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Semin Speech Lang 2014; 35(04): C1-C10
DOI: 10.1055/s-0034-1395419
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

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Publication Date:
16 October 2014 (online)

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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. 241–259)

  1. The rate of autism spectrum disorders (ASDs) in children who are deaf or hard of hearing are

    • somewhat higher than the general population

    • the same as in the general population

    • lower than the general population

    • twice the rate of the general population

    • half the rate of the general population

  2. Conditions that have been shown to have a higher rate of ASD include all of the following except

    • fragile X syndrome

    • congenital cytomegalovirus

    • CHARGE syndrome (coloboma, heart defect, atresia choanae or choanal atresia, retarded growth and development, genital abnormality, and ear abnormality)

    • velocardiofacial syndrome

    • Usher syndrome

  3. All of the following are atypical for a child who is deaf or hard of hearing except

    • persistent palm rotation errors

    • persistent echolalia

    • intense interest in ceiling fans

    • delays in theory of mind

    • visual inspection of items

  4. Diagnostic tools for autism that are appropriate for deaf or hard of hearing include

    • Modified Checklist for Autism in Toddlers

    • no tool has been validated for children who are deaf or hard of hearing

    • Autism Diagnostic Observation Schedule

    • Gilliam Autism Rating Scale

    • Autism Diagnostic Interview—Revised

  5. Conditions that mimic ASD include all of the following except

    • social anxiety disorders

    • childhood obsessive compulsive disorder

    • benign stereotypies

    • intellectual disability

    • lack of effective educational strategies

    Article Two (pp. 260–265)

  6. Families of children who are deaf or hard of hearing with an ASD represented in the literature have described numerous experiences including which of the following?

    • Exceptional services for their children

    • A sense of isolation

    • A clear path related to communication modality

    • Rarely have behavioral issues

    • Many providers knowledgeable in both deaf education and ASD education

  7. Professionals can employ all of the following strategies in working with families of children who are deaf or hard of hearing with an ASD except

    • sharing concerns about their child's progress

    • highlighting a child's strengths

    • avoiding discussing the possibility of an ASD

    • identifying resources available for families

    • giving guidance on where to find family-to-family support

  8. When discussing the possibility of an ASD in a child who is deaf or hard of hearing, providing information on communication skills with families should always include which of the following?

    • Cued speech

    • Auditory-verbal therapy

    • Social communication skills (i.e., joint attention, turn-taking, play)

    • American Sign Language

    • Oral communication

  9. Families of children who are deaf or hard of hearing with an ASD often find information through

    • the Internet

    • cochlear implant teams

    • support groups for children who are deaf or hard of hearing

    • their pediatrician

    • extended family members

  10. Professionals working with families of children who are deaf or hard of hearing with an ASD should do all of the following except

    • recognize their limitations in knowledge

    • partner with professionals across the fields of deaf education and autism interventions

    • work with families to prioritize a child's specific needs

    • strive to communicate across settings in which the child is served

    • focus only on their personal expertise area

    Article Three (pp. 266–275)

  11. What is known about screening tools for autism with children who are deaf or hard of hearing?

    • The Modified Checklist for Autism in Toddlers has been used successfully as a screening instrument for children who are deaf or hard of hearing.

    • The Social Communication Questionnaire has been used successfully as a screening instrument for children who are deaf or hard of hearing.

    • The Social Responsiveness Scale has been used successfully as a screening instrument for children who are deaf or hard of hearing.

    • All of the above are true.

    • None of the above is true.

  12. The Language ENvironment Analysis Language and Autism Screen has been validated with

    • children with ASD

    • children with Asperger syndrome

    • children with pervasive developmental disorder not otherwise specified

    • all of the above

    • none of the above

  13. What term represents the probability that the children who the screen identifies as at risk for autism are autistic?

    • Sensitivity of the screen

    • Specificity of the screen

    • Positive predictive value

    • Negative predictive value

  14. What term represents the percentage of children with autism who are correctly identified as autistic by the screen?

    • Sensitivity of the screen

    • Specificity of the screen

    • Positive predictive value

    • Negative predictive value

  15. What term represents the percentage of the children without autism who are correctly identified by the screen?

    • Sensitivity of the screen

    • Specificity of the screen

    • Positive predictive value

    • Negative predictive value

    Article Four (pp. 276–287)

