Chapter 06 Ipad PDF

Name: Class: Date: Chapter 06 1. Leo Kanner used the term early infantile autism, which literally means ____. a. absence of language b. need of sameness c. outside of oneself d. within oneself ANSWER...

Name: Class: Date: Chapter 06 1. Leo Kanner used the term early infantile autism, which literally means ____. a. absence of language b. need of sameness c. outside of oneself d. within oneself ANSWER: d 2. Early theories about autism attributed the autistic child’s behaviors to ____. a. biological abnormalities of the brain b. the inability to integrate senses c. the parent’s wish that the child should not exist d. lack of stimulating environments ANSWER: c 3. A DSM-5 diagnosis of ASD will be based on ____. a. five different subtypes b. one overarching category c. dimensional symptoms d. easily separated symptoms ANSWER: b 4. Which statement about ASD is true? a. ASD is a subtype of Asperger’s disorder. b. ASD is a single domain disorder. c. ASD is a disorder children outgrow. d. ASD is a neurodevelopmental disorder. ANSWER: d 5. Which statement about the social skills of children with ASD is true? a. Children with ASD experience profound difficulties relating to others, even when they have average or above- average intelligence. b. Children with ASD experience profound difficulties relating to others, but only when they have below-average intelligence. c. Children with ASD experience profound difficulties relating to others, but only when they have co-occurring ID. d. Children with ASD experience profound difficulties relating to others, but only when they have below-average intelligence and no useful language. ANSWER: a 6. Children who have been diagnosed with ____ have deficits in recognizing facial expressions. a. depression b. ASD Copyright Cengage Learning. Powered by Cognero. Page 1 Name: Class: Date: Chapter 06 c. ADHD d. anxiety ANSWER: b 7. Joint attention refers to the ability to ____. a. communicate with two people at the same time b. coordinate one’s focus of attention on another person and an object of mutual interest c. hold a conversation on two different topics d. pay attention to the conversation that two other people are having ANSWER: b 8. With respect to attachment, most children with ASD ____. a. do not form meaningful social attachments to their parents b. form indiscriminate attachments with any adult c. do not form attachments with any individual except their parents d. prefer their caregivers over unfamiliar adults ANSWER: d 9. Children with ASD ____. a. have reduced sharing of emotions b. initiate most social interactions c. tend to listen to the speaker d. make exaggerated facial expressions ANSWER: a 10. The use of protodeclarative gestures requires ____. a. verbal ability and shared social attention b. theory of mind and verbal ability c. implicit understanding and shared social attention d. intelligence and shared social attention ANSWER: c 11. Critical factors contributing to the differences in how the symptoms of ASD are manifested in children include all of the following EXCEPT a. the level of intellectual ability. b. the severity of their language problems. c. the age at diagnosis and corresponding treatments. d. the behavioral change with age. ANSWER: c 12. Children with ASD are most likely to use ____. Copyright Cengage Learning. Powered by Cognero. Page 2 Name: Class: Date: Chapter 06 a. instrumental gestures b. expressive gestures c. protodeclarative gestures d. joint social behaviors ANSWER: a 13. Echolalia in children with ASD is believed to be a(n) ____. a. sign of pathology b. sign of co-occurring obsessive–compulsive disorder c. important step in their language acquisition d. uncontrollable habit ANSWER: c 14. The primary language deficit of children with ASD (who develop language) is ____. a. grammatical usage b. semantics c. morphological usage d. pragmatics ANSWER: d 15. Examples of social communication or social interaction deficits indicative of ASD include which of the following? a. Deficits in social-emotional reciprocity b. Insistence on sameness c. Stereotyped motor movements d. Highly restricted, fixated interests ANSWER: a 16. Examples of restricted, repetitive patterns of behavior indicative of ASD include which of the following? a. Reduced sharing of interests or emotions b. Unusual interest in sensory aspects of environment c. A total lack of facial expressions d. Absence of interest in peers ANSWER: b 17. Special cognitive skills that are above average for the general population and well above the autistic child’s own general level of intellect are referred to as ____. a. savant