Autism Flashcards by Lacey Wall

Neurodiversity refers to:

A. A medical diagnosis related to brain functioning
B. Many different ways for humans to have brains, describing a population of people
C. A disorder affecting social communication
D. A list of atypical neurological conditions

B. Many different ways for humans to have brains, describing a population of people

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The term neurodivergent applies to:

A. A medical diagnosis related to brain functioning
B. Ways of having a brain that are atypical, belonging to one person
C. Individuals with identical cognitive profiles
D. Only autistic communities

B. Ways of having a brain that are atypical, belonging to one person

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Ableism is best defined as:

A. A personal preference for certain communication styles
B. A system of discrimination that oppresses disabled people
C. A disagreement between clinicians about treatment
D. A medical model used to diagnose disability

B. A system of discrimination that oppresses disabled people

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Which of the following reflects an anti-ableist mindset in SLP practice?

A. Expecting disabled clients to conform to neurotypical norms
B. Centering supports on client autonomy and dignity
C. Prioritizing efficiency over individual needs
D. Avoiding discussions about disability identity

B. Centering supports on client autonomy and dignity

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Why is the language we use to talk about autism and autistic people important?

A. It shapes attitudes and can support or harm autistic identity
B. It primarily affects insurance billing
C. It has little impact as long as clinical skills are strong
D. It is only relevant during diagnostic evaluations

A. It shapes attitudes and can support or harm autistic identity

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The medical model of disability primarily views disability as:

A. A mismatch between environmental barriers and personal needs

B. A natural part of human diversity that requires no support

C. A problem located within the individual, defined by a normal/abnormal binary

D. A social issue created entirely by institutions

C. A problem located within the individual, defined by a normal/abnormal binary

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Which of the following best reflects the medical model?

A. Disability results from limited access, structural inequity, and social barriers

B. Disability is caused by communication differences between neurotypes

C. Disability is an environmentally mediated loss of opportunity

D. Disability is framed as “healthy” vs. “sick” without considering social context

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A major concern with the medical model’s language is that it:

A. Removes barriers for autistic people

B. Emphasizes differences as strengths

C. Can be damaging and perpetuate negative stereotypes

D. Explains disability strictly as a social issue

C. Can be damaging and perpetuate negative stereotypes

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The social model of disability emphasizes the distinction between:

A. Symptoms and environmental triggers
B. Genetics and behavior
C. Impairments (differences) and disabilities (loss of opportunity due to environment)
D. Therapy goals and assessment results

C. Impairments (differences) and disabilities (loss of opportunity due to environment)

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According to the social model, disability occurs when:

A. A person fails to meet clinical norms
B. Society places barriers that limit access and opportunity
C. An individual has an inherent medical condition
D. Atypical behaviors disrupt social norms

B. Society places barriers that limit access and opportunity

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Which statement best aligns with the social model’s view of autism?

A. Autism is solely an individual impairment that must be fixed

B. Autism is fully caused by environmental risk factors

C. Autism is both a difference and a disability, influenced by social context

D. Autism is a temporary condition resolved with therapy

C. Autism is both a difference and a disability, influenced by social context

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The biopsychosocial model views disability as:

A. Entirely the result of biological impairment
B. Entirely the result of social barriers
C. An interaction of biological, psychological, and social factors
D. A temporary condition caused by environment

C. An interaction of biological, psychological, and social factors

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Why is the biopsychosocial model important for disability justice?

A. It eliminates the need for medical supports
B. It acknowledges that multiple systems contribute to disability and support needs
C. It separates disability strictly into medical categories
D. It replaces both the medical and social models

B. It acknowledges that multiple systems contribute to disability and support needs

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Disability culture is best defined as:

A. A clinical framework created by medical professionals

B. A culture intentionally created and shaped by disabled people, including shared values and affirmation of disability identity

C. A temporary advocacy movement focused on legislation

D. A set of standardized educational accommodations

B. A culture intentionally created and shaped by disabled people, including shared values and affirmation of disability identity

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Which of the following is an example of disability culture?

