensitivity to stimuli.
b. above average physical ability and delayed language development.
c. above average intelligence and poor social skills.
d. repetitive motor movements and an attraction to loud noises.
32. Children with ASD most typically have issues in which area of motor development?
a. Gross motor skills
b. Fine motor skills
c. Both gross and fine motor skills
d. Gross motor skills, fine motor skills, and motor imitation
33. One consequence of many children with ASD's inability to communicate effectively is frustration often expressed by
____________.
34. is an educational strategy that allows curriculum to be delivered to students differently
depending on their individual needs.
35. Most children with ASD are placed only in special classroom settings.
a. True
b. False
36. Discuss three of the major treatment centers for children with autism.
37. A small group lesson developed to improve language and social skills in the regular classroom for children with
autism is an example of
a. RtI Tier I activity.
b. RtI Tier II activity.
c. RtI Tier III activity.
d. a functional behavior analysis.
38. The UCLA Young Autism Project proposes that hours a week be spent on working directly with the
child to ensure that he or she can be ready for first grade with typical children.
a. 10
b. 15
c. 30
d. 40
39. The UCLA Young Autism Project
a. utilizes a communication curriculum that is based on behavioral principles but applied in naturalistic settings.
b. uses the principles of applied behavior analysis to teach discrete skills that are chained into functional routines.
c. teaches social skills as discrete skills within an integrative setting and uses peer-mediation interventions to
promote independent play and social interaction.
d. uses incidental teaching, that is, the spontaneous behavior of the child, to teach specific skills such as
functional verbal language.
40. The TEACCH Program at the University of North Carolina
a. utilizes a communication curriculum that is based on behavioral principles but applied in naturalistic settings.
b. uses the principles of applied behavior analysis to teach discrete skills that are chained into functional routines.
c. teaches social skills as discrete skills within an integrative setting and uses peer-mediation interventions to
promote independent play and social interaction.
d. uses incidental teaching, that is, the spontaneous behavior of the child, to teach specific skills such as
functional verbal language.
41. An intensive, long-term intervention that systematically addresses the core symptoms of ASD is
a. a comprehensive treatment model.
b. a focused intervention practice.
c. a response to intervention model.
d. a failure to respond hope treatment model.
42. The LEAP Program at the University of Colorado
a. utilizes a communication curriculum that is based on behavioral principles but applied in naturalistic settings.
b. uses the principles of applied behavior analysis to teach discrete skills that are chained into functional routines.
c. teaches social skills as discrete skills within an integrative setting and uses peer-mediation interventions to
promote independent play and social interaction.
d. uses incidental teaching, that is, the spontaneous behavior of the child, to teach specific skills such as
functional verbal language.
43. The Pivotal Response Model at the University of California at Santa Barbara
a. starts with discrete trials training and then moves on to a goal of social and educational proficiency in natural
settings.
b. uses the principles of applied behavior analysis to teach discrete skills that are chained into functional routines.
c. teaches social skills as discrete skills within an integrative setting and uses peer-mediation interventions to
promote independent play and social interaction.
d. uses incidental teaching, that is, the spontaneous behavior of the child, to teach specific skills such as
functional verbal language.
44. Which of the following programs teach social skills as discrete skills such as “play initiation?”
a. Pivotal Response Model
b. Young Autism Project
c. TEACCH
d. LEAP
45. Describe the central challenge for many students with ASD in meeting the CCSS.
46. During the preschool years, the emphasis of educational programming should be to help the children attain
a. a functional communication system and basic social skills.
b. beginning reading skills to maximize their success in kindergarten.
c. replacement behaviors for their repetitive motor movements such as rocking or hand flapping.
d. use of an augmentative or alternative communication system.
47. The ability to imitate or learn through observation and not through being directly taught is called
a. functional learning.
b. incidental learning.
c. child directed learning.
d. ABC learning.
48. An approach that can assist children with autism in becoming less anxious about unpredictable or unorganized
classroom and school environments is called
a. structured teaching.
b. incidental teaching.
c. discrete skills teaching.
d. child-specific teaching.
49. An individualized visual daily schedule, a consistent physical environment, and clear and predictable assignments are
examples of
a. structured teaching.
b. applied behavior analysis.
c. functional behavior analysis.
d. ecological approach.
50. A key feature of the treatment programs for children with autism is
a. limited vocabulary work.
b. frequent changes to the learning environment.
c. short bursts of various activities.
d. the use of predictable routines.
51. Typically developing children learn many social and linguistic skills by observation and experience. Children with
autism must learn these skills through
a. psychotherapy.
b. direct instruction.
c. functional behavior analysis.
d. assistive technology.
52. A technique that involves a child with autism writing a very short story that describes a specific social situation that
is troublesome for that child is called
a. writing therapy.
b. functional behavioral analysis.
c. social stories.
d. teaching stories.
53. is a type of intervention with specific, short-term goals (such as reducing hand-flapping).
54. The problem behaviors that children with autism exhibit in the classroom
a. should be dealt with in the same manner as any other inappropriate classroom behavior.
b. should be ignored since the behaviors are a function of their disability.
c. should be addressed through a functional analysis of behavior to determine the motivation behind the behavior.
d. should be addressed only by the child's parents.
55. is the process of the teacher, therapist, or parent trying to assess the meaning of that
behavior to the child instead of concentrating on the specific behavior of the child.
56. The Picture Exchange Communication System (PECS)
a. was developed by the Young Autism Program.
b. can reduce challenging behaviors by improving communication skills.
c. is a newer form of sign language.
d. can only be used with pre-school children with special needs.
57. Creating a consistent educational environment through
has been found to be very beneficial for children with autism.
and
58. The lack of social development associated with individuals with autism makes it important to attain
a. a proper posture for listening.
b. a functional fine motor coordination.
c. a functional communication system.
d. attention before speaking.
59. A "relationship focused" intervention strategy encourages parents to use
a. behavior modification.
b. intrusion therapy.
c. responsive interaction.
d. home-based instruction.
60. The relationship-focused (RF) intervention
a. encourages parents to use responsible interaction strategies during routine interaction with their children with
autism.
b. encourages siblings of children with autism to interact in a more positive fashion.
c. improves regular classroom teacher's interaction with children with autism.
d. improves motor imitation skills better than other interventions.
61. Parents of children with autism can reduce family stress by
a. learning to use effective teaching strategies that enable them to help their child develop new behaviors.
b. keeping the child with autism and his or her siblings separated as much as possible since the lives of siblings
can be significantly disrupted.
c. learning specialized strategies for only managing problem behavior and letting the teachers develop their
child's academic behaviors.
d. following the professional's advice exactly.
62. Discuss the issues and challenges that are faced by many families with children with autism.
63. The general recommendation for vocational placements for children with autism as they transition from school to
postsecondary employment is to stress their and play down their .
a. individual strengths; social problems
b. intelligence; academic difficulties
c. social progress; behavior problems
d. intelligence; social problems
64. According to the authors of your textbook, there is a possible elevated rate of
with autism.
a. learning disabilities
b. artistic ability
c. health problems
d. depression
in adults
