Self-Assessment Questions

This section provides a review. Mark each statement on the Answer Sheet according to the factual materials contained in this issue and the opinions of the authors.

Article One (pp. 103–113)

1. Researchers with expertise in childhood autism spectrum disorder (ASD) have recently defined minimally verbal as

   • using no functional speech

   • up to 20 or 30 words or phrases used in limited ways

   • using augmentative and alternative communication systems

   • up to 100 words or phrases

   • using only single words

2. Joint attention as defined by the Advancing Social-Communication and Play intervention is

   • the ability to spontaneously direct another's attention to an object, an event, or a person

   • sharing attention related to an object

   • communicating in face-to-face interactions with another person

   • communicating to draw a person's attention to an object, an event, or a person to share interest

   • attending consistently during tasks with another person

3. Based on the intervention studies mentioned in the article, what are some promising features of interventions for targeting communication in elementary school students who are minimally verbal?

   • Naturalistic intervention approaches

   • Speech-generating devices

   • Using computer programs

   • A and B

   • None of the above

4. What issue that is particularly problematic for children with ASD do naturalistic interventions intrinsically address because they occur in natural situations?

   • Deficits in joint attention

   • Ritualistic behavior

   • Challenging behavior

   • Theory of mind

   • Generalization

5. Which of the following statements about video modeling is true?

   • Video modeling is always completed using a peer model.

   • Video modeling has become more challenging to use in recent years.

   • It is not appropriate to use video modeling with minimally verbal children with ASD.

   • Video modeling is helpful for priming a child to exhibit a skill.

   • One disadvantage to video modeling is that it inhibits independence.

   Article Two (pp. 114-124)

6. Common features of naturalistic developmental behavioral interventions include all of the following except

   • child-initiated teaching episodes

   • use of behavioral learning principles

   • exclusive focus on child's play

   • environmental arrangement to promote child interaction and engagement

   • all of the above are common features of naturalistic developmental behavioral interventions

7. Improvements in parental stress, responsiveness, and parental competency have been shown to be related to which of the following?

   • Children receiving therapy

   • Collaborating with clinicians on goals and priorities

   • Receiving coaching in intervention strategies

   • Both A and B

   • Both B and C

8. Which of these is not included in Project ImPACT for Toddlers training?

   • Alternating didactic and coaching training sessions

   • Training in discrete trial administration

   • Focus on early social-communication development and parent coaching techniques

   • Hands-on practice sessions with feedback

   • All of the above are included in Project ImPACT for Toddlers training

9. A main goal of reflective practice is to

   • help providers learn to better manage their own challenges that arise from their work

   • help reduce provider stress and prevent provider burnout

   • promote creation of a supportive, collaborative relationship between supervisors and providers, as well as between providers and parents

   • both A and B

   • A, B, and C

10. Potential benefits to using naturalistic developmental behavioral interventions like Project ImPACT for Toddlers for speech-language therapy include

    • increased competency in strategies known to promote parent engagement

    • increased knowledge of effective strategies to support child social engagement and communication

    • increased understanding of developmental techniques to promote children's spontaneous communication

    • all of the above

    • none of the above

    Article Three (pp. 125-143)

11. Episodic memory

    • involves the content of memories and what is known

    • is another name for semantic memory

    • relates to the context of memories and what is experienced

    • is evident when you know the name of a teacher you had in school

    • is the awareness of information about the world

12. Which of the following is an essential element of episodic memory?

    • Knowing consciousness

    • Being aware of information about the world

    • Distinguishing what one knows from what one does

    • Recalling the context of a particular event and one's participation in that event

    • Thinking futuristically and representing others in that future

13. Children with ASD typically have

    • relative strengths in free recall

    • poorer recognition recall

    • accurate recollections of personal experiences

    • an ability to manipulate information

    • missed connections when encoding information

14. Comic Strip Conversations

    • display challenging social situations through a storybook format

    • involve a joint reading activity

    • require active participation of the child with ASD

    • use directive sentences to focus the child on behavior change

    • require clinicians to define solutions for child-identified problems

15. The value of story-based interventions to episodic memory is

    • the recounting of historical events

    • the focus on future planning

    • the adoption of a first-person perspective

    • the emphasis on how a social event was experienced and interpreted

    • all of the above

    Article Four (pp. 144-157)

16. According to the Simple View of Reading, reading is the product of two distinct skills: (1) word recognition and (2)

    • making inferences

    • language comprehension

    • knowledge of text structure

    • oral reading fluency

    • all of the above

17. Reading profiles associated with ASD suggest that children with ASD may experience difficulty developing

    • word recognition skills only

    • word recognition and comprehension skills

    • comprehension skills only

    • oral reading fluency only

    • vocabulary knowledge only

18. Which of the following is a form of assessment that allows prompting and feedback to determine how the child responds to the instruction of the target skill?

