BCAT EXAM STUDY SHEET LATEST
UPDATED RATED A+
Deficits in Social Emotional Reciprocity ✔✔Range from abnormal social approach and failure
of normal back and forth conversations; to reduced sharing of interests, emotions, or affect: to
failure to initiate or respond to social interactions.
Deficits in nonverbal communicative behaviors used for social interaction ✔✔Manifested by
absent, reduced, or atypical use of eye contact (relative to cultural norms), gestures, facial
expressions, body orientation, or speech intonation.
Deficits in developing maintaining and understanding relationships ✔✔Ranging from difficulties
adjusting behavior to suit various social context; to difficulties in sharing imaginative play or in
making friends; to absence of interest in peers
Stereotyped or repetitive motor movements, use of objects or speech ✔✔Simple motor
stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases (language with a
private meaning; only makes sense to those familiar with the situation where the phrases came
from)
Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or non-
verbal behavior ✔✔Extreme distress at small changes, difficulties with transitions, rigid thinking
patterns, greeting rituals, need to take same route or eat same food everyday
Highly restricted, fixated interests that are abnormal in intensity or focus ✔✔Strong attachment to
or preoccupation with unusual objects, excessively circumscribed or perseverative interest
, Hyper or Hypo reactivity to sensory input or unusual interests in sensory aspects of environment
✔✔Apparent indifference to pain/ temperature, adverse response to specific sounds or textures,
excessive smelling or touching of objects, visual fascination with lights or movement.
Levels of severity across social communication and restrictive, repetitive behaviors ✔✔Level 1
Requiring support
Level 2 Requiring substantial support
Level 3 Requiring very substantial support
Postive Reinforcement ✔✔Sally took off her shoe independently yesterday, her mother clapped
her hands and said, "Way to go Sally!" Sally took her shoes off independently again today. The
clapping and "way to go" were the postive reinforcer.
Negative Reinforcement ✔✔When you start your car, an annoying noise is sounded. The noise
turns off when you put your seatbelt on. The next time you get in the car you put your seatbelt on
before you start the car, so you do not hear the noise.
Postive Punishment ✔✔Jose hit Lisa because he wanted her to play with him. The teacher
reprimands Jose and told him not to hit her again. Jose then asked Lisa to play with him the next
day.
Research regarding treatment intensity ✔✔Comprehensive undertaking that involves the child's
entire family and a team of professionals. One-on-one treatment 30-40 hours per week
Early intensive behavioral intervention research ✔✔ABA (Applied Behavior Analysis) Early
intensive intervention helps all ages, but those who start before age 2 were most likely to make
dramatic gains.
UPDATED RATED A+
Deficits in Social Emotional Reciprocity ✔✔Range from abnormal social approach and failure
of normal back and forth conversations; to reduced sharing of interests, emotions, or affect: to
failure to initiate or respond to social interactions.
Deficits in nonverbal communicative behaviors used for social interaction ✔✔Manifested by
absent, reduced, or atypical use of eye contact (relative to cultural norms), gestures, facial
expressions, body orientation, or speech intonation.
Deficits in developing maintaining and understanding relationships ✔✔Ranging from difficulties
adjusting behavior to suit various social context; to difficulties in sharing imaginative play or in
making friends; to absence of interest in peers
Stereotyped or repetitive motor movements, use of objects or speech ✔✔Simple motor
stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases (language with a
private meaning; only makes sense to those familiar with the situation where the phrases came
from)
Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or non-
verbal behavior ✔✔Extreme distress at small changes, difficulties with transitions, rigid thinking
patterns, greeting rituals, need to take same route or eat same food everyday
Highly restricted, fixated interests that are abnormal in intensity or focus ✔✔Strong attachment to
or preoccupation with unusual objects, excessively circumscribed or perseverative interest
, Hyper or Hypo reactivity to sensory input or unusual interests in sensory aspects of environment
✔✔Apparent indifference to pain/ temperature, adverse response to specific sounds or textures,
excessive smelling or touching of objects, visual fascination with lights or movement.
Levels of severity across social communication and restrictive, repetitive behaviors ✔✔Level 1
Requiring support
Level 2 Requiring substantial support
Level 3 Requiring very substantial support
Postive Reinforcement ✔✔Sally took off her shoe independently yesterday, her mother clapped
her hands and said, "Way to go Sally!" Sally took her shoes off independently again today. The
clapping and "way to go" were the postive reinforcer.
Negative Reinforcement ✔✔When you start your car, an annoying noise is sounded. The noise
turns off when you put your seatbelt on. The next time you get in the car you put your seatbelt on
before you start the car, so you do not hear the noise.
Postive Punishment ✔✔Jose hit Lisa because he wanted her to play with him. The teacher
reprimands Jose and told him not to hit her again. Jose then asked Lisa to play with him the next
day.
Research regarding treatment intensity ✔✔Comprehensive undertaking that involves the child's
entire family and a team of professionals. One-on-one treatment 30-40 hours per week
Early intensive behavioral intervention research ✔✔ABA (Applied Behavior Analysis) Early
intensive intervention helps all ages, but those who start before age 2 were most likely to make
dramatic gains.
