Chapter 9 Test Bank:
Teaching Students with Autism Spectrum Disorder/Pervasive Developmental Disorders
9.1 Which is the most common characteristics in students with pervasive development disorders?
a. body rocking
b. perseveration with objects
c. difficulty communicating with others
d. resisting change in routines
9.2 Victoria is only six years old but has difficulty participating in make-believe play. Based on the
information in the text, it is possible she may have:
a. Autism
b. Rett Syndrome
c. Childhood Disintegrative Disorder
d. Asperger Syndrome
9.3 Autism typically appears during what stage of a child’s life?
a. during the first three years of life
b. about the time they enter kindergarten
c. by the age of eight
d. at the onset of puberty
9.4 Rett Syndrome only affects:
a. preschool children
b. females
c. males
d. students with cognitive disabilities
9.5 Individuals with Asperger’s Syndrome typically exhibit all of the following behaviors EXCEPT:
a. impairment in social interactions
b. significant clinical delay in language
c. delayed cognitive abilities
d. lack of social reciprocity
9.6 When asked a question, Kara often repeats what she hears verbatim rather than providing an
answer. This condition is referred to as:
a. mimicking
b. perseveration
c. echolalia
d. receptive questioning
9.7 According to the Centers for Disease Control and Prevention (2005), the number of individuals
diagnosed with Autism Spectrum Disorders has
a. doubled over the last ten years
b. remained constant over the last ten years
c. increased six-fold over the last ten years
d. decreased over the last ten years
9.8 According to the text, one of the most effective classroom strategies for individuals with Autism
Spectrum Disorders is to:
a. establish a predictable classroom routine
b. seat the child close to the teacher or educational assistant
c. change the routine often to avoid boredom
d. bring in extra lighting
9.9 Tabitha has worked on helping Ronnie, her student with Autism; identify five predetermined
colors by pointing to them. She is repeating the same strategy with the same materials on a
regular basis with the goal that he responds independently. What strategy is Tabitha using?
a. temporal-sequential skills
b. inferential skills
c. massed trials
d. object awareness
9.10 According to the National Research Council (2001), what percent of students with autism do not
develop functional speech?
a. 50%
b. 100%
c. 10%
d. 75%
9.11 Social stories are used to:
a. assess how well students understood a concept
b. improve reading comprehension
c. improve social interactions
d. teach in the content area
9.12 The first step in managing problem behavior is to:
a. implement an intervention
b. understand why the behaviors are occurring
c. assign a consequence for the behavior
d. ignore the behavior until it affects other children in the room
9.13 What skills can students develop by playing word games that involve rhyming words, sound
substations, and opposites?
a. metalinguistics
b. semantic
c. articulation
d. fluency
9.14 What percentage of school-age children receive special services for communicative disorders?
a. 2 to 6 percent
b. 1 to 5 percent
c. 2.5 to 6 percent
d. 7 to 10 percent
9.15 Which of the following statements is true about students with communication disorders?
a. A greater percentage of school-age children than preschool-age children are identified
with communication disorders as their primary disability
b. Over 85 percent of students with communication disorders spend most of the school day
in general education classes.
c. Communication disorders occur five times more often in boys than in girls.
d. Communication disorders are initially diagnosed by a pediatrician.
9.16 The term that refers to interventions being implemented in a proactive manner rather than a
traditional reactive manner is referred to as:
a. functional behavioral modifications
b. positive behavior supports
c. intrinsic behavior motivation
d. promotion of social competence
9.17 This term is used by the American Psychiatric Association to describe the terms autism, Rett
Syndrome, childhood disintegrative disorder, Aspergers Syndrome, and pervasive developmental
disorder–not otherwise specified.
a. Autism Spectrum Disorder
b. Perseverative Disorder
c. Autism
d. Pervasive Developmental Disorder
9.18 There is a child in your classroom who has recently been diagnosed with autism. In order for him
to be diagnosed he had to have documented features in three areas. Which of the following is one
of those areas?
a. onset before age 3
b. communication impaired with adults not peers
c. onset before age 1
d. interacts well in social situations but not with strangers
9.19 If a student is diagnosed with this syndrome then he or she must have behaviors documented in
six areas that may include: qualitative impairment in social interactions or no clinical delays in
cognition or self-help skills.
