introduction to ASD

Which of the following is a reason to use evidence-based practices (EBPs) with students with autism?

All of these are reasons to use EBPS with your students with ASD. EBPs have been proven to help students achieve their IEP goals, reduce challenging behaviors, and can address multiple areas of needs for students with ASD such as language, motor, adaptive, academic, and social skills.

Breanna, a student with autism, always says "green means go" when she is finished with her work and ready to start the next task. This is an example of which type of communication:

Breanna is using idiosyncratic communication in this example. This means that she is using language from another context that may not clearly match the current situation.

Whenever the maintenance crew uses lawn mowers and leaf blowers near the school grounds, Cole covers his ears, gets under his desk, and cries. This is an example of:

Cole is displaying hypersensitivity

Which of the following is NOT an example of non-verbal social cues?

Coughing is not an example of non-verbal social cue because the sick person does not cough to intentionally communicate a message to another person.

Each time Devon, a student with autism, is given an independent work task, he does not continue working until the teacher repeats the directions and tells him to complete the next the step. Devon's behavior is an example of:

Devon may have become dependent on constant prompting to complete his work. To help him become more independent with his class assignments, fading (the gradual reduction in the number and types of prompts) and time delay (a strategy for fading prompts) are methods that could be used to promote student independence.

Elly is a student with autism who loves Littlest Pet Shop figures. She carries one with her at all times and if given the opportunity, will talk non-stop about them. You find that she is motivated to complete schoolwork by earning Littlest Pet Shop stickers. This is an example of:

Elly's interest in Littlest Pet Shop is a restricted and repetitive behavior. It is an interest that comes up across contexts beyond what would be expected for her age and can sometimes interfere with her learning and socialization.

Carlton, a student with autism, uses an iPad with a communication app called Proloquo2go to express his wants, needs, and ideas. This is an example of which type of communication:

In this example, Carlton is using an augmentative and alternative communication (AAC) device to communicate. Augmentative and alternative communication can include exchanging pictures, sign language, and other technology devices similar to the one Carlton is using.

The teacher tells students to find a partner to work with on a math activity. As students move around the classroom pairing up, Michelle, a student with autism, stands in the middle of the classroom looking at the other students. For this assignment, Michelle may be having difficulty with which type of social skill:

Learners with autism may want to interact with others but not know how to start or initiate those interactions. Michelle may need more explicit instruction in how to initiate interactions with her peers during academic activities. Providing assistance, such as prompting, and a positive classroom climate could support Michelle's learning of this social skill. Being able to understand how emotions are conveyed is a skill that some students with autism need to learn, however it would not necessarily impact Michelle's ability to find a partner for the math activity.

During whole group reading instruction, Mikayla - a 3rd grade student with autism, gets up and paces around the classroom. Once it is time for seatwork, she returns to her seat and completes the assignment. Mikayla's walking in the room is distracting to the teacher, but not to the other students. Which would be the best possible next step for the teacher:

Since Mikayla is completing her work, the walking may suggest that she needs to move around to better focus on the whole group lesson. Her pacing is that is not a safety concern and does not interfere with her learning or that of others. Having a designated area to walk would be less distracting to the teacher and provide Mikayla with the space to move.

What are the two core symptom areas of autism spectrum disorder (ASD)?

Social communication and restricted repetitive behaviors are the core symptom domains that characterize autism spectrum disorder (ASD) in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5).