A. Viewing disability as something that must be cured before full participation

B. Creating pride in disabled people’s unique perspectives and experiences

C. Encouraging disabled people to minimize their identity

D. Using only medical terminology to describe disability

B. Creating pride in disabled people’s unique perspectives and experiences

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Autistic culture is best described as:

A. A clinical framework used to diagnose autism

B. A set of shared values and perspectives created by autistic people that affirm autistic ways of being as valid

C. A treatment method focused on reducing autistic traits

D. A social skills curriculum designed for autistic students

B. A set of shared values and perspectives created by autistic people that affirm autistic ways of being as valid

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Which of the following is an example of autistic culture?

A. Using functioning labels to categorize autistic people

B. Viewing autistic communication between autistic people as highly effective

C. Treating stimming as a behavior that must be eliminated

D. Prioritizing person-first language over identity-first language

B. Viewing autistic communication between autistic people as highly effective

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What is a key principle of neuro-affirming service?

A. Prioritizing oral speech over all other communication methods

B. Viewing autistic communication differences as deficits needing correction

C. Valuing client autonomy and respecting multimodal communication

D. Using physical prompting as the default teaching method

C. Valuing client autonomy and respecting multimodal communication

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Which of the following is an example of neuro-affirming practice?

A. Discouraging stimming to increase “appropriate behavior”

B. Including clients in developing their own goals and supports

C. Ignoring sensory needs to maintain consistent routines

D. Redirecting monotropic attention to match neurotypical expectations

B. Including clients in developing their own goals and supports

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What is a key feature of a strengths-based approach?

A. Emphasizing what the client cannot do

B. Prioritizing standardized norms over client preferences

C. Focusing on what the client enjoys and can already do

D. Comparing clients to same-age peers

C. Focusing on what the client enjoys and can already do

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Which practice aligns with a strengths-based approach?

A. Scaffolding a client from their current abilities to the next level

B. Identifying everything a client is doing incorrectly

C. Highlighting deficits to motivate improvement

D. Prioritizing correction over enjoyment

A. Scaffolding a client from their current abilities to the next level

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What characterizes a deficit-based approach?

A. Emphasizing client autonomy

B. Focusing on what the client “can’t” do compared to peers

C. Using strengths as a foundation for growth

D. Allowing the client to choose meaningful goals

B. Focusing on what the client “can’t” do compared to peers

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Which of the following is an example of deficit-based thinking?

A. Noticing a client’s interests and incorporating them into therapy

B. Saying “He should be able to do this; other kids his age can”

C. Building goals around client preferences

D. Supporting multimodal communication

B. Saying “He should be able to do this; other kids his age can”

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Which statement best contrasts the two approaches?

A. Strengths-based focuses on deficits; deficit-based focuses on strengths

B. Both approaches view autonomy as unimportant

C. Strengths-based builds on what a client can do; deficit-based focuses on what they cannot do

D. Both approaches prioritize comparison to peers

C. Strengths-based builds on what a client can do; deficit-based focuses on what they cannot do

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Presuming competence means: A. Assuming a person cannot learn without extensive testing B. Assuming intentionality, understanding, and capacity to learn, even if it is not yet observable C. Requiring clients to prove their abilities before giving support D. Expecting neurodivergent people to meet neurotypical standards

B. Assuming intentionality, understanding, and capacity to learn, even if it is not yet observable

Which of the following is an example of presuming competence? A. Avoiding AAC because the client “isn’t ready for it” B. Giving a client only very simple tasks even when they show interest in more C. Offering meaningful choices and using age-respectful language, even if the client communicates nonverbally D. Assuming a client cannot understand directions because they do not respond verbally

C. Offering meaningful choices and using age-respectful language, even if the client communicates nonverbally

Supporting client autonomy involves: A. Using functioning labels to categorize client abilities B. Targeting self-advocacy and upholding the client’s right to consent or refuse C. Prioritizing clinician-selected goals over client input D. Requiring prerequisites before offering AAC

B. Targeting self-advocacy and upholding the client’s right to consent or refuse

Which of the following is an example of supporting autonomy in practice? A. Using hand-over-hand prompting to ensure accurate responses B. Telling the client which communication method they must use C. Asking the client/family whether they prefer identity-first or person-first language D. Describing the client primarily by what they cannot do

C. Asking the client/family whether they prefer identity-first or person-first language

What is one known brain difference associated with autism? A. Reduced brain connectivity across all networks B. Differences in connectivity patterns, including stronger local connections and weaker long-range connections C. Complete absence of neural plasticity D. Smaller overall brain volume in all autistic individuals

