Autism Final Exam with complete
solutions
Why iiis iibeing iisocially iicompetent iiso iihard? ii(4) ii- iiAnswers ii--Lots iiof iiunwritten iirules ii
-Some iiof iithe iirules iidon't iiapply ii(for iiexample: ii"make iieye iicontact" iibut iihow iimuch
iiand iiwhen?)
-Things iican iibe iivery iisubtle, iiconflicting, iinon-literal ii
-Multi-dimensional iiand iiconstantly iichanging iibased iion iisocial iicontext ii(Where, iiwho,
iiwhat iithe iisituation)
What iiis iithe iiSocial iiThinking iiApproach? ii(4) ii- iiAnswers ii-Four iisteps iito
iicommunication ii
1.) iiThink iiabout iithe iipeople iiyou iicommunicate iiwith ii
2.) iiEstablish iiphysical iipresence ii
3.) iiThinking iiwith iiour iieyes ii
4.) iiUsing iilanguage iito iirelate iito iiothers
Social iibehavior iimapping ii- iiAnswers ii--Used iito iihelp iipeople iianticipate iithe iibehavioral
iisocial-emotional iichain iieffect iifor iia iisituation ii
-Used iito iireflect iion iisituations iithe iiindividual iihas iialready iiexperienced ii
-Can iibe iiused iibefore iia iinegative iisituation iioccurs iito iihelp iipeople iianticipate
Pros iiand iiCons iiof iiSocial iiBehavior iiMapping ii- iiAnswers ii--Pros= iican iibe iiused iias iia
iiprevention iiBEFORE iia iinegative iisituation iioccurs; iiincorporates iiemotions/emotional
iilanguage/more iicomplex iisocial iicognition
-Cons= iiless iiconcrete
Social iiAutopsy ii- iiAnswers ii--Review iiwhat iihappened, iiidentify iithe iimistake/social
iierror, iiwho iiwas iihurt, iiwhat iishould iibe iidone iito iifix iithe iimistake, iiwhat iishould iibe
iidone iinext iitime, iirole iiplay
Pros iiand iiCons iiof iiSocial iiAutopsy ii- iiAnswers ii--Pros= iiconcrete ii& iiliteral ii& iitherefore
iirequires iiless iiinferencing; iiincorporates ii"what iishould iibe iidone iinext iitime"
-Cons= iidifficult iito iiuse iias iia iipreventative iimeasure
Hyperlexia ii- iiAnswers ii-an iiextreme iiprofile iiof iiword iirecognition/decoding iiskills
iideveloping iiin iiadvance iiof iireading iicomprehension, iiwhich iiis iiassociated iiwith iiautism
Where iiare iithese iichildren iilikely iito iibe iicategorized, iiaccording iito iithe iiSimple iiView iiof
iiReading? ii- iiAnswers ii-Categorized iias iia iispecific iicomprehension iideficit: iiGood iiin
iiword iirecognition, iipoor iilanguage iicomprehension
, What iiare iitwo iiinterventions iithat iican iibe iiused iito iiincrease iireading iicomprehension?