a. Autism
b. Aspergers Syndrome
c. Pervasive Developmental Disorder
d. PDD- NOS
9.20 A child in your special education class showed normal development through the age of two
according to her records. After age two or so she began to regress in language, social skills,
adaptive behaviors, and other skills. What type of disorder is she experiencing?
a. Rett Syndrome
b. Autism
c. Childhood Disintegrative Disorder
d. Childhood Schizophrenia
9.21 One of the students in your special education classroom continually sticks her fingers in and out
of her mouth and closes her mouth after the fingers come out. This student is engaged in:
a. repetitive communication behaviors
b. repetitive motor behaviors
c. repetitive social behaviors
d. repetitive adaptive behaviors
9.22 As you would with students in the general education classroom, you will want to figure out the
likes and dislikes of the students with autism in your special education classroom. In order to find
out this information you would conduct:
a. a preference assessment
b. a curriculum-based assessment
c. an intelligence quotient
d. an achievement test
9.23 Teaching communication skills with students with autism is essential. One strategy that often is
used is to say to the student “What is this?” or you may point to the item and the student repeats.
What strategy would you be using?
a. naturalistic instruction
b. communication board
c. mass trials
d. milieu
9.24 When the teacher of students with autism are working on initiating conversations with others,
responding and initiations, maintaining conversations, and responding to criticism he or she is
working on:
a. adaptive skills
b. motor skills
c. quantitative skills
d. social skills
9.25 One strategy that can be used with children with autism to help students clarify the social context
to be performed is the use of:
a. communication board
b. social stories
c. puzzles
d. life skills training
9.26 Children with autism may experience some challenging behaviors. When you need to understand
the function of the behavior to intervene you could use what type of assessment?
a. Functional Behavior Assessment
b. Curriculum Based Assessment
c. Criterion-referenced Assessment
d. Social Skills Training
Fill-in-the-Blank Questions:
9.27 In your classroom you have a student who has trouble with maintaining or
initiating eye contact with you or his peers and has not been able to establish any peer
relationships, and it is now four weeks into the school year. The child may have an
____________________________ or ASD.
9.28 _____________________ is a developmental disability that may appear prior to
age 3. The child may also have some stereotypic behavior like body rocking or hand flapping.
9.29 A child may have ______________________ if he or she begins to lose skills
between ages 5 and 48 months and has deficits such as decelerated head growth, loss of hand
skills, loss of social engagement, poor gait, and impaired receptive and expressive
communication.
9.30 Children with autism or autism spectrum disorder often experience core deficits in
____________________, ____________________, and ____________________.
9.31 If a child has not been identified as autistic prior to arriving in your classroom you
may need to be involved in the assessment and evaluation process. Some of the
documentation you may have to provide could be related to ___________________,
____________________, ____________________, and ____________________ .
9.32 Many children with autism spectrum disorder need structure. In the classroom
you will need to establish a ____________________ so students have clear knowledge of the
day’s events from beginning to the end of the day.
9.33 Addressing some of the goals and objectives of students with autism may not be
carried out in a traditional sense. Many times the teacher may use
__________________________ to address skills related to communication and motor skills.
9.34 There is a lot of communication that occurs in the classroom, both verbal and
nonverbal. In order for your verbally delayed students to participate in your classroom
communication you could use a ______________________________ made of symbols and
pictures for the students.
9.35 As a teacher of students with autism you will spend a great deal of time working
on social skills. You will need to prepare the students for the many social situations they may
encounter. To prepare them there are four social skills that you should target for instruction that
include ____________________, ____________________, _____________________, and
____________________.
9.36 A strategy that can be used with children with autism where the teacher uses role-
playing, feedback, modeling, and verbal instruction is called __________________.
9.37 What role does the general education teacher play in modifying instruction for students with
autism spectrum disorders or pervasive developmental disorders? Provide examples of strategies
general education teachers can implement on a daily basis.
9.38 What can general education teachers do to facilitate communication in the classroom?
9.39 Why do educators use functional behavioral assessments? Describe the three steps to a FBA and
relate why each step is important when addressing challenging behavior.
9.40 What are positive behavioral supports? What types of positive behavioral support do you think
would be effective in a general education classroom to support students with disabilities?
CHAPTER 9