EDU778: Final Exam
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Questions and Answers

Which of the following are the core diagnostic criterion for Autism Spectrum Disorder according to the DSM-5?

  • Deficits in social communication and interaction including verbal and non-verbal communication, as well as restricted, repetitive and/or stereotypic behavior which are present early in life and cause clinically significant impact on adaptive functioning (correct)
  • Deficits in social communication and vocabulary including non-verbal and body language communication, as well as restricted, repetitive and/or stereotypic behavior which are present before the age of 18 months and cause clinically significant impact on adaptive functioning
  • Deficits and delays in language, social communication, and restricted and repetitive behaviors which lead to socially significant changes in home and school environments
  • Deficits in non-verbal and verbal communication along with presence of restricted and repetitive behaviors that lead to clinically significant impacts on adaptive living

    • There are several hypotheses that have been tested via research about the causes of ASD. What does the scientific literature currently state about causes of ASD?

  • There is an established genetic variable and established connection to certain environmental criteria that increase the likelihood of developing ASD. It is not clear whether genetics or environment contribute more to the development of ASD (correct)
  • There is an established genetic connection and multiple environmental causes lead to ASD. Genes are most likely to cause ASD
  • There are certain genetic mutations that have been identified along with certain environmental variables. Environmental variables are most likely to cause ASD
  • There are certain genetic mutations that have been identified that lead to ASD and it is likely that an individual will develop ASD if they have the specified genetic mutation(s)

    • What are the main factors that contribute to the increase in identification of ASD over time?

  • Increased awareness about ASD and increased presence of trained professionals who can diagnose ASD
  • Specification of classification criteria, presence and development of more diagnostic tools
  • Increased awareness, research, broadening of classification criteria, and development of screening and diagnostic tools (correct)
  • Increased therapeutic availability, increased research in the area of ASD, and presence of higher qualified clinicians who can diagnose

    • What are the most common social communication delays seen for individuals with Autism?

    <p>Delays in use of verbal and non-verbal social communication as well as social interaction</p> Signup and view all the answers

    According to studies, which of the following leads to an increase in communication skills of learners with ASD?

    <p>Teaching communication partners to use effective communication strategies</p> Signup and view all the answers

    What is a crucial aspect of Functional Communication Training for individuals with challenging behaviors?

    <p>Teaching replacement verbal and non-verbal communication behavior(s) that match function of challenging behavior</p> Signup and view all the answers

    You have a client who shows avoidance and escape of social situations: he runs away when approaching a busy location like a mall/grocery store or a busy lunch room. He says "I don't want to go because people will say mean things". What would be an approach you can use with this client given that this client is high functioning (can communicate at the conversational level)?

    <p>Cognitive Behavioral Therapy (CBT), desensitization, and differential reinforcement</p> Signup and view all the answers

    Which strategy involves teaching conversation or interaction starters as well as what to say to change conversational topics or play activities?

    <p>Scripts</p> Signup and view all the answers

    What type of intervention involves pairing activities of interest with other novel activities to increase the repertoire of play?

    <p>Antecedent based interventions</p> Signup and view all the answers

    You are a BCBA and were assigned a new client to conduct an FBA for. Which diagnostic assessment are you most likely to see in this client's diagnostic evaluation report?

    <p>Autism Diagnostic Observation Schedule (ADOS)</p> Signup and view all the answers

    In addition to licensure, what are the second and third most important qualifications for a diagnosing clinician to have when assessing a child with autism (2nd and 3rd requirements are often not formal requirements but good practice standards)?

    <p>Experience working with individuals with ASD as significant clinical judgement is needed, along with training with the particular assessment tool</p> Signup and view all the answers

    What is the most important reason why data driven goal/progress monitoring a critical part of therapy?

    <p>Data analysis is a critical part of effective ABA-helps determine what modifications (if any) are needed. Without it we cannot be sure if our interventions are effective</p> Signup and view all the answers

    What is the main purpose of a Functional Behavioral Assessment (FBA) and what are the main components?

    <p>To identify function(s) of behavior. Main componets include ABC data collection via parent interview and ABC data collection by BCBA/MA level provider along with information about adaptive functioning across various skill domains</p> Signup and view all the answers

    Which strategy involves withholding reinforcement for a behavior and prompting an alternative, incompatible behavior?

    <p>Differential reinforcement</p> Signup and view all the answers

    Which of the following is an effective operational definition of a challenging behavior (aggression)?

    <p>Any instance where Sam engages in throwing item(s) toward a person or an inanimate object (does not include accidental throwing), and/or placing one or both hands on another person's body to push/strike with use of higher force beyond regular contact that is considered socially inappropriate for the scenario</p> Signup and view all the answers

    What is the main objective of Consequence-based Strategies such as Prompting and Extinction when it comes to using them for challenging behaviors?

