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Question
How are High Functioning Autism and Asperger Syndrome similar? How are they different?Answer
This answer is hidden. It contains 139 characters.
Related questions
Q:
This assessment measures an individuals developmental abilities including language, motor skills, and social emotional skills.
A. PEP-III
B. BRIGANCE (IED-II)
C. WISC-IV
D. Mullen
Q:
What does the acronym of PENS refer to?
A. Priority of emotional needs
B. Priority educational needs
C. Performance of educational needs
D. Personal emotional needs
Q:
What is the difference between Autism and Asperger Syndrome?
Q:
Carl is a 16 year old with Asperger Syndrome. He has been sent to the principal's office a number of times this school year for arguing with teachers. It seems that when "someone looks at me funny" (as Carl frequently says), his teachers have been trying to tell him that the person was not, in fact, looking at him at all. When this happens, Carl becomes increasingly agitated and argumentative, saying that the teachers are wrong. His teachers cannot figure out why he gets so upset and why he can"t just believe them when they tell him that no one is looking at him funny. Carl's inability to agree with his teachers is an example of what ASD trait?
Q:
TRUE or FALSE. Nonverbal learning disabilities (NLB) characteristics include average or low IQ, poor rote memory, strong vocabulary, concrete and literal thinking and language interpretation, difficulty processing nonverbal communication including body language and facial expressions
Q:
TRUE or FALSE. Students who have a medical diagnosis of AS and PDD-NOS may be identified by a school team as meeting the IDEA criteria for an autism label.
Q:
What is the NRC's recommendation of the maximum student/teacher ratio for pre-school programs when working with a preschool child with ASD?
a. 2:1
b. 3:1
c. 1:1
d. 5:1
Q:
TRUE or FALSE. Pullout settings such as resource rooms are inadequate for teaching social skills.
Q:
TRUE or FALSE. Social skills are a learned behavior
Q:
Structured observation in an environment set up to facilitate assessment of a specific social behavior.
a. Social Competence
b. Social Skills
Q:
Describe the stages of communication intention.
Q:
List some common communication interventions.
Q:
How long does the NRC (2001) suggest a communication intervention be used and monitored before evaluating whether or not adjustments are necessary?
Q:
List the three considerations for social-communication assessment.
Q:
List the three stages of intention development.
Q:
List and describe the two types of Joint Attention.
Q:
List the three components of communication as discussed in Chapter 8.
Q:
TRUE or FALSE. Joint attention is crucial for language development.
Q:
Describe how to conduct a FBA for a student with ASD.
Q:
TRUE or FALSE. ABA was developed to exclusively address those diagnosed with ASD.
Q:
ABA therapy for children with autism should be provided for at least ____ years to produce optimal outcomes.
A. 3
B. 5
C. 1
D. 2
Q:
List at least three safety concerns in a home environment.
Q:
List three types of visual supports for individuals with ASD.
Q:
Visually presented information is more concrete than verbal information for individuals with ASD.
A. This creates a greater processing speed for students
B. This has no impact on the individuals learning ability
C. This creates a slower processing speed for students
D. This leaves students overwhelmed
Q:
Which of the following is not a major sensory consideration when making modification to the physical environment for an individual with ASD?
A. Lighting
B. Sounds
C. Topography
D. Smells
E. Temperature
Q:
Discuss issues that may impact collaboration between families and professionals and discuss ways that professionals can improve collaboration.
Q:
What are the most likely impacts a child with ASD may have on a family?
Q:
List possible family needs when a child has an ASD.
Q:
Which part of IDEA 2004 focuses on family, infants and toddlers?
A. Part A
B. Part B
C. Part C
Q:
What is the impact of ASD based on the Behavioral Theory of Intervention?