BCAT EXAM STUDY SHEET – COMPLETE STUDY GUIDE & KEY CONCEPTS FOR
TEST – GUARANTEED PASS PREP MATERIAL
Deficits in Social Emotional Reciprocity - (answers)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 -
(answers)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 - (answers)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 - (answers)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 - (answers)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 -
(answers)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 - (answers)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 -
(answers)Level 1 Requiring support
Level 2 Requiring substantial support
Level 3 Requiring very substantial support
Postive Reinforcement - (answers)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 - (answers)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 - (answers)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 - (answers)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 - (answers)ABA (Applied Behavior
Analysis) Early intensive intervention helps all ages, but those who start before age 2
were most likely to make dramatic gains.
Foundational Autism Research - (answers)IAN (Interactive Autism Network) a project
collecting information online from families of children with autism, ABA which may help
build the foundation for later social skills training
Difference between evidence-based interventions vs. non-evidence based interventions
- (answers)-Evidence-based: a body of formal research indicates the effectiveness of
the treatment. (occupational therapy, speech therapy, ABA, social skills therapy) -Non-
evidence based: has not been proven effective ( Hippo therapy (horse-back riding),
GFCF diet (Gluten free, Casein free)
Negative Punishment - (answers)Jake loves PE. He spits at the teacher during PE
class. The teacher sent him to stand in the hall. The next PE class Jake did not spit.
Positive Reinforcement - (answers)A type of reinforcement in which the Presentation of
the stimulus is contingent upon the response, resulting in an Increase in the future
probability of that response.
Negative reinforcement - (answers)A type of reinforcement in which Removal of a
stimulus is contingent on a response, resulting in an Increase in the future probablity of
that response.
Positive Punishment - (answers)A type of punishment in which stimulus Presentaion is
contingent on a response resulting in the Decrease of the future probability of that
response.
Negative Punishment - (answers)A type of punishment in which stimulus Removal is
contingent on a response, resulting in the Decrease of the future probability of that
response.
Reinforcer - (answers)A stimulus that is either delivered or removed that will Increase
the lielihood of that response occurring in the future
Punisher - (answers)Something that causes the target behavior to decrease
TEST – GUARANTEED PASS PREP MATERIAL
Deficits in Social Emotional Reciprocity - (answers)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 -
(answers)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 - (answers)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 - (answers)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 - (answers)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 -
(answers)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 - (answers)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 -
(answers)Level 1 Requiring support
Level 2 Requiring substantial support
Level 3 Requiring very substantial support
Postive Reinforcement - (answers)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 - (answers)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 - (answers)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 - (answers)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 - (answers)ABA (Applied Behavior
Analysis) Early intensive intervention helps all ages, but those who start before age 2
were most likely to make dramatic gains.
Foundational Autism Research - (answers)IAN (Interactive Autism Network) a project
collecting information online from families of children with autism, ABA which may help
build the foundation for later social skills training
Difference between evidence-based interventions vs. non-evidence based interventions
- (answers)-Evidence-based: a body of formal research indicates the effectiveness of
the treatment. (occupational therapy, speech therapy, ABA, social skills therapy) -Non-
evidence based: has not been proven effective ( Hippo therapy (horse-back riding),
GFCF diet (Gluten free, Casein free)
Negative Punishment - (answers)Jake loves PE. He spits at the teacher during PE
class. The teacher sent him to stand in the hall. The next PE class Jake did not spit.
Positive Reinforcement - (answers)A type of reinforcement in which the Presentation of
the stimulus is contingent upon the response, resulting in an Increase in the future
probability of that response.
Negative reinforcement - (answers)A type of reinforcement in which Removal of a
stimulus is contingent on a response, resulting in an Increase in the future probablity of
that response.
Positive Punishment - (answers)A type of punishment in which stimulus Presentaion is
contingent on a response resulting in the Decrease of the future probability of that
response.
Negative Punishment - (answers)A type of punishment in which stimulus Removal is
contingent on a response, resulting in the Decrease of the future probability of that
response.
Reinforcer - (answers)A stimulus that is either delivered or removed that will Increase
the lielihood of that response occurring in the future
Punisher - (answers)Something that causes the target behavior to decrease