B. Differences in connectivity patterns, including stronger local connections and weaker long-range connections

Compared to neurotypical individuals, autistic people often show: A. Slower sensory processing in all modalities B. Differences in how sensory information is processed, sometimes leading to hyper- or hypo-responsiveness C. No differences in sensory systems D. Identical emotional regulation pathways

B. Differences in how sensory information is processed, sometimes leading to hyper- or hypo-responsiveness

Which statement about social brain networks in autism is accurate? A. Autistic people completely lack activation in social brain regions B. Social brain differences reflect different processing patterns, not absence of ability C. Social brain differences indicate lower intelligence D. Neural activity in social regions is the same across all autistic individuals

B. Social brain differences reflect different processing patterns, not absence of ability

Which statement best contrasts autistic and neurotypical brain processing? A. Autistic brains lack the ability to adapt to new information B. Autistic processing may be more detail-focused, while neurotypical processing may be more global C. Neurotypical brains do not show any variation across individuals D. Autistic brains always show delays in executive functioning

B. Autistic processing may be more detail-focused, while neurotypical processing may be more global

Which is true regarding early brain development in autism? A. Some autistic infants show differences in brain growth trajectories compared to typical development B. Autism is always associated with reduced brain volume from birth C. Brain development in autistic children is identical to neurotypical children D. Brain differences only occur after age 10

A. Some autistic infants show differences in brain growth trajectories compared to typical development

When does autism typically begin? A. In adolescence, after major hormonal changes B. In adulthood, usually triggered by stress C. In early development, with signs often present in infancy or toddlerhood D. Only after language regression in preschool

C. In early development, with signs often present in infancy or toddlerhood

Autism is best understood as a condition that: A. Is temporary and typically resolves by adolescence B. Is lifelong, although support needs may change over time C. Occurs only during early childhood D. Can be cured with intensive intervention

B. Is lifelong, although support needs may change over time

Current research suggests that autism is caused by: A. A single environmental toxin B. Parenting style C. A combination of genetic and environmental factors D. Childhood vaccines

C. A combination of genetic and environmental factors

According to the DSM-5, autism is diagnosed based on difficulties in which two major areas? A. Motor coordination and sensory processing B. Social communication and restricted, repetitive behaviors/interests C. Language delay and intellectual functioning D. Attention regulation and emotional expression

B. Social communication and restricted, repetitive behaviors/interests

ASD is considered a unique developmental disability because: A. Symptoms appear only in adolescence B. Symptoms must be present in early development but may not become fully noticeable until social demands exceed capacities C. Symptoms always disappear by adulthood D. It is fully explained by intellectual disability

B. Symptoms must be present in early development but may not become fully noticeable until social demands exceed capacities

Which statement reflects why ASD is distinct from other developmental conditions? A. It causes no impact on social or occupational functioning B. Its symptoms are always obvious in infancy with no variation C. Its challenges cannot be better explained by intellectual disability or global developmental delay D. It is diagnosed only when there is language regression

C. Its challenges cannot be better explained by intellectual disability or global developmental delay

What are the DSM-5 severity specifiers for autism based on? A. IQ score B. The number of restricted interests C. The level of support an individual requires (Levels 1–3) D. The age of onset

C. The level of support an individual requires (Levels 1–3)

Level 1 autism is characterized by: A. Requiring substantial support B. Requiring support C. Requiring very substantial support D. Requiring no support

B. Requiring support

Level 2 autism is characterized by: A. Requiring minimal supervision B. Requiring support C. Requiring substantial support D. Requiring very substantial support

C. Requiring substantial support

Level 3 autism is characterized by: A. Requiring substantial support B. Requiring support C. Requiring very substantial support D. Requiring minimal intervention

C. Requiring very substantial support

Which of the following is NOT an accompanying condition specifier for Autism Spectrum Disorder (ASD)? A. Intellectual impairment B. Language impairment C. Known medical or genetic condition D. Additional neurodevelopmental, mental, or behavioral problem E. Parenting style

E. Parenting style

The communal definition of autistic ways of being suggests that autism is: A. A behavioral disorder caused by poor socialization B. A neurological variant best understood through the social model of disability C. A temporary developmental delay D. A condition defined solely by medical deficits

