ASD_Praxis Review

Justin is a 7-year-old child who has been diagnosed with level 1 ASD. Since he was a toddler, he has had language difficulties. He has just transferred to your school, and speech-language services have been recommended. His parents are eager for him to begin therapy. After reviewing reports from previous schools, you meet with your school's team and discuss the best possible services. His previous language evaluation reports indicated that he has difficulties with comparatives (-er [bigger]) and superlatives (-est [biggest]). Problems with these forms reflect poor

• morphologic skills

• pragmatic skills

• literacy skills

• semantic skills

The SST believes that Justin might profit from the SCERTS approach to intervention, which involves

• an emphasis on improving social communication, implementing on-going evaluation of regulatory behavior, and training syntactic skills for increased communication success

• an emphasis on the importance of targeting goals in social communication and emotional regulation by implementing transactional supports

• an emphasis on improving semantic communicative effectiveness, regulation of emotional state, and transactional environmental supports

• a holistic approach that encourages social communication, effectiveness in regulating transactions, and successful dialogue with other in the environment.

Parents bring their son Derek to you. He is 30 months old and only says a few words. The pediatrician has told them to not worry and just give Derek time saying "he is a boy after all and they usually develop language more slowly". But Derek's parents are still concerned. The best recommendation would be

• do nothing and follow the pediatrician's recommendation to give them time to develop

• give them a home language stimulation program and tell them to come back in a year for a re-evaluation

• recommend an immediate full evaluation of Derek's language skills

• send Derek and his parent to a psychologist for an evaluation of his cognitive skills

You are working in a school and are told a new child with an IEP has transferred and will be needing language intervention. On her IEP, it states that she has a "pragmatic language disorder". Which one of the following problems are you most likely to see in this student?

• difficulties in allowing a conversational partner to have a turn

• problems using complex and compound sentences

• vocabulary deficiences

• word retrieval problems

Tonia is a 6-year-old with ASD. As you work with her, you find that she frequently says what you just said. For example, if you say "Tonia, point to the apple" she says "Tonia, point to the apple". What you are observing is Tonia's use of

• extrapolated utterance

• immediate echolalia

• delayed echolalia

• semantic replication

Because of his diagnosis of high-functioning ASD (formerly known as Asperger's Syndrome), you can assume that Justin will probably have characteristics such as

• generally below average intelligence (IQ 70 or below); lack of responsiveness and awareness of others; stereotypical body movements (constant rocking).

• a preference for solitude and objects; lack of interest in nonverbal and verbal communications; tantrums; head banging; insistence on routines

• a seemingly excellent vocabulary; normal syntactic skills; and speech that often seems to be "monologue" in which he does not allow partner to take turns

• an IQ of 70 or below; speech characterized by monologues; headbanging

What was the original term for autism spectrum disorder?

• Autistic disturbances of affective contact

• Asperger's Syndrome

• Pervasive developmental disorder

• Autism Spectrum Disorders

Autism spectrum disorders are described using different severity levels. Which severity level requires substantial support, such as marked deficits in verbal and nonverbal social interaction?

• Level 1

• Level 2

• Level 3

• Level 4

Which of the following is NOT one of the primary symptoms in autism spectrum disorders?

• Impaired development of reciprocal social interaction

• abnormal behavioral patterns and interactions with objects

• typical attention span

• deficits in social communication

Which of the following is an example of a reciprocal social interaction deficit?

• Poor conversational turn-taking

• Repetition of utterance spoken by others

• Hand flapping

• Obsessive preoccupation with cars