skills b. splinter skills c. macro skills d. supernatural skills ANSWER: b Copyright Cengage Learning. Powered by Cognero. Page 3 Name: Class: Date: Chapter 06 18. The tendency to focus on one feature of an object in the environment while ignoring other equally important features is called stimulus ____. a. dominance b. specialization c. screening d. overselectivity ANSWER: d 19. The tendency to focus on certain types of sensory input over others is called sensory ____. a. dominance b. specialization c. screening d. overselectivity ANSWER: a 20. The theory of mind hypothesis of ASD suggests that children with ASD ____. a. focus on one feature of an object in an environment while ignoring other equally important features b. do not understand others’ mental states c. cannot take in the larger picture because of a tendency to focus on details d. are unable to split their social attention in social situations ANSWER: b 21. A person lacking central coherence ____. a. processes information in bits and pieces but fails to see the big picture b. does not understand others’ mental states c. cannot coordinate left and right body movements d. fails to understand social hierarchies ANSWER: a 22. If you were to administer the WISC to a child with ASD, which subscale would likely cause the child the most difficulty? a. Nonverbal subtests involving short-term memory b. Image memory tasks c. Repetitive design tasks d. Verbal comprehension subtests ANSWER: d 23. Children with ASD are likely to experience problems with ____. a. repetition b. gastrointestinal problems Copyright Cengage Learning. Powered by Cognero. Page 4 Name: Class: Date: Chapter 06 c. overeating d. nonverbal play ANSWER: d 24. The cognitive deficit most specific to children with ASD is ____. a. weak central coherence b. deficits in executive functions c. deficient theory of mind d. sensory overselectivity ANSWER: c 25. Many children with ASD also have ____. a. intellectual disability and epilepsy b. superior intelligence c. schizophrenia d. intellectual disability and schizophrenia ANSWER: a 26. As many as _____% of individuals with ASD have a head size that is above average. a. 80 b. 85 c. 90 d. 95 ANSWER: c 27. ____ in some children with ASD distinguishes them from those with intellectual disability or language disorders. a. Low-set ears b. Abnormally large head circumference c. Flattened bridge of the nose d. Wide-spaced eyes ANSWER: b 28. A test in which children with ASD perform relatively well due to the nature of focusing on details of a figure rather than the overall pattern would be the: a. WISC-IV b. embedded figures test c. test for central coherence d. executive function test. ANSWER: b 29. Children with ASD and language development are most likely to show deficits in ____. Copyright Cengage Learning. Powered by Cognero. Page 5 Name: Class: Date: Chapter 06 a. language acquisition b. length of utterances c. spontaneous social conversation d. grammatical complexity ANSWER: c 30. Recent findings estimate the prevalence of ASD worldwide to be ____. a. 1 per 124 b. 1 per 500 c. 1 per 257 d. 1 per 68 ANSWER: d 31. The rise in prevalence of ASD is most likely due to ____. a. increase in mercury in the diet b. greater recognition of milder forms of ASD c. more harmful vaccines administered d. stricter guidelines for diagnosis ANSWER: d 32. Which statement about gender differences in ASD is true? a. ASD is equally common in boys and girls. b. ASD is more common in boys. c. ASD is more common in boys, except among those with profound ID, where the numbers of boys and girls are similar. d. ASD is more common in boys, except among those with average or above-average IQ, where the numbers of boys and girls are similar. ANSWER: c 33. Which racial/ethnic group has the highest prevalence of ASD? a. African American b. Non-Hispanic white c. Asian d. Native American ANSWER: b 34. The extreme male brain theory of ASD suggests that ____. a. autistic brains are more “systemizing” b. autistic brains are less “systemizing” c. females are more “systemizing” d. males are more “empathizing” Copyright Cengage Learning. Powered by Cognero. Page 6 Name: Class: Date: Chapter 06 ANSWER: a 35. The deficits of ASD become increasingly noticeable ____. a. from birth b. around 6 months of age c. around 2 years of age d. when the child enters school ANSWER: c 36. The two strongest predictors of adult outcomes in children with ASD are ____. a. absence of stereotyped behavior and theory of mind b. intellectual ability and language development c. parental responsiveness and early intervention d. intact motor skills and sensory specialization