B. A neurological variant best understood through the social model of disability

Which of the following lists the three autistic ways of being described in the communal definition? A. Social cognition, executive functioning, motor planning B. Sensory seeking, language delay, emotion regulation C. Social cognition, sensory processing, and inertia D. Attention, memory, and problem-solving

Which of the following is a characteristic of autistic social cognition, as described in the communal definition? A. Automatically filtering social information effortlessly B. Heightened conscious processing and reduced subconscious filtering of social information C. No difficulty interpreting nonverbal social signals D. Equal processing of all environmental input without variation

B. Heightened conscious processing and reduced subconscious filtering of social information

Which of the following is NOT a characteristic of autistic social cognition as described in the communal definition? A. Heightened conscious processing of information from the environment B. Reduced subconscious filtering of social information C. Autistic children may take longer to learn how to decode nonverbal social signals D. Automatic and effortless interpretation of social cues

D. Automatic and effortless interpretation of social cues

Which of the following is NOT a characteristic of autistic sensory processing as described in the communal definition? A. Hyper- and/or hypo-sensitivities to certain sensory inputs B. Enormous variation in sensory responses between and within individuals C. Sensory differences that may fluctuate depending on context D. Uniform and predictable sensory responses across all situations

D. Uniform and predictable sensory responses across all situations

In the communal definition of autistic ways of being, what does inertia refer to? A. Difficulty shifting attention between people B. Difficulty starting or stopping tasks or actions C. Difficulty understanding nonverbal cues D. Difficulty regulating emotions

B. Difficulty starting or stopping tasks or actions

Which of the following are the three autistic social motivations as described in the communal definition? A. Empathy, cooperation, and teamwork B. Acceptance, truth, and recognition C. Prestige, popularity, and leadership D. Compliance, obedience, and conformity

B. Acceptance, truth, and recognition

Which of the following BEST describes acceptance as an autistic social motivation in the communal definition? A. Wanting praise from authority figures B. Wanting to be acknowledged as a human being with basic needs and personal autonomy C. Wanting to be viewed as highly skilled in social situations D. Wanting to avoid all interpersonal interactions

B. Wanting to be acknowledged as a human being with basic needs and personal autonomy

In the communal definition of autistic social motivations, what does truth refer to? A. Needing others to agree with one’s opinions B. Understanding the world exactly as it appears through one’s current scientific and cognitive understanding C. Telling objective facts without considering context D. Prioritizing social harmony over accuracy

B. Understanding the world exactly as it appears through one’s current scientific and cognitive understanding

In the communal definition of autistic social motivations, recognition refers to: A. Seeking social status or popularity B. Wanting others to acknowledge one’s compliance C. Being attributed creative agency and having one’s contributions genuinely recognized D. Wanting praise for masking or suppressing autistic traits

C. Being attributed creative agency and having one’s contributions genuinely recognized

Which of the following is NOT part of the autistic way of developing trust? A. Young autistic children often assume everyone is telling the truth B. Older autistic people may become very cynical C. Autistic people can be easily fooled by people who appear logical but fabricate evidence D. Autistic people naturally detect social cues quickly even in sensory overload

D. Autistic people naturally detect social cues quickly even in sensory overload

Autistic people may struggle with trust partly because they: A. Learn the cultural meaning of social cues more slowly and cannot reliably read cues under sensory overload B. Prefer to avoid all logical reasoning C. Do not value social relationships D. Have an innate ability to detect deception in others

A. Learn the cultural meaning of social cues more slowly and cannot reliably read cues under sensory overload

What is the Double Empathy Problem? A. A lack of empathy in autistic people B. A communication mismatch that occurs when people with different lived experiences struggle to understand each other C. Difficulty recognizing emotions in others D. A theory that autistic people cannot form relationships

B. A communication mismatch that occurs when people with different lived experiences struggle to understand each other

Which of the following is an example of the Double Empathy Problem? A. Autistic people cannot understand social rules B. Nonautistic people always communicate more clearly than autistic people C. Autistic and nonautistic people may misunderstand each other because they express and interpret communication differently D. Autistic people lack empathy

C. Autistic and nonautistic people may misunderstand each other because they express and interpret communication differently