  16. Which of the following ASD assessments is currently standardized for deaf or hard of hearing population?

    • Autism Diagnostic Observation Schedule (ADOS)

    • Autism Diagnostic Interview-Revised (ADI-R)

    • Childhood Autism Rating Scale (CARS)

    • Autism Behavior Checklist

    • None of the above

  17. Currently, for ASD there are

    • only biological markers

    • only genetic tests

    • neither biological markers nor genetic tests

    • both biological markers and genetic tests

    • genetic tests, biological markers, and behavioral assessments

  18. Performing ASD screening is recommended

    • only at 6 months

    • only at 10 months

    • only at 18 months

    • at 18 and 24 months

    • only at 24 months

  19. Play involving “pretending to be a parent” may be related to

    • theory of mind

    • object permanence

    • stranger anxiety

    • regression

    • none of the above

  20. Given a developmentally appropriate assessment, which child could potentially have ASD?

    • A child with low scores at a young age who appears to be missing many skills

    • A child with average scores and then, 6 months to a year later, has below average scores and appears to have regressed in some skills

    • A child with average scores

    • All of the above

    • None of the above

    Article Five (pp. 288–300)

  21. Which of the following is true?

    • Symptoms of autism overlap with symptoms of hearing loss, making it impossible to distinguish the two.

    • Although there are apparently overlapping symptoms between ASD and hearing loss, there are unique features of ASD that are distinguishable from typical features of hearing loss.

    • Because symptoms of ASD and hearing loss overlap, all children with hearing loss should be diagnosed with ASD

    • Children who are deaf or hard of hearing do not also have ASD.

    • Children who have ASD do not also have hearing loss.

  22. ASD in children who are deaf or hard of hearing

    • cannot be identified

    • may occur at higher rates than among hearing children

    • happens less frequently than among hearing children

    • is identified earlier than with hearing children

    • has not yet been identified

  23. Which of the following is most consistent with what the results suggest about use of the ADOS, Second Edition (ADOS-2) with children who are deaf or hard of hearing?

    • The ADOS-2 is not useful in assessing ASD with deaf or hard of hearing children.

    • Strict adherence to standardization instructions is necessary when testing children who are deaf or hard of hearing.

    • The ADOS-2 cannot identify ASD among children who are deaf or hard of hearing.

    • Although the ADOS-2 algorithms should not be used with children who are deaf or hard of hearing, the ADOS-2 may provide valuable information to assist with identifying ASD.

    • The ADOS-2 included children who are deaf or hard of hearing in its standardization sample and therefore standardized instructions should be used.

  24. Symptoms of ASD that are distinct from typical development for children who are deaf or hard of hearing include

    • communication delays and delayed theory of mind

    • delayed theory of mind, communication delays, and difficulties with idioms

    • poor response to name and communication delays

    • communication delays, delayed theory of mind, and attentionseeking behavior

    • echolalia, poor eye contact, poor joint attention

  25. Best practice in assessing children who are deaf or hard of hearing for a possible ASD should include

    • use of standardized procedures with validated ASD assessment tools

    • more than one ASD assessment tool

    • multiple sources of information interpreted in light of what is known about typical development in children who are deaf or hard of hearing as well as features of ASD

    • an interpreter

    • more than one professional

    Article Six (pp. 301–308)

  26. What are two assessment measures that are often described as the “gold standard” for the diagnosis of ASD?

    • ADOS and Behavior Assessment System for Children, Second Edition

    • CARS and ADI-R

    • CARS and Bayley Scales of Infant and Toddler Development

    • Medications used for life-threatening conditions

    • ADOS and ADI-R

  27. What is a retrospective chart review?

    • Research method that utilizes information that was not originally collected for research purposes

    • Research method that involves examining records to determine if diagnoses were given correctly

    • Research method that requires setting aside records in order for information to be collected to inform the research question

    • Research method that is completed using an app to determine diagnostic criteria

    • Research method that requires certification to perform

  28. Which of the following is not a potential negative consequence of a delayed diagnosis of ASD?

    • Reduced language capabilities

    • Reduced trauma from being labeled as autistic

    • Reduced overall cognitive skills

    • Reduced development of social and pragmatic skills

    • Reduced access to appropriate interventions

  29. In this clinical sample, what approach or measure was used most frequently to diagnose ASD in children who are deaf and hard of hearing?