ANSWER: b 37. The American Academy of Pediatrics (AAP) recommends that children be screened for ASD at _______. a. 12 months b. 15 months c. 12 months and 24 months d. 18 months and 24 months ANSWER: d 38. ____ has been associated with ASD more than any other genetically based condition. a. Tuberous sclerosis b. Down syndrome c. PKU d. Fragile X ANSWER: a 39. Family members of children with ASD display higher than normal rates of ____. a. echolalia b. intellectual disability c. language deficits d. social communication ANSWER: c 40. Many parents who have a child with ASD feel that the ____ in vaccines increased number of incidences of ASD. a. niacin b. copper c. mercury Copyright Cengage Learning. Powered by Cognero. Page 7 Name: Class: Date: Chapter 06 d. lead ANSWER: c 41. Studies of brain metabolism in individuals with ASD suggest decreased blood flow in these two lobes. a. Frontal and temporal b. Frontal and parietal c. Temporal and parietal d. Occipital and temporal ANSWER: a 42. A step-by-step approach that first increases the child’s vocalizations and then teaches imitation of sounds and words, the meanings of words, labeling objects, making verbal requests, and expressing desires is better known as: a. TEACCH b. discrete trial training c. operant speech training d. Pivotal Response Training ANSWER: c 43. A step-by-step approach to presenting a stimulus and requiring a specific response that is used in the treatment of ASD is called ____. a. subtle trial training b. response training c. trial-response approach d. discrete trial training ANSWER: d 44. ____ strengthens behaviors by capitalizing on naturally occurring opportunities. a. Naturalistic training b. Discrete trial training c. Incidental training d. Pivotal response training ANSWER: c 45. The promise of early intervention with ASD derives primarily from ____. a. the likelihood that parents have not yet become discouraged b. the likelihood that intrusive and disruptive behaviors will not yet have been developed c. the willingness of young children to please adults d. the plasticity of neural systems early in development ANSWER: d 46. Which of the following is NOT considered by consensus to be an effective intervention for children with ASD? Copyright Cengage Learning. Powered by Cognero. Page 8 Name: Class: Date: Chapter 06 a. Initiating intensive engagement, at least 25 hours a week b. Beginning intervention as soon as an ASD diagnosis is seriously considered c. Removing children from their homes and placing them in more structured settings d. Monitoring the child’s progress and making adjustments in treatment as needed ANSWER: c 47. A drawback of psychotropic medications for children with ASD is that a. studies have not shown that medications help alleviate specific behavioral symptoms. b. side effects tend to magnify other symptoms of ASD. c. the benefits vary from child to child. d. children with ASD are likely to overuse these drugs. ANSWER: c 48. What is it called when an individual with ASD is unable to play with a toy while listening to a social partner? a. Echolalia b. Theory of mind c. Protoimperative d. Joint attention ANSWER: d 49. An example of a highly structured intervention would be one that a. actively engages the child for at least 25 hours a week, year-round. b. allows sufficient one-on-one time c. uses predictable routines, visual activity schedules, and clear physical boundaries d. emphasizes ongoing assessment. ANSWER: c 50. A child is close to school age and needs to learn to sit in a chair. Which would be a step-by-step approach using a stimulus that requires a specific response? a. Skills training b. TEACCH c. Discrete trial training d. ABA ANSWER: c 51. In comparison to children with ASD, children with childhood-onset schizophrenia ____. a. tend to be younger at diagnosis b. show a more chronic and declining course c. show similar social and language deficits d. show less intellectual impairment ANSWER: d Copyright Cengage Learning. Powered by Cognero. Page 9 Name: Class: Date: Chapter 06 52. Which statement about childhood-onset schizophrenia is false? a. Childhood-onset schizophrenia appears to be a more severe form of adult-onset schizophrenia. b. The criteria used to diagnose schizophrenia in adults can reliably be used to diagnose schizophrenia in children. c. Childhood-onset schizophrenia typically has a sudden onset. d. Childhood-onset schizophrenia is likely to persist into adolescence and adulthood. ANSWER: c 53. The most common presenting symptom for children with childhood-onset schizophrenia is ____. a. auditory hallucinations b. visual hallucinations