What does the Double Empathy Problem suggest about cross-neurotype communication? A. Autistic people struggle to understand nonautistic people, but not vice versa B. Communication breakdowns occur mutually when people from different neurotypes interpret the world differently C. Nonautistic people naturally communicate more clearly D. Autistic people have impaired social motivation

B. Communication breakdowns occur mutually when people from different neurotypes interpret the world differently

What is a key implication of the Double Empathy Problem for how we provide supports? A. Supports should focus on teaching autistic people to behave more neurotypically B. Supports must recognize that misunderstandings happen both ways and should include changes in nonautistic communication approaches C. Supports should prioritize reducing stimming D. Supports should center on fixing social deficits in autistic people

B. Supports must recognize that misunderstandings happen both ways and should include changes in nonautistic communication approaches

What does “differences in executive function” mean in autism? A. Autistic people lack executive function entirely B. Autistic people may show strengths or challenges in planning, shifting attention, and regulating behavior C. Executive function only affects motor skills D. Executive function differences only occur in children

B. Autistic people may show strengths or challenges in planning, shifting attention, and regulating behavior

What is monotropism? A. A lack of interest in learning new things B. A tendency to focus deeply on a small number of interests or “attention tunnels” at a time C. A preference for multitasking D. A difficulty forming long-term memory

B. A tendency to focus deeply on a small number of interests or “attention tunnels” at a time

Which of the following best describes sensory differences in autism? A. Autistic people only experience hypersensitivity B. Autistic people process sensory input identically to nonautistic people C. Autistic people may experience hypo- or hyper-sensitivity, sensory seeking, and changes in sensory patterns over time D. Autistic people rarely benefit from sensory supports

C. Autistic people may experience hypo- or hyper-sensitivity, sensory seeking, and changes in sensory patterns over time

Q: Which of the following sensory systems can be affected in autism? A. Visual, auditory, tactile, and gustatory only B. All eight sensory systems: visual, auditory, gustatory, olfactory, tactile, proprioception, vestibular, and interoception C. Only the five traditional senses (sight, hearing, taste, smell, touch) D. Only proprioception and vestibular systems

B. All eight sensory systems: visual, auditory, gustatory, olfactory, tactile, proprioception, vestibular, and interoception

Why is it important for clinicians to acknowledge sensory differences in autistic clients? A. Because recognizing sensory needs helps clinicians avoid misinterpreting behaviors, reduce sensory overwhelm, and design supports that increase comfort, regulation, and participation. B. Because all sensory differences indicate a behavioral disorder. C. Because acknowledging sensory differences will eliminate the need for therapy. D. Because sensory differences are the same across all autistic people.

A. Because recognizing sensory needs helps clinicians avoid misinterpreting behaviors, reduce sensory overwhelm, and design supports that increase comfort, regulation, and participation.

Which of the following has been linked to positive quality of life outcomes for autistic adults? A. Learning one is autistic earlier in life B. Not engaging in special interests C. Masking autistic traits to fit in D. Avoiding autistic identity

A. Learning one is autistic earlier in life

Which factor is a negative contributor to quality of life for autistic adults? A. Access to meaningful special interests B. Strong autistic identity C. Co-occurring medical and mental health needs D. Early identification as autistic

C. Co-occurring medical and mental health needs

Which statistic is commonly reported regarding employment for autistic adults? A. 15% unemployment B. 30% unemployment C. Over 60% unemployment D. Nearly 0% unemployment

C. Over 60% unemployment

Which of the following is a reason early identification may improve well-being for autistic adults? A. It increases pressure to conform B. It delays access to supports C. It helps individuals understand their needs and identity earlier D. It reduces access to accommodations

C. It helps individuals understand their needs and identity earlier

Changing relationships and networks in adulthood may impact autistic people because: A. They always prefer isolation B. They rely heavily on stable routines and support structures C. They do not experience social changes D. They cannot form new relationships

B. They rely heavily on stable routines and support structures

Which of the following is an example of a positive influence on the well-being of autistic adults? A. Strong support for autistic identity B. Social pressure to mask C. Dismissal of sensory needs D. Overemphasis on normalization

