ASD FINAL TEST EXAM ACTUAL EXAM 2 VERSIONS (VERSION A AND B) COMPLETE QUESTIONS WIT
DETAILEDASD FinalANSWERS
VERIFIED Exam (100% CORRECT ANSWERS) /ALREADY GRADED A+
Study online at https://quizlet.com/_art4pm
1. How well do children with ASD, -Sig more difficulty managing their emotions -> impairing
as a group, regulate their emo- function & leading to behavioral problems
tions?
2. What appears is the primary Children w/ ASD engage in fewer beneficial strategies &
contributor/correlate of dysreg- strategies are less effective overall
ulation in children with ASD?
3. What is internalization of -when the child can regulate themselves based on the
co-regulation? What does re- strategies their parents used to help the regulate emotions
search suggest about how this -does not occur until 8 years of age
process operates for children
with ASD?
4. What are some of the potential -behavioral problems
consequences of emotion dys-
regulation in this population?
5. About how common are exter- -prevalence = 8 - 68%
nalizing (behavior) disorders in
children with ASD?
6. What could at least partially -female protective effect: girls w/ less severe symptoms
contribute to the sex difference either 1) mask better 2) girls are innately better at language
in individuals with ASD? & social skills
7. What is meant by the term -integration of best available research with clinical exper-
"evidence-based" or "empiri- tise
cally-supported" practice/treat- -must contain: 1) experimental control 2) manipulation of
ment? IV, random assignment
8. What is the difference between
efficacy and effectiveness?
, ASD Final Exam
Study online at https://quizlet.com/_art4pm
-Efficacy: validity of treatment
-Effectiveness (clinical utility): is the treatment generaliz-
able, applicable, feasible, useful
9. What does it mean to consider -determine what approach/services are likely to work given
individual differences in treat- the child's age / developmental functioning/ specific prob-
ment selection? lems/ strengths / personality characteristics / language /
socio cultural context
10. How is it recommended that -start w/ best research, then use clinical expertise, if have
one balance utilizing the best specific reason for changing use of it (ex: ABA treatment
available research vs. clinical ex- going from 35 hrs. a week to 20hrs a week)
perience in their practice?
11. What are some of the main 1)Minimize core deficits & co-occuring associated impair-
agreed upon goals of interven- ments
tions for ASD? 2) Maximize functional independence by facilitating learn-
ing & acquisition of adaptive skills
3) eliminate/minimize/prevent problem behaviors that in-
terfere w/ functional skills
12. What are some recommended -treatments should be individualized, developmentally ap-
elements that all good interven- propriate & intensive w/ performance data relevant to treat-
tions for ASD should include? ment goals to evaluate & adjustment intervention
13. What is the difference between -CTM: address broad array of symptoms over long period
a "comprehensive" vs. "focused" of time (ex: ABA)
intervention in ASD? What are -FTM: limited in range of skills & delivered over short period
some examples of each? of time (JASPER)
14. What is the National Autism -designed to gather all ASD treatments and determine how
Center's National Standards efficacious they are
Project trying to do? -established: well-studied, good evidence
, ASD Final Exam
Study online at https://quizlet.com/_art4pm
-emerging: some studies, some evidence
-unestablished: either no studies, or no evidence
15. What do most of the inter- -all rooted in behavioral principles (use behavioral tech-
ventions designated as "estab- niques)
lished" have in common?
16. What are supplemental inter- -interventions with specific/limited goals
ventions for autistic individuals -Peer-mediated instruction & intervention
and what are a few of them? -video modeling
-social stories
-JASPER
-parent management training
17. What is facilitated communica- -fraudulent research
tion and what has the investi- -non-verbal individual placed in front of key-board, facil-
gation of this taught us about itator guides their hand to "help them type" -> indicated
the importance of researching children knew language but could not communicate their
treatments? needs
-actuality: facilitator is source of message
18. What areas of develop- -IQ & educational success
ment/functioning tend to be -quality of life, employment, independent living, relation-
the focus of most interventions? ship skills
What types of outcomes tend
not to be addressed as much?
