Which of the following is NOT a primary symptom/characteristic of autism spectrum disorder?

Based on the DSM-5, children must receive a diagnosis of autism spectrum disorder before the age of 3

Individuals with ASD demonstrate a consistent pattern of skills and abilities

ASD is 10 times more common in males than females

Which of the following are NOT "red flags" of Autism Spectrum Disorders?

- shows fantasy schemes in play

- understands that beliefs can result in predictable emotions

- understands that someone may feel the same way when experiencing a similar event

- uses comissives/promises

ASD should be ruled out before considering a potential diagnosis of SCD

- develops basic understanding of theory of mind, including judgment that another person may have a belief that differs from the truth

- shifts topics rapidly

Research shows that there are no differences in prevalence rates and age diagnosis for ASD across racial, ethnic, and socioeconomic groups

- uses indirect requests; correctly uses deictic terms (e.g., this, that, here, there)

- uses twice as many effective utterances as - 3-year-olds to discuss emotions and feelings

- uses narrative development characterized by unfocused chains—stories have a sequence of events but no central character or theme

It is likely there are many subtypes of autism

- makes conversational repairs when not understood and corrects others
- infers information from a story and infers - indirect meanings
- uses primitive narratives—events follow from the central core
- uses inferences in stories

The American Academy of Pediatrics recommends that only children with red flags for autism receive an autism-specific screening

- uses more elliptical responses, such as "Mommy went home, I didn't"
- requests permission
- begins using language for fantasies, jokes, and teasing

Parents are reliable reporters, especially if they express concerns in the areas of behavior and social aspects

- exhibits emotion and behavioral regulation

- demonstrates an increase in autonomy

- develops emerging implicit perceptual

access reasoning

- shows daily routine schemes in play

- engages in longer dialogues
- anticipates next turn at talking
- terminates conversation; appropriately role-plays
- uses fillers—such as "yeah" and "okay"— to acknowledge a partner's message
- begins code-switching and uses simpler language when talking to very young children

The MCHAT-R is a great measure to accurately diagnose young children with autism

The goal of differential diagnosis is to indicate if the child has autism or not

- participates in verbal turn-taking with a

limited number of turns

- demonstrates simple topic control

- interrupts at syntactic junctures or in response to prosodic cues

- demonstrates secure or insecure attachment pattern

- can deceive and detect deception
understands that others may feel differently than oneself
- follows rules
- shows common but not daily schemes in play (e.g., doctor, shopping)
- uses embedded requests

Because the ADOS-2 is the "gold standard" for autism diagnosis, any medical professional regardless of training and experience can administer it

To target addressing echolalia, the following strategies/interventions are recommended:

For a student to receive a diagnosis of social communication disorder, an evaluation needs to rule-out a diagnosis of autism

- begins to provide descriptive details to enhance listener understanding
- uses attention-getting words
- clarifies and asks for clarification
- uses some politeness terms or markers
- begins to demonstrate some adaptation of speech to different listeners

- uses single words to express intention

- uses single and paired words to command, indicate possession, express problems, and gain attention

- uses I, me, you, my, and mine

Social Thinking as a methodology whose focus is to "build social concepts and social cognitive knowledge for competencies in understanding and using social behaviors

Which of the following is the most common role SLPs play in the diagnosis of ASD?

Involving parents and/or caregivers in interventions for children with ASD has been found to be ineffective and not a functional way to address social communication or self regulation skills

- supplements gestures with verbal language
- is aware of the social value of speech
responds to others' speech with eye contact
- demonstrates sympathy, empathy, and sharing nonverbally
- shows joy, fear, and anger
- displays an increase in autonomy
resists control
- co-regulates interactions

- engages in short dialogues
- verbally introduces and changes topic
- expresses emotion
- begins to use language in an imaginative way
- relates own experiences

Story re-enactment and construction are two tools used to:

Why may females be under-represented in an ASD diagnosis at the higher end of the range?