A. Strong support for autistic identity

Which group is often absent from autism research, according to the slide? A. Autistic adults with strong verbal skills B. Autistic children C. Racially marginalized autistic people D. Autistic academics

C. Racially marginalized autistic people

A lack of understanding about autism often leads to what outcome for autistic adults? A. More appropriate support B. Reduced biases in society C. Increased bias and misinterpretation of autistic behavior D. Fewer medical needs

C. Increased bias and misinterpretation of autistic behavior

Which statement best describes autistic social communication? A. Using brief statements and avoiding personal detail B. Describing personal experiences in detail to help others find shared interests C. Relying primarily on nonverbal cues for connection D. Avoiding self-disclosure in conversation

B. Describing personal experiences in detail to help others find shared interests

Autistic people often communicate effectively with which group? A. Nonautistic/allistic peers B. People with advanced social skills C. Other autistic people D. Younger children

C. Other autistic people

Why do autistic–autistic interactions tend to have stronger rapport? A. Autistic people use standardized communication scripts B. They share similar communication styles and processing patterns C. They avoid emotional expression D. They focus only on surface-level conversation topics

B. They share similar communication styles and processing patterns

Which of the following is TRUE about reciprocity in autistic communication? A. Every statement requires an immediate reciprocal response B. Lack of reciprocity indicates a failed interaction C. Reciprocity can look different and is not required for meaningful exchange D. Autistic people do not understand reciprocity

C. Reciprocity can look different and is not required for meaningful exchange

Research on rapport (Crompton et al., 2020; Morrison et al., 2019) shows what pattern? A. Cross-neurotype interactions produce the highest rapport B. Rapport is identical across all neurotype pairings C. Autistic–autistic interactions often show stronger rapport D. Autistic–nonautistic interactions are always more successful

C. Autistic–autistic interactions often show stronger rapport

Q: Which of the following is an example of individualized support an SLP can provide? A. Teaching parents to demand eye contact B. Supporting self-advocacy strategies C. Discouraging AAC use D. Requiring oral speech before communication access

B. Supporting self-advocacy strategies

AAC tools—including hospital/communication passports—are used to: A. Replace natural speech permanently B. Force verbal communication C. Support communication access in different environments D. Eliminate the need for caregiver involvement

C. Support communication access in different environments

Which of the following reflects a societal paradigm shift SLPs can contribute to? A. Encouraging conformity to neurotypical norms B. Community education for peers, parents, and staff C. Reducing sensory accommodations D. Emphasizing “fixing” autistic communication

B. Community education for peers, parents, and staff

What is an example of a communication accommodation SLPs may recommend? A. Requiring rapid conversational turn-taking B. Allowing only spoken responses C. Providing options for multimodal communication D. Eliminating all stimming behaviors

C. Providing options for multimodal communication

What is camouflaging (also called masking) in autism? A. A natural communication style unique to autistic people B. Strategies used to appear less autistic/more “normal” in primarily allistic social settings C. A therapy technique taught by SLPs to improve eye contact D. A type of sensory-regulation behavior

B. Strategies used to appear less autistic/more “normal” in primarily allistic social settings

What is one major implication of camouflaging for communication support? A. It helps clinicians teach autistic people how to blend in successfully B. It suggests autistic people prefer allistic communication norms C. It can lead to exhaustion, loss of identity, and internalized ableism D. It eliminates the need for individualized communication supports

C. It can lead to exhaustion, loss of identity, and internalized ableism

Based on research and autistic perspectives, which is the most appropriate SLP response to camouflaging? A. Train clients to maintain eye contact and use non-autistic facial expressions B. Teach clients how to hide autistic traits so they can succeed socially C. Learn autistic communication styles and scaffold natural development rather than enforcing neurotypical norms D. Use standardized social-skills programs that reinforce typical social behavior

C. Learn autistic communication styles and scaffold natural development rather than enforcing neurotypical norms

What is echolalia? A. Difficulty understanding language B. Repetition of words or phrases spoken by others C. Using gestures instead of spoken language D. A sensory-seeking behavior

B. Repetition of words or phrases spoken by others

Which of the following are self-directed functions of immediate echolalia? A. Non-focused, Rehearsal, Self-regulatory B. Turn-taking, Declarative, Yes-answer, Request C. Declarative, Self-regulatory, Request D. Rehearsal, Turn-taking, Yes-answer

