ASD

18. "Shifting gaze between people and objects" is an example of a goal based on the core challenge of:

a. Joint attention

21. Research has shown that:

a. No one intervention approach is equally effective for all individuals with AS

20. In the ASHA Goals, skills related to social reciprocity include:

a. Responding to bids for interaction initiated by others, attempt to repair breakdowns, and having conversations that are sensitive to the social context

11. The SLP is authorized to diagnose ASD as an independent professional if there is no interdisciplinary team available AND:

a. They have been trained in the reliable and valid use of diagnostic and assessment tools as well as in the clinical criteria for ASD

3. ASHA says, Regardless of the presence or absence of difficulties acquiring the form and content of language, all individuals with ASD are eligible for speech-language pathology services due to the pervasive nature of the social communication impairment. T/F?

a. True

14. Which therapy approach is the "least restrictive" or most child-based (vs. SLP based)?

d. Floortime

8. What are some of the pivotal behaviors in PRT?

d. Self-initiations, respond to multiple cues

4. A predictor of and essential skill for language in children with ASD is

d. joint attention?

22. A client who is able to find a picture card representing a desired item, place it on a sentence strip ("I want ________.") and then give it to an adult to request that item, is likely to be at what phase of the PECS Program?

d. phase IV --?

25. Which is NOT a Red Flag for an early indicator of Autism Spectrum Disorder?

e. All are indicators

23. One of the things that Social Thinking teaches individuals to do is:

e. All of the above a. Communication and social skills b. Abstract thinking skills c. The behaviors that make others feel bad and good d.Entry skills

16. "Maintaining eye contact with a conversational partner for 6 consecutive minutes" is an example of a goal based on the core challenge of:

e. Not an appropriate goal for ASD

30. What area appears to be in the greatest need?

h. Language and related cognitive skills

the goal of treatment is to...

improve social communication and other language skills and to modify behaviors so that the individual is better able to develop relationships, function effectively in social settings, and actively participate in everyday life. SLPs often collaborate with other professionals to design and implement effective treatment plans.

Goals target core challenges of ASD and focus on

initiating spontaneous communication in functional activities; engaging in reciprocal communication interactions; and generalizing skills across activities, environments, and communication partners

Role of SLP in assessment

key member of an interdisciplinary team whose members possess expertise in diagnosing ASD.

Treatment for individuals with ASD typically includes

setting goals based on assessment data that target the core deficits in ASD and focus on initiating spontaneous communication in functional activities, engaging in reciprocal communication interactions, and generalizing gains across activities, environments, and communication partners; using a multimodal communication system considering family priorities when selecting intervention goals incorporating cultural, linguistic, and personal values using a range of approaches for enhancing communication skills along a continuum from behavioral to developmental using developmental sequences and processes of language development Considering the service delivery variable including format, provider, dosage, and timing

A comprehensive speech-language assessment includes testing of

skills in language, speech, feeding and swallowing, and augmentative and alternative communication (AAC)

written language

this includes reading decoding, reading comprehension, written expression, and writing for varied audiences

tools for screening

Ages and Stages Questionnaire (Squires, Potter, & Bricker, 2009) Parents' Evaluation of Developmental Status (Glascoe, 1997) Communication and Symbolic Behavior Scales Developmental Profile (CSBSDP) Infant Toddler Checklist (ITC; Wetherby & Prizant, 2002) M-Checklist for Autism in Toddlers-R (M-CHAT) from 24 mos; 23 questions Social Communication Questionnaire (SCQ) 40-item parent report; part of ADI Screening Test for Autism in Two-Year-Olds (STAT) 24-35 months; direct observational tool w/ 20 min play interaction Systematic Observation of Red Flags(SORF) observational rating of "red flags"; 22 items; goes with CSBS

tools for diagnosis

Childhood Autism Rating Scale-2 (CARS-2; Schopler, Reichler, & Renner, 2000) need to observe @ 1 hour Parent Interview for Autism (PIA; Stone & Hogan, 1993) structured interview Gilliam Autism Rating Scale-3 (GARS-3; Gilliam, 2014); 56 items checklist Autism Diagnostic Observation Schedule, 2nd ed (Lord et al., 2012) 40-60 minutes Autism Diagnostic Interview-Revised (ADI-R; Rutter, LeCouteur, & Lord, 2003) 2-3 hours

Role of SLP in diagnosis

In cases when there is no appropriate team available, an SLP, who has been trained in the clinical criteria for ASD and who is experienced in the diagnosis of developmental disorders, may be qualified to diagnose these disorders as an independent professional