    • ADOS

    • CARS

    • Clinical Evaluation of Language Fundamentals

    • Scales of Independent Behavior— Revised

    • Observation and parent report

  30. Two groups of children with ASD were highlighted as a means to show that ASD can be diagnosed in special populations. What were the two groups?

    • Down syndrome and ADHD

    • ADHD and psychiatric disorders

    • Williams syndrome and Down syndrome

    • Psychiatric disorders and Williams syndrome

    • Obsessive compulsive disorder and learning disabilities

    Article Seven (pp. 309–320)

  31. Which of the following linguistic phenomena occur in the signing and speaking of children with ASD?

    • Pronoun reversal

    • Pronoun avoidance

    • Echolalia

    • B and C only

    • A, B, and C

  32. Impairments in which of the following skills could impact sign language acquisition?

    • Visual perspective-taking

    • Face gaze behavior

    • Motor skills

    • Gesture

    • All of the above

  33. Facial expressions are used in signed languages to

    • indicate questions

    • signal conditionals

    • mark topics

    • add adverbial content

    • all of the above

  34. Which of the following statements is true?

    • Pronoun reversals occur relatively frequently in both sign and speech of children with ASD.

    • Pronoun reversals occur relatively frequently in the sign, but not the speech of children with ASD.

    • Pronoun reversals occur relatively frequently in the speech, but not the sign of children with ASD.

    • Pronoun reversals do not occur frequently in the speech or sign of children with ASD.

    • None of the above is true.

  35. Which of the following errors appear in the signing of children with ASD but rarely in the signing of typically developing children who are deaf beyond a very early age?

    • Hand shape errors

    • Location errors

    • Palm orientation errors

    • Movement errors

    • None of the above

    Article Eight (pp. 321–330)

  36. An efficacy-based early intervention program that is designed so that parents can implement the strategies within the home is

    • TEACHH

    • Early Start Denver Model

    • Learning Experiences and Alternative Programs for Preschoolers and Their Parents

    • Picture Exchange Communication System (PECS)

  37. In 2013, the Centers for Disease Control reported that among 8-year old children who are deaf or hard of hearing, how many have also been identified with autism?

    • 6%

    • 4%

    • 2%

    • 1%

  38. Which of the following interventions for autism have been described as effective for children with the dual diagnosis of autism and hearing loss?

    • Discrete Trial Instruction and Functional Communication

    • Developmental, Individual-diverse, Reinforcement-based and Peer-mediated response

    • Applied behavior analysis and PECS

    • Social stories and video modeling

  39. Preparation for an audiological evaluation for a child with autism should include

    • practice with behavioral responses, such as conditioned play activities, conditioned head turning, and hand raising, before the evaluation

    • pictures and/or video depicting the sequence of the audiological diagnostic evaluation

    • practice putting on either insert or supra-aural headphones prior to the audiological diagnostic evaluation

    • all of the above

    Article Nine (pp. 331–342)

  40. What characteristics of ASD may impact peer interaction?

    • Reduced frequency of spontaneous symbolic play

    • Challenges in joint attention/joint engagement

    • Difficulty with social reciprocity

    • Strict adherence to routines

    • All of the above

  41. Which of the following is now included in the revised diagnostic criteria as a possible characteristic for ASD in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition?

    • Limited or restricted diet

    • Savant skills

    • Seizures

    • Sleep disturbances

    • Unusual reactions to sensory input

  42. Which two of the following are considered effective intervention strategies for young children with ASD to address social outcomes?Which two of the following are considered effective intervention strategies for young children with ASD to address social outcomes?

    • Peer-initiated groups and model building

    • Video modeling and peer-mediated intervention

    • Unstructured play groups and sensory integration

    • Metronome therapy and prompting

    • Video modeling and facilitated communication

  43. Which of the following is considered benefits of video modeling?

    • It focuses the child's attention to relevant information.

    • It provides the model in a consistent format.

    • It may appeal to children who prefer visual stimuli.

    • It can be individualized to the context of the learner.

    • All of the above are true.

  44. Which of the following is congruent with the guidelines for use of video modeling?

    • Video length of approximately 10 to 15 minutes

    • Use of video modeling for vocational skills for young children

    • Repeated viewings of the video model

    • Use of point of view modeling only

    • All of the above