    <p>To decrease the frequency of challenging behaviors and reinforce the replacement/socially appropriate behaviors</p> Signup and view all the answers

    Where are the 4 functions of behavior and can a behavior be influenced by multiple functions?

    <p>Sensory, escape/avoidance, attention, tangible. Yes.</p> Signup and view all the answers

    Imagine you are working with a 7 year old client, he displays challenges with requesting for items, following 1-step directions, sustaining attention on tasks, engages in self-injurious behaviors, and has toileting accidents about 5 times a day. Which two goals would you prioritize for this client?

    <p>Reducing self-injurious behavior and increasing toileting skills</p> Signup and view all the answers

    Which term describes the following: when the presence of an antecedent alters the rate or frequency of a response due to learning history with the antecedent stimulus?

    <p>Stimulus Control</p> Signup and view all the answers

    Tommy's top reinforcer is playing soccer (football). He has been playing soccer (football) with his friends for the past 3 hours. His therapist comes to his house for ABA therapy and asks if he wants to work for soccer after he does his table time work. Tommy says "yes" but when it is time for sitting at the table, he refuses vocally, walks away, and after 15 minutes of prompting sits down for 30 seconds and gets up again to leave instructional area. How would you describe this in a 4 term contingency?

    <p>This is an example of a abolishing operation. Tommy has been playing soccer for a long time, which reduced the effectiveness of soccer as reinforcer which made it less likely that he would walk to the table to start table time work and comply with instruction to sit and attend for table time.</p> Signup and view all the answers

    What are some of the most important steps that clinicians can use to ensure they are culturally competent?

    <p>Identify what cultural values are imbedded in the clinician's own judgement, seek training when needed, keep open communication with parents regarding cultural and traditional values and adjust/design treatment plan accordingly</p> Signup and view all the answers

    In the IEP process, what does 'placement' refer to?

    <p>Making a decision on how much time a client will spend in general vs. special education setting</p> Signup and view all the answers

    What is the Mesosystem in Bronfenbrenner’s Ecological Model?

    <p>It connects the individual with microsystems and higher systems via communication and collaboration</p> Signup and view all the answers

    After high school, what does the Transition Program prepare students with IEPs for?

    <p>Gaining employment and connecting with community resources</p> Signup and view all the answers

    What has been the driving force behind policy and law changes that influence services/support for individuals with Autism Spectrum Disorder?

    <p>Individual advocacy by parents of individuals with Autism</p> Signup and view all the answers

    Study Notes

    Assessments for Individuals with Autism Spectrum Disorder (ASD)

    • Various assessments are used to evaluate individuals with autism, including the Vineland Adaptive Behavior Scales, Mullen Scales, Functional Emotional Assessment Scale (FEAS), and Transition Planning Questionnaire.
    • These assessments evaluate functional skills, cognitive functioning, communication, and behavioral skills.

    Vineland Adaptive Behavior Scales

    • Assess adaptive functioning in individuals with autism across various domains, including communication, daily living skills, socialization, and motor skills.
    • Used for individuals from birth to adulthood.

    Mullen Scales

    • Evaluate cognitive functioning in individuals from birth to 68 months.
    • Administered prior to and after intervention to determine the effectiveness of therapy.

    Functional Emotional Assessment Scale (FEAS)

    • Used to assess emotional functioning in individuals with autism from 7 months to 4 years.
    • Two versions: one for clinical purposes and one for research purposes.

    Transition Planning Questionnaire

    • Conducted with the individual with autism and their loved ones to discuss goals, strengths, and weaknesses.
    • Provides guidance for educational planning and accommodations.

    Curriculum-Based Assessments

    • Link assessment to curriculum and instruction, evaluating educational success through student progress within key curriculum indicators.
    • Recommended for young children, students with disabilities, and those from diverse backgrounds.

    Hawaii Early Learning Profile (HELP)

    • Assess skills in infants and toddlers with autism, including expressive and receptive language, social/leisure skills, daily living skills, coping skills, and social-emotional skills.

    Assessment, Evaluation, and Programming System (AEPS)

    • Used to determine functional level and goals for IEP and ABA therapy.
    • Evaluates six core domains: social, social-communication, fine motor, gross motor, adaptive, and cognitive.

    Carolina Curriculum for Infants and Toddlers with Special Needs and Carolina Curriculum for Preschoolers with Special Needs

    • Develops ABA therapy or IEP goals, and provides daily routines and functional activities to aid skill development.