ii- iiAnswers ii-1. iiAnaphoric iicueing
2. iiStory iimapping
Anaphoric iicueing ii- iiAnswers ii--Use iia iiword ii(anaphora) iireferring iito iior iireplacing iia
iiword iiused iiearlier ii(referent/antecedent) iiin iia iisentence iior iia iipassage iiof iitext. ii
-"Shortcuts" iipoint iiback iito iisomething iithat iiwas iialready iisaid iibefore ii
-Ex: iiSusan iiplays iithe iipiano. iiShe iilikes iimusic iior ii"Rob" iiis iishort iifor ii"Robert"
Story iiMapping ii- iiAnswers ii--Reading iiis iibroken iiinto ii3 iisections: iibefore, iiduring iiand
iiafter
ii-Before: iilook iiat iithe iicover, iiread iithe iititle, iipredict iiwhat iithe iistory iiwill iibe iiabout ii
ii-During: iiask iiquestions iiabout iithe iireading, iipredict iiwhat iiwill iihappen ii
ii-After: iiask iimore iiquestions iisuch iias iiwho iiwas iiyour iifavorite iicharacter iior iiyour
iifavorite iievent iiin iithe iistory
Why iiis iianaphoric iicueing iieffective iifor iiimproving iireading iicomprehension? ii- iiAnswers
ii-1. iiIncrease iiself-monitoring iiof iireading iicomprehension ii
2. iiIncrease iithe iilikelihood iiof iirepairing iia iifailure iito iicomprehend ii
ii-Self-monitoring iiand iirepairing iifailures iito iicomprehend iiare iidifficult iifor iistudents iiwith
iiASD
3. iiTeaches iirepairs iiof iicomprehension ii
ii-When iithey iibecame iiaware iithat iithere iiwere iithings iithey iididn't iiunderstand, iimany
iire-read iithe iitext iito iilocate iirelevant iiinformation ii
ii-Often iianswered iithe iiantecedent iiquestion iicorrectly, iiwhich iiimproved iitheir iipost-
reading iicomprehension iiscores
Social iiStories ii- iiAnswers ii-1. iiprovides iiguidance iiand iidirection iifor iiresponding iito
iisocial iisituations. iiMay iiuses iiimages iior iiwords iito iipresent iisituation ii
ii-describe iisocial iisituations iispecific iito iiindividuals iiand iicircumstances iiwhile
iipromoting iiself iiawareness, iiself iicalming, iiand iiself iimanagement ii
ii-Not iimeant iito iichange iibehavior, iirather iithey iiare iimeant iito iiclarify iisocial
iiexpectations
Purpose iiof iisocial iistories ii- iiAnswers ii-written iifor iia iivariety iiof iipurposes iibased iion
iistudents iiexperiences iior iiresponses iito iievents/situations iiin iihis/her iiworld
How iito iiwrite iia iisocial iistory ii- iiAnswers ii-1. iiIdentify iisituation iistudent iiis iihaving
iidifficulty iiunderstanding iior iiexhibiting iiappropriate iibehaviors ii
2. iiCommon iitopics iiinclude: iicues iiin iienvironment ii(ex. iiFire iidrill), iidescribing iiother
iipeople's iipoint iiof iiview ii(some iipeople iilike iiloud iimusic), iidefining iinew
iiroutines(changing iiclasses), iioutlining iirules iiand iiexpectations ii(having iia iisubstitute
iiteacher), iior iidescribing iian iiupcoming iievent ii(field iitrips, iischool iiprograms)
solutions
Why iiis iibeing iisocially iicompetent iiso iihard? ii(4) ii- iiAnswers ii--Lots iiof iiunwritten iirules ii
-Some iiof iithe iirules iidon't iiapply ii(for iiexample: ii"make iieye iicontact" iibut iihow iimuch
iiand iiwhen?)
-Things iican iibe iivery iisubtle, iiconflicting, iinon-literal ii
-Multi-dimensional iiand iiconstantly iichanging iibased iion iisocial iicontext ii(Where, iiwho,
iiwhat iithe iisituation)
What iiis iithe iiSocial iiThinking iiApproach? ii(4) ii- iiAnswers ii-Four iisteps iito
iicommunication ii
1.) iiThink iiabout iithe iipeople iiyou iicommunicate iiwith ii
2.) iiEstablish iiphysical iipresence ii
3.) iiThinking iiwith iiour iieyes ii
4.) iiUsing iilanguage iito iirelate iito iiothers
Social iibehavior iimapping ii- iiAnswers ii--Used iito iihelp iipeople iianticipate iithe iibehavioral
iisocial-emotional iichain iieffect iifor iia iisituation ii
-Used iito iireflect iion iisituations iithe iiindividual iihas iialready iiexperienced ii
-Can iibe iiused iibefore iia iinegative iisituation iioccurs iito iihelp iipeople iianticipate
Pros iiand iiCons iiof iiSocial iiBehavior iiMapping ii- iiAnswers ii--Pros= iican iibe iiused iias iia
iiprevention iiBEFORE iia iinegative iisituation iioccurs; iiincorporates iiemotions/emotional
iilanguage/more iicomplex iisocial iicognition
-Cons= iiless iiconcrete
Social iiAutopsy ii- iiAnswers ii--Review iiwhat iihappened, iiidentify iithe iimistake/social
iierror, iiwho iiwas iihurt, iiwhat iishould iibe iidone iito iifix iithe iimistake, iiwhat iishould iibe
iidone iinext iitime, iirole iiplay
Pros iiand iiCons iiof iiSocial iiAutopsy ii- iiAnswers ii--Pros= iiconcrete ii& iiliteral ii& iitherefore
iirequires iiless iiinferencing; iiincorporates ii"what iishould iibe iidone iinext iitime"
-Cons= iidifficult iito iiuse iias iia iipreventative iimeasure
Hyperlexia ii- iiAnswers ii-an iiextreme iiprofile iiof iiword iirecognition/decoding iiskills
iideveloping iiin iiadvance iiof iireading iicomprehension, iiwhich iiis iiassociated iiwith iiautism
Where iiare iithese iichildren iilikely iito iibe iicategorized, iiaccording iito iithe iiSimple iiView iiof
iiReading? ii- iiAnswers ii-Categorized iias iia iispecific iicomprehension iideficit: iiGood iiin
iiword iirecognition, iipoor iilanguage iicomprehension
, What iiare iitwo iiinterventions iithat iican iibe iiused iito iiincrease iireading iicomprehension?