19. Around what decade(s) did be- -1970's
havioral interventions start to
develop for autistic children?
20. -Ivar Loovas
DETAILEDASD FinalANSWERS
VERIFIED Exam (100% CORRECT ANSWERS) /ALREADY GRADED A+
Study online at https://quizlet.com/_art4pm
1. How well do children with ASD, -Sig more difficulty managing their emotions -> impairing
as a group, regulate their emo- function & leading to behavioral problems
tions?
2. What appears is the primary Children w/ ASD engage in fewer beneficial strategies &
contributor/correlate of dysreg- strategies are less effective overall
ulation in children with ASD?
3. What is internalization of -when the child can regulate themselves based on the
co-regulation? What does re- strategies their parents used to help the regulate emotions
search suggest about how this -does not occur until 8 years of age
process operates for children
with ASD?
4. What are some of the potential -behavioral problems
consequences of emotion dys-
regulation in this population?
5. About how common are exter- -prevalence = 8 - 68%
nalizing (behavior) disorders in
children with ASD?
6. What could at least partially -female protective effect: girls w/ less severe symptoms
contribute to the sex difference either 1) mask better 2) girls are innately better at language
in individuals with ASD? & social skills
7. What is meant by the term -integration of best available research with clinical exper-
"evidence-based" or "empiri- tise
cally-supported" practice/treat- -must contain: 1) experimental control 2) manipulation of
ment? IV, random assignment
8. What is the difference between
efficacy and effectiveness?
, ASD Final Exam
Study online at https://quizlet.com/_art4pm
-Efficacy: validity of treatment
-Effectiveness (clinical utility): is the treatment generaliz-
able, applicable, feasible, useful
9. What does it mean to consider -determine what approach/services are likely to work given
individual differences in treat- the child's age / developmental functioning/ specific prob-
ment selection? lems/ strengths / personality characteristics / language /
socio cultural context
10. How is it recommended that -start w/ best research, then use clinical expertise, if have
one balance utilizing the best specific reason for changing use of it (ex: ABA treatment
available research vs. clinical ex- going from 35 hrs. a week to 20hrs a week)
perience in their practice?
11. What are some of the main 1)Minimize core deficits & co-occuring associated impair-
agreed upon goals of interven- ments
tions for ASD? 2) Maximize functional independence by facilitating learn-
ing & acquisition of adaptive skills
3) eliminate/minimize/prevent problem behaviors that in-
terfere w/ functional skills
12. What are some recommended -treatments should be individualized, developmentally ap-
elements that all good interven- propriate & intensive w/ performance data relevant to treat-
tions for ASD should include? ment goals to evaluate & adjustment intervention
13. What is the difference between -CTM: address broad array of symptoms over long period
a "comprehensive" vs. "focused" of time (ex: ABA)
intervention in ASD? What are -FTM: limited in range of skills & delivered over short period
some examples of each? of time (JASPER)
14. What is the National Autism -designed to gather all ASD treatments and determine how
Center's National Standards efficacious they are
Project trying to do? -established: well-studied, good evidence
, ASD Final Exam
Study online at https://quizlet.com/_art4pm
-emerging: some studies, some evidence
-unestablished: either no studies, or no evidence
15. What do most of the inter- -all rooted in behavioral principles (use behavioral tech-
ventions designated as "estab- niques)
lished" have in common?
16. What are supplemental inter- -interventions with specific/limited goals
ventions for autistic individuals -Peer-mediated instruction & intervention
and what are a few of them? -video modeling
-social stories
-JASPER
-parent management training
17. What is facilitated communica- -fraudulent research
tion and what has the investi- -non-verbal individual placed in front of key-board, facil-
gation of this taught us about itator guides their hand to "help them type" -> indicated
the importance of researching children knew language but could not communicate their
treatments? needs
-actuality: facilitator is source of message
18. What areas of develop- -IQ & educational success
ment/functioning tend to be -quality of life, employment, independent living, relation-
the focus of most interventions? ship skills
What types of outcomes tend
not to be addressed as much?
19. Around what decade(s) did be- -1970's
havioral interventions start to
develop for autistic children?
20. -Ivar Loovas