Boys get diagnosed with ASD more frequently than girls

Children with autism who have a Gestalt Learning Style often demonstrate which of the following characteristics?

White children are more likely to be diagnosed with ASD than black or hispanic children

- develops a range of communicative intentions (e.g., requesting, protesting, commenting)
- brings objects to show caregivers
requests by pointing and vocalizing
- solicits attention vocally
practices vocal inflection
- says "bye" and other ritualized words
protests by shaking head and/or saying "no"

area of social communication that regards internal generation of language (expressive) as well as understanding and interpretation of language (receptive). It is the transfer of thoughts and feelings into a means of expressive communication (i.e., spoken, written, signed) and the understanding and interpretation of language.

The difference between episodic memory and semantic memory is that semantic memory includes memories that are stored in predictable chunks

- prefers looking at human face and eyes

- prefers listening to human voice

- looks for the source of voice

- differentiates between tones of voice (e.g., angry, friendly)

Cultural beliefs and attitudes towards autism may vary among different racial and ethnic groups. Misconceptions, stigma, and lack of awareness about autism can influence whether families seek diagnosis and treatment for their children

If you have a Gestalt learning style, you likely demonstrate which of the following characteristics?

There is evidence to suggest that minority groups, particularly African Americans, may be more likely to be misdiagnosed or underdiagnosed with certain mental health conditions compared to White individuals. This can result in inadequate treatment or inappropriate interventions

- develops object permanence

- discriminates facial expressions

- fears strangers

- develops relational memory (faces/voices)

- changes behavior to achieve a goal

imitates gestures or oral movements

an early intervention program for toddlers and preschoolers with ASD that integrates behavioral, developmental, and relationship-based approaches.
It targets a wide range of skills, including social communication, play, imitation, language, and cognitive development

An ABA-based intervention in which skills are task analyzed, and each of the smaller (discrete) skills are taught through repetition of stimulus presentation, prompting, and reinforcement. These skills are then systematically recombined into the larger skills or skill sets and are taught for generalization, discrimination, and maintenance

- uses gestures to make requests and direct attention

- plays simple interactive games, such as peekaboo

- seeks comfort or a safe haven from the caregiver

- expresses feelings

-identifying and understanding the mental states that others have (knowledge, forgetfulness, recall, desires, and intentions)—and understanding that they may differ from one's own
- ability to connect emotional states to self and others
- ability to take the perspective of another and modify social behavior and language use accordingly

A safe assumption to make when one hears a child produce echolalia is:

embedding intervention strategies within naturalistic and meaningful contexts, such as play and daily routines.
They emphasize building social communication, joint attention, play skills, and functional independence in a natural environment.

modern term for a form of behavior modification that uses shaping techniques to mold a desired behavior or response

A strategy to increase spontaneous language and reduce echolalia is:

a tool to teach children with autism how to act in social situations

A strategy to support meaning interpretation of print for children who are hyperlexic is to:

It emphasizes following the child's lead, engaging in interactive play, and supporting the child's individual differences and developmental milestones.

involves structured play sessions where caregivers join the child at their developmental level and gradually expand interactions to promote higher-level skills.

focus on increasing social reciprocity, imitation, and communication within naturalistic play contexts.

involves embedding language teaching strategies within everyday activities and routines to facilitate spontaneous communication and language learning.
emphasizes following the child's interests, providing prompts and modeling, and using natural consequences to support language acquisition

It emphasizes visual supports, structured schedules, and individualized work systems to promote organization, independence, and skill acquisition.

involves acquiring social knowledge about one's and others' mental actions (social cognition) and using this knowledge to plan, guide, and flexibly respond (executive function) to social interactions within a cultural or societal context

- smiles back at the caregiver

- follows the caregiver’s gaze

- participates in preverbal vocal turn-taking with the caregiver

- vocalizes to get attention

- demonstrates joint attention skills (sharing attention)