    History of Autism Diagnosis

    • 1920s: Grunya Sukhareva writes about six children with autistic traits in a scientific journal.
    • 1940s: Leo Kanner publishes a paper describing 11 patients with a condition he later named 'infantile autism'.
    • 1944: Hans Asperger publishes a case study describing children with autism and notices that the parents of the children from the case study shared similar personalities.

    Causes of Autism

    • Genetic factors: twin studies and family studies provide evidence of genetic inheritance.
    • Environmental factors: prenatal and postnatal environmental effects, including teratogens, viral infections, and immune system abnormalities.

    Current Research on Autism

    • Genetic factors: mutations in numerous identified genes have been linked to the development of autism.
    • Environmental factors: advanced parental age, preterm birth, low birth weight, and maternal health conditions.
    • Neurobiological factors: abnormal brain development, imbalances in neurotransmitters, and altered brain connectivity.

    Characteristics of Autism

    • Delay and impairment in language and social communication.
    • Restricted, repetitive, stereotypic behaviors.
    • Spectrum of neuropsychiatric disorders characterized by deficits in social interaction and communication, and unusual and repetitive behavior.

    Communication Differences in Autism

    • Delayed or absent language development.
    • Impaired communication skills, including verbal and nonverbal skills.
    • Different communication styles, including strengths in attention to detail and repetitive behaviors.

    Strategies to Address Communication Differences

    • Involving caregivers in planning for goals.
    • Enhancing educator/caregiver skills.
    • ABA techniques to support communication development.
    • Social communication differences for ASD.### Co-Occurrence of Intellectual Disability and Autism Spectrum Disorder (ASD)
    • Approximately 69% of individuals with ASD have a co-occurring intellectual disability.
    • Epilepsy is 10 to 30 times more prevalent in individuals with ASD, particularly in those with moderate to severe intellectual disabilities.

    Prevalence of ASD in the United States

    • The Autism and Developmental Disabilities Monitoring (ADDM) Network estimated the prevalence of ASD in the United States at 1 in 68, based on data from 11 states in 2012.
    • Prevalence rates vary among states, with New Jersey reporting the highest rate (1 in 41) and South Carolina the lowest (1 in 81).
    • White non-Hispanic children are more likely to be identified with ASD compared to Black non-Hispanic and Hispanic children.
    • Black and Hispanic children are less likely to be evaluated for concerns by age 3 compared to White children.
    • The majority of children with ASD do not receive a diagnosis by a community provider until age 4.

    Role of Special Education in Identifying ASD

    • Special education systems play an important role in identifying children with ASD.
    • There is an increased identification of ASD over time, with higher prevalence rates in 8-year-olds compared to 4-year-olds.

    Factors Contributing to Prevalence Increase

    • Possible factors contributing to the prevalence increase include:
      • Increased awareness
      • Broadening of classification criteria
      • Different case-finding methods
      • Service availability

    Cultural Phenomenon and ASD

    • ASD is influenced by biological, cultural, and psychological factors, and its conceptualization affects diagnosis and treatment.
    • Differences in gender: ASD is about 4.5 times more common among boys than among girls.

    Communication Differences in ASD

    • Individuals with ASD show differences in communication development, especially in language acquisition timing and patterns.
    • Early signs of impairment manifest in infancy, such as a lack of shared attention.

    Communication Delays with Autism

    • Failure to attend to speech is an early predictor of ASD.
    • Individuals with ASD exhibit reduced rates of communication and may use speech idiosyncratically.
    • Difficulties with pronouns are common in ASD, where individuals might misuse pronouns and struggle with gender distinctions.
    • Vocalizations in individuals with ASD might be self-stimulatory and repetitive.

    ASD: Communication Strengths

    • Some individuals with ASD have strengths in communication, such as:
      • Visual-spatial abilities
      • Larger vocabularies
      • Advanced text reading skills
      • Proficiency in memorizing language chunks

    ASD: Cultural and Linguistic Considerations

    • Caregivers use language to support children's learning in language acquisition.
    • Different cultures have varying beliefs about language learning, speech value, and social interaction.
    • Cultural conventions are learned during language acquisition, including status, gender roles, and expressions of affection.