According to ASHA, it is important to differentiate between ASD and social communication disorder. Speech-language pathologists (SLPs) will be [BLANK] in making this [BLANK] diagnosis and ensuring that individuals with ASD and those with social communication disorders gain access to services.

a. Instrumental/differential

12. Following a diagnosis of ASD, ongoing assessment focusing on the skills most essential for social and communication development is conducted to do all of the following EXCEPT:

a. determine an individual's current profile of academic skills,

10. According to ASHA, the diagnostic evaluation for individuals at risk for ASD typically includes all of the following EXCEPT:

all are included a. relevant case history b. a medical evaluation c. genetic information (genetic testing is only sometimes included) d.a comprehensive speech and language assessment

5. According to ASHA guidelines. ASD can reliably be diagnosed by experienced and knowledgeable diagnosticians as early as _______________.

b. 24 months

26. Which of the following interventions is based on Skinner's Operant Conditioning theory and demonstrates that behaviors which are regarded are more likely to be repeated than behaviors that are ignored?

b. Applied Behavior Analysis (ABA)

24. Which type of sentence in a Social Story tells "what or how to do" something?

b. Directive

28. In a public elementary school, a six-year-old boy with ASD would not join groups and threw himself on the floor, lashing out at other children and furniture if asked to join a group. The most immediate and appropriate approach for this behavior is:

b. Functional communication therapy

According to the DSM-5, individuals who meet the specified criteria are given the diagnosis of "autism spectrum disorder (ASD)" with one of three levels of severity. Which of the following statements is NOT true?

b. Level of severity remains constant over context and time - incorrect

7. What intervention program begins with teaching a child to exchange a picture of a desired item with a therapist, teacher, parent, etc., who will immediately honor the request?

b. Picture Exchange Communication System (PECS)

9. Which of the following is not a role of a SLP working with individuals with ASD?

b. Providing individual with exercises to improve posture in order to ensure optimal positioning during speech therapy.

17. "Maintaining conversational exchanges with a balance between comments and requests for information" is an example of a goal based on the core challenge of:

b. Social reciprocity

6. The Individuals with Disabilities Education Act's (IDEA) definition of autism lists these as characteristics often associated with autism:

c. Engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines and unusual responses to sensory experiences.

15. "Understanding sequences of events in stories" is an example of a goal based on the core challenge of:

c. Language and related cognitive skills

19. "Engaging in representational play" is an example of a goal based on the core challenge of:

c. Language and related cognitive skills

Andrew is a 4-year-old boy with ASD who was referred to LCC by his pediatrician. Andrew had a typical birth and development was within normal limits for motor skills and the major milestones of sitting, standing, and walking. At age 3 he was described as low tone with awkward motor skills and inconsistent imitation skills. His communication development was delayed; he began using some vocalizations at 3 months of age but had developed no words by 3 years. At present he communicates primarily by reaching for the communication partner's hand and placing it on a desired object. He does attempt the sign "more" inconsistently when prompted but his motor imitation is poor. He communicates protest by pushing items or people away. His attention and response are good in structured activities and he is beginning to anticipate and take turns but does not imitate. He gets frustrated when he is not understood.

c. PECS & DTT

27. In Functional Behavioral Assessment (FBA), what are the most common 4 functions of behavior?

c. attention, escape, tangible, sensory

Role of SLP

clinical/educational services (diagnosis, assessment, planning, and treatment); prevention and advocacy; and education, administration, and research.

13. Empirical evidence has shown that an Applied Behavior Analysis (ABA) can be effective for many children with autism. Which of the following not an example of an intervention that utilizes this approach to intervention?

e. SCERTS

The main characteristics that differentiate ASD from other developmental disorders in young children include difficulties in

eye gaze, orienting to one's name, pointing to or showing objects of interest, pretend play, imitation, nonverbal communication, and language development.

dynamic assessment may be used to

identify nonsymbolic and symbolic communication behaviors and to evaluate individual learning potential

Loss of language or social skills at any age should be considered grounds for

screening

spoken language

this includes language expression and language comprehension All means of expressive language—verbal (including echolalia) and nonverbal (including gestures)—should be assessed for communicative function and intent

social communication

use of gaze; joint attention; sharing affect; initiation of communication; social reciprocity and the range of communicative functions; play behaviors; understanding and use of facial expressions; use of gestures; speech prosody; conversational skills Comprehensive Assessment of Spoken Language Social Language Development Test - Elem & Adol Test of Pragmatic Language (TOPL) Test of Problem Solving (TOPS) - Elem (3) & Adol (2) OBSERVATIONS Pragmatic Language Skills Inventory (PLSI) Pragmatic Protocol Social Responsiveness Scale-2 Social Skills Rating System