ii- iiAnswers ii-1. iiAnaphoric iicueing
2. iiStory iimapping
Anaphoric iicueing ii- iiAnswers ii--Use iia iiword ii(anaphora) iireferring iito iior iireplacing iia
iiword iiused iiearlier ii(referent/antecedent) iiin iia iisentence iior iia iipassage iiof iitext. ii
-"Shortcuts" iipoint iiback iito iisomething iithat iiwas iialready iisaid iibefore ii
-Ex: iiSusan iiplays iithe iipiano. iiShe iilikes iimusic iior ii"Rob" iiis iishort iifor ii"Robert"
Story iiMapping ii- iiAnswers ii--Reading iiis iibroken iiinto ii3 iisections: iibefore, iiduring iiand
iiafter
ii-Before: iilook iiat iithe iicover, iiread iithe iititle, iipredict iiwhat iithe iistory iiwill iibe iiabout ii
ii-During: iiask iiquestions iiabout iithe iireading, iipredict iiwhat iiwill iihappen ii
ii-After: iiask iimore iiquestions iisuch iias iiwho iiwas iiyour iifavorite iicharacter iior iiyour
iifavorite iievent iiin iithe iistory
Why iiis iianaphoric iicueing iieffective iifor iiimproving iireading iicomprehension? ii- iiAnswers
ii-1. iiIncrease iiself-monitoring iiof iireading iicomprehension ii
2. iiIncrease iithe iilikelihood iiof iirepairing iia iifailure iito iicomprehend ii
ii-Self-monitoring iiand iirepairing iifailures iito iicomprehend iiare iidifficult iifor iistudents iiwith
iiASD
3. iiTeaches iirepairs iiof iicomprehension ii
ii-When iithey iibecame iiaware iithat iithere iiwere iithings iithey iididn't iiunderstand, iimany
iire-read iithe iitext iito iilocate iirelevant iiinformation ii
ii-Often iianswered iithe iiantecedent iiquestion iicorrectly, iiwhich iiimproved iitheir iipost-
reading iicomprehension iiscores
Social iiStories ii- iiAnswers ii-1. iiprovides iiguidance iiand iidirection iifor iiresponding iito
iisocial iisituations. iiMay iiuses iiimages iior iiwords iito iipresent iisituation ii
ii-describe iisocial iisituations iispecific iito iiindividuals iiand iicircumstances iiwhile
iipromoting iiself iiawareness, iiself iicalming, iiand iiself iimanagement ii
ii-Not iimeant iito iichange iibehavior, iirather iithey iiare iimeant iito iiclarify iisocial
iiexpectations
Purpose iiof iisocial iistories ii- iiAnswers ii-written iifor iia iivariety iiof iipurposes iibased iion
iistudents iiexperiences iior iiresponses iito iievents/situations iiin iihis/her iiworld
How iito iiwrite iia iisocial iistory ii- iiAnswers ii-1. iiIdentify iisituation iistudent iiis iihaving
iidifficulty iiunderstanding iior iiexhibiting iiappropriate iibehaviors ii
2. iiCommon iitopics iiinclude: iicues iiin iienvironment ii(ex. iiFire iidrill), iidescribing iiother
iipeople's iipoint iiof iiview ii(some iipeople iilike iiloud iimusic), iidefining iinew
iiroutines(changing iiclasses), iioutlining iirules iiand iiexpectations ii(having iia iisubstitute
iiteacher), iior iidescribing iian iiupcoming iievent ii(field iitrips, iischool iiprograms)