    Social Communication Differences

    • Individuals with ASD often experience various challenges in social communication, including:
      • Difficulty in social interaction
      • Impaired social-emotional reciprocity
      • Nonverbal communication challenges
      • Literal understanding
      • Repetitive behaviors and routines

    Sensory Needs

    • Individuals with ASD often experience differences in sensory processing, including:
      • Sensory sensitivities
      • Sensory overload
      • Sensory-seeking behaviors
      • Difficulty in sensory integration

    Social Development Milestones

    • Infants as young as 72 hours old can mimic caregiver behaviors.
    • Coordinated joint attention emerges around 6-18 months.
    • Social games like turn-taking begin around 12 months.
    • Infants initiate joint attention by pointing or coordinating eye contact and gestures for various functions by 18-24 months.### Characteristics of Autism Spectrum Disorder (ASD)
    • Individuals with ASD often struggle with:
      • Attending to nonverbal cues
      • Taking turns
      • Interpreting facial expressions
      • Understanding voice tone
    • Children with ASD often engage in solitary play, lacking imaginative and creative aspects
    • They may exhibit repetitive behaviors, such as arranging toys in a particular order or using toys in a repetitive manner
    • Key behaviors like imitation, object play, and joint attention during infancy predict later communication and intellectual outcomes for children with ASD
    • Executive function skills in preschoolers with ASD predict their symbolic play abilities at age 6

    Social Acceptance and Friendships

    • Individuals with ASD may face challenges in social acceptance, with gender differences observed in how they are treated
    • Children with ASD demonstrate fewer instances of sharing, positive affect, social conversation, and collaboration compared to typically developing peers
    • Adolescents and adults with ASD may struggle with understanding subtle social cues necessary for successful dating, romantic relationships, and intimacy

    Teaching Joint Attention and Social Skills

    • Joint attention deficits are a key area to address in ASD, as they are foundational skills tied to language development and social interaction
    • Behavioral-based strategies, such as discrimination training and environmental cues, can be used to teach joint attention responses
    • Combination behavioral and developmental approaches, such as coaching caregivers and incorporating direct instruction and guided practice, can also be effective
    • Parent-directed interventions, such as joint attention mediated learning (JAMI) principles, can increase joint attention skills in toddlers with autism

    Screening and Diagnostic Tools for ASD

    • Screening tools aim to identify developmental delays in children, especially in ASD
    • Examples of screening tools include:
      • Checklist for Autism in Toddlers (CHAT) and Modified Checklist for Autism in Toddlers (M-CHAT)
      • Early Screening of Autistic Traits (ESAT)
      • Infant-Toddler Checklist (ITC)
      • First Year Inventory (FYI)
      • Screening Tool for Autism in Toddlers and Young Children (STAT)
    • Diagnostic assessments for ASD typically involve gathering data from various sources, including family interviews and behavioral observations

    Diagnostic Process

    • Diagnostic process typically involves:
      1. Parent/physician concern or referral
      2. Informal observations and parent interview
      3. Referral to a psychologist or psychiatrist
      4. Developmental evaluation
      5. Diagnosis by a licensed psychologist or psychiatrist

    Diagnostic Assessments

    • Examples of diagnostic assessments include:
      • Autism Diagnostic Observation Schedule (ADOS)
      • Autism Diagnostic Interview (ADI)
      • Childhood Autism Rating Scale (CARS)
      • Gilliam Autism Rating Scale (GARS)
      • Diagnostic Interview for Social and Communication Disorders (DISCO)

    Assessments for Educational Planning, Intervention, and Outcomes

    • Examples of assessments for educational planning and interventions include:
      • Autism Screening Instrument for Educational Planning (ASIEP-2)
      • Autism Behavior Checklist (ABC)
      • Psychoeducational Profile (PEP)
      • TEACCH Transition Assessment Profile (T-TAP)

    Evidence-Based Practices and Principles of ABA

    • Evidence-based practices are strategies and interventions supported by research and published in scientific peer-reviewed journals
    • Laws guiding practice include:
      • 1975: The Education for all Handicapped Children Act
      • 1990: Americans with Disabilities Act
      • 2001: No Child Left Behind Act
      • 2004: Individuals with Disabilities Education and Improvement Act (IDEIA)
      • 2015: Every Student Succeeds Act
    • IEP (Individualized Education Program) is a program that outlines educational goals and objectives for an individual with special needs
    • IFSP (Individualized Family Service Plan) is a program that outlines goals and objectives for infants and toddlers with disabilities

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    Related Documents

    Module 1 Autism History & Characteristics & Statistics PDF
    Module 3: Social Communication PDF
    Module 2 Autism Communication Differences PDF
    Module 4-Assessment Of ASD And Educational Implications PDF
    Module 5-Evidence Bases Practices and ABA, PDF
    Module 6 Program Creation PDF
    Module 7-Resource Development.pptx

    Description

    This quiz covers variable schedules of reinforcement in behavioral psychology, including examples from natural situations and the concept of waiting for reinforcers. It also explores the token economy system and its use of predetermined physical items or a written tally system.

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