    • Dynamic assessment

    • Progress monitoring

    • Standardized assessment

    • Curriculum-based assessment

    • Authentic assessment

19. Presenting a child with a word (e.g., chop) and asking the child to say each sound in the word slowly and then say it fast is an example of what type of instruction?

    • Phonological awareness

    • Phonemic awareness

    • Phonics

    • Fluency

    • Vocabulary

20. Which of the following type of instruction explicitly teaches the mental processes used to gain meaning from text?

    • Text structure

    • Graphic organizer

    • Inferencing

    • Strategy

    • Content-focused

    Article Five (pp. 158-165)

21. One difference between pragmatic language and social skills interventions is that social skills interventions frequently focus on teaching

    • discourse management skills including topic initiation and topic maintenance

    • neurotypical peers how to sustain and initiate interactions with students who have ASD

    • a particular social task or situation, such as entering a peer group

    • executive function skills to support self-regulation

    • all of the above are differences between pragmatic language and social skills interventions

22. The Teaching Interaction Procedure used within the Conversation Club program includes all of the following steps except

    • describing the targeted skill

    • stating why the skill is important

    • providing opportunities for scaffolded practice

    • measuring changes in peer interaction among students with and without ASD

    • delivering feedback and positive reinforcement

23. The Social Communication Intervention Program includes all of the following components except

    • a manualized and individualized intervention for children, ages 6 to 11 years

    • explicit use of dynamic assessment to guide selection of treatment targets

    • changes in intervention targets based on number of sessions spent on the target

    • three phases of intervention including a third phase focused on generalization activities

    • intervention activities to improve children's social understanding and social interpretation

24. The Program for the Evaluation and Enrichment of Relational Skills, developed for school-aged children and teens with ASD, is

    • a social skills intervention program that focuses on teaching strategies for approaching specific social tasks or situations

    • a pragmatic language intervention that provides details for the analysis of language samples to identify intervention targets

    • a peer-mediated approach to improving participant's relations with peers and other communication partners

    • a detailed curriculum-based intervention with limited efficacy data

    • none of the above

25. Which of the following statements is true about peer-mediated intervention?

    • The intervention teaches neurotypical peers how to interact with students who have ASD.

    • One outcome of peer-mediated intervention may be that neurotypical peers have more tolerance and understanding of interaction skills of students with ASD.

    • The intervention may decrease the solitary playtime of students with ASD.

    • The intervention provides opportunities for students with ASD to refine conversation skills during sustained interactions with typical peers.

    • All of the above are true about peer-mediated interventions.

    Article Six (pp. 166-177)

26. A social model of disability is a similar framework to

    • a medical model of disability

    • a social communication model

    • the World Health Organization's International Classification of Functioning, Disability and Health model

    • the impairment model

    • the peer mediation intervention model

27. In the social model, focusing on the disability level refers to

    • fixing what is wrong with the person

    • drilling specific skills until they are normal

    • identifying and targeting barriers to access, agency, and independence within society

    • telling neurotypical peers to help children with ASD

    • making friends for the child with ASD

28. Petrina and colleagues found that children with ASD

    • were satisfied with their friendships

    • could not make friends

    • did not like neurotypical kids

    • were not satisfied with their friendships

    • obsessed over particular interests

29. From a social model of disability perspective, use of peer/sibling mediation strategies

    • teaches the neurotypical child to have pity on the child with ASD and ask him or her to play

    • teaches the neurotypical child to modify his or her own behavior to facilitate the success of the social communication interaction

    • teaches the neurotypical child to tutor the child with autism

    • teaches the neurotypical child to train the autistic child

    • teaches the neurotypical child to help the child with autism learn

30. Children with complex communication needs

    • often have limited opportunities to interact with peers within natural social contexts

    • cannot benefit from focusing on relationships

    • show no interest in peers

    • have no peers interested in peerbased interventions

    • should target development of functional augmentative and alternative communication use only

    Article Seven (pp. 178-194)

31. Children with ASD may frequently experience which of the following challenges with friendships?

    • Fewer reciprocal friendships

    • Less time spent with friends

    • Lack of interest and motivation to have friendships

    • Inability to make friends

    • Only A and B

32. Which types of interventions have approaches that meet the criteria for being “evidence-based practices” for increasing social skills?

    • Emotion regulation

    • Visual aids

    • Diet

    • Social skills groups

    • None of these

33. Children with ASD most effectively learn social and peer interaction skills by

    • direct instruction, targeted engagement opportunities, and repeated practice

    • doing worksheets

    • being around other children who have friends

    • playing board games

    • eating lunch near peers

34. A manual for treatment helps clinicians and researchers

    • understand content of treatment

    • replicate treatment studies

    • know how many sessions to administer

    • know how long sessions should last

    • all of the above

35. Generalization is

    • a “general knowledge” of different skills

    • applying skills to new contexts and people

    • not relevant to learning social skills

    • addressed in most social skills interventions

    • a specific social skills intervention