c. paranoid delusions d. flat affect ANSWER: a 54. The most common co-morbid disorders in children with schizophrenia are ____. a. ASD and other PDDs b. anxiety disorders c. conduct disorder and depression d. pica and mental retardation ANSWER: c 55. Schizophrenia is extremely rare prior to ____. a. the preschool years b. the early school years c. adolescence d. early to mid-adulthood ANSWER: c 56. Current views regarding the causes of schizophrenia emphasize ____. a. biological factors b. family environment factors c. disruptions to prenatal development d. genetic vulnerability and early neurodevelopmental insults ANSWER: d 57. Which characteristic is least prevalent in the families of children with schizophrenia? a. Communication deviance b. Use of harsh criticism toward the children c. Economic hardship Copyright Cengage Learning. Powered by Cognero. Page 10 Name: Class: Date: Chapter 06 d. Supportive bonds ANSWER: d 58. Children with schizophrenia may be treated with ____ to diminish psychotic symptoms. a. behavior modification b. individual therapy c. medications d. family treatment ANSWER: c 59. Current treatments for child-onset schizophrenia emphasize medications in combination with ____. a. critical feedback b. intellectual skills training c. an educational support program d. behavior analysis ANSWER: d 60. Medications help control psychotic symptoms in children with schizophrenia by blocking ____ transmission at the ____ receptor. a. dopamine, G2 GABA b. dopamine, 5HT2 serotonin c. serotonin, D2 dopamine d. dopamine, D2 dopamine ANSWER: d 61. What does it mean to say that ASD is a “spectrum” disorder? ANSWER: ASD is defined as a spectrum disorder because its symptoms, abilities, and characteristics are expressed in many different combinations and in any degree of severity (Lai et al., 2013a). Thus, ASD is not an “all or nothing” phenomenon. 62. What are the core features of ASD? ANSWER: The core features of ASD are represented by two symptom domains: (1) social communication and social interaction and (2) restricted, repetitive patterns of behavior, interests, or activities. 63. Describe the features that commonly characterize the speech of children with ASD who have developed some useful language. ANSWER: Although almost all children with ASD show delays in their language development, it is their lack of spontaneity and their use of qualitatively unusual forms of communication that is most striking (Chiang & Carter, 2008). The rhythm and intonation of their speech is often unusual (Peppe et al., 2007), but most noticeable is their lack of social chatter—their failure to use language for social communication. 64. Discuss the theory of mind hypothesis of ASD. What findings provide support for this hypothesis? ANSWER: By age 4, most children can comprehend what others might know, think, and believe; this is something that even older individuals with ASD have great difficulty doing. The theory of mind (ToM) hypothesis of ASD Copyright Cengage Learning. Powered by Cognero. Page 11 Name: Class: Date: Chapter 06 begins with the premise that the ability to read the intentions, beliefs, feelings, and desires of others from their external behavior has adaptive significance in human evolution. ToM proposes that all humans are, by nature, mind readers. 65. In what ways are children with intellectual disability distinguishable from children with intellectual disability in addition to ASD? ANSWER: Most children with intellectual disability (ID) without ASD show a general delay across all areas of intellectual functioning on the WISC test. In contrast, the performance of children with ASD tends to be uneven across different WISC subtests. 66. In what ways are children with ASD distinguishable from children with language delays? ANSWER: Features of atypical development, that are very similar to those found in ASD but are less severe, have recently been detected in infant siblings of children with ASD by the infants’ first birthday (Ozonoff et al., 2014). Possible early indicators of ASD may include: “uses few gestures to express social interest,” “doesn’t respond when name is called,” “rarely makes eye contact when interacting,” “limited babbling, particularly in a social context,” and “displays odd or repetitive ways of moving hands and/or fingers” (Zwaigenbaum et al., 2009). Children with ASD have been found to differ from typically developing children on most of these indicators between the ages of 12 and 24 months. However, in one study, only early communicative gestures were found to distinguish children with ASD from those with developmental delay or language impairment. 67. Explain the controversial extreme male brain theory of ASD. ANSWER: Those with ASD are presumed to fall at the extreme high end of a continuum of cognitive abilities associated with systemizing (understanding the inanimate world) and at the extreme low end of abilities associated with empathizing (understanding our social world). Both abilities are present in all males and females, but males are presumed to show more systemizing and females more empathizing. 68. Discuss the evidence for genetic factors in the etiology of ASD. ANSWER: The discovery of the fragile-X anomaly (see Chapter 5) in about 2% to 3% of children with ASD led to increased attention to this and other chromosomal defects that might be related to ASD. Some studies have found that as many as 15% to 20% of siblings of individuals with ASD also have the disorder, a number nearly twice that seen in earlier reports. New research using molecular genetics has pointed to particular areas on many different chromosomes as possible locations for susceptibility genes for ASD (Klinger et al., 2014). Susceptibility genes are causally implicated in the susceptibility to ASD but do not cause it directly on their own. 69. Describe and identify the most common disorders and symptoms present in individuals with ASD. ANSWER: The disorders most commonly associated with ASD are ID and epilepsy, anxiety disorders, ADHD, learning disabilities, oppositional and conduct problems, and mood disturbances. Some children with ASD also engage in self-injurious behavior, including head banging, hand or arm biting, and excessive scratching and rubbing. 70. What are the goals of treatment for children with ASD? ANSWER: The goals for most treatments are to minimize the core problems of ASD, maximize the child’s independence and quality of life, and help the child and family cope more effectively with the disorder. 71. How are disruptive behaviors in early treatment of children with ASD addressed? ANSWER: Many procedures are effective in eliminating disruptive behavior, including rewarding competing behaviors, ignoring the behavior, and mild forms of punishment. Copyright Cengage Learning. Powered by Cognero. Page 12 Name: Class: Date: Chapter 06 72. What are some symptoms of initial stages of childhood-onset schizophrenia (COS)? ANSWER: In the initial stages of COS, the afflicted youngster may have difficulty concentrating, sleeping, or doing schoolwork, and may start to avoid friends. As the illness progresses, she or he may begin to speak incoherently and see or hear things that no one else does. Periods of improvement may be followed by terrifying relapses that are characterized by disordered thinking in which the youngster leaps illogically from one idea to another. The youngster may experience hallucinations, paranoia, and delusions. During their psychotic phases, youngsters with schizophrenia may be convinced that they have godlike powers or that people are spying on them. When in the grip of a psychosis, they may behave unpredictably and may become violent and suicidal. 73. Why might it be difficult to identify schizophrenia in young children? ANSWER: Schizophrenia may be expressed differently at different ages. For example, hallucinations, delusions, and formal thought disturbances are extremely rare and difficult to diagnose before the age of 7; when they do occur, they may be less complex and reflect childhood themes (Caplan, 1994). A failure to adjust diagnostic criteria for developmental changes, such as social withdrawal or peer problems, may overlook children who show early signs of schizophrenia but may not develop the full-blown adult type until a later age. 74. Identify and describe initial symptoms that youngsters with COS may experience. ANSWER: In the initial stages of COS, afflicted youth may have difficulty concentrating, sleeping, or doing schoolwork, and may start to avoid friends. As the illness progresses, the child may begin to speak incoherently as well as beginning to see or hear things that no one else can see or hear. Periods of improvement can occur simultaneously with relapses characterized by disordered thinking, hallucinations, paranoia, and delusions. 75. Discuss the connection between vulnerability and stress in the cause of COS. ANSWER: Current views regarding the causes of COS are based on a neurodevelopmental model in which a genetic vulnerability and early neurodevelopmental insults result in impaired connections between many brain regions. This impaired neural circuitry may increase the child’s vulnerability to stress. Copyright Cengage Learning. Powered by Cognero. Page 13