A. Non-focused, Rehearsal, Self-regulatory

Which of the following are other-directed functions of immediate echolalia? A. Non-focused, Rehearsal, Self-regulatory B. Declarative, Yes-answer, Request, Turn-taking C. Self-regulatory, Non-focused, Declarative D. Yes-answer, Non-focused, Rehearsal

B. Declarative, Yes-answer, Request, Turn-taking

What is Stage 1 of gestalt language development? A. Mitigated echolalia B. Echolalia (whole gestalts) C. Original sentences D. Advanced grammar

B. Echolalia (whole gestalts)

What is Stage 2 of gestalt language development? A. Mitigation of single words (“mix-and-match”) B. Mitigated echolalia (breaking gestalts into chunks) C. Generation of all sentence patterns D. Echolalia

B. Mitigated echolalia (breaking gestalts into chunks)

What is Stage 3 of gestalt language development? A. Advanced grammar B. Generation of original sentences C. Mitigation of single words (“mix-and-match”) D. Echolalia

C. Mitigation of single words (“mix-and-match”)

What is Stage 4 of gestalt language development? A. Generation of original sentences with beginning grammar B. Echolalia C. Generation of all sentence patterns D. Mitigated echolalia

A. Generation of original sentences with beginning grammar

What is Stage 5 of gestalt language development? A. Complex language with rich vocabulary B. Original sentences with beginning grammar C. Generation of sentences with advanced grammar D. Mitigation of single words

C. Generation of sentences with advanced grammar

What is Stage 6 of gestalt language development? A. Generation of all sentence patterns B. Echolalia C. Word combinations D. Mitigated echolalia

A. Generation of all sentence patterns

Which statement best describes Analytic Processing? A. Children start with whole phrases that function as a single unit of meaning B. Children start with single words and gradually combine them into longer phrases C. Children start with echolalic scripts and break them down into single words over time D. Children use memorized sentences without analyzing the individual words

B. Children start with single words and gradually combine them into longer phrases

Which statement best describes Gestalt Processing? A. Children begin by producing isolated single words before forming phrases B. Children learn language by labeling objects and actions one word at a time C. Children start with whole phrases (gestalts) that may function as one unit of meaning D. Children rely on motor planning cues to formulate sentences

C. Children start with whole phrases (gestalts) that may function as one unit of meaning

Which of the following is an example of Gestalt Processing? A. “Bath” said alone when the child wants a bath B. “Timetotakeabath” used to mean “bath” C. Combining “more” + “milk” to say “more milk” D. Producing 2-word combinations after using many single words

B. “Timetotakeabath” used to mean “bath”

Which of the following examples fits Analytic Processing? A. Using a memorized script like “Let’sgooutside!” to mean “outside” B. Saying “wantmilk” as one long chunk with no internal awareness C. Starting with single words like “milk,” then combining into “more milk” D. Producing complex gestalts before learning individual vocabulary

C. Starting with single words like “milk,” then combining into “more milk”

What is Stage 1 of analytic spoken language development? A. First Words B. Sentences C. Preverbal Communication D. Word Combinations

C. Preverbal Communication

What is Stage 2 of analytic spoken language development? A. First Words B. Complex Language C. Word Combinations D. Preverbal Communication

A. First Words

What is Stage 3 of analytic spoken language development? A. Sentences B. Word Combinations C. Preverbal Communication D. First Words

B. Word Combinations

What is Stage 4 of analytic spoken language development? A. Complex Language B. Sentences C. Word Combinations D. First Words

B. Sentences

What is Stage 5 of analytic spoken language development? A. First Words B. Word Combinations C. Complex Language D. Sentences

C. Complex Language

For Gestalt Language Processors (GLPs), intervention should primarily focus on: A. Teaching them to use single words before phrases B. Facilitating verbal initiations and supporting natural gestalts C. Correcting grammar early to prevent delays D. Eliminating echolalia as quickly as possible

B. Facilitating verbal initiations and supporting natural gestalts

When supporting Gestalt Language Processors (GLPs), which approach should NOT be used? A. Avoiding rote “functional” phrases like “no more” or “all done” B. Mapping language onto concepts the individual already understands C. Using low-constraint, flexible interaction styles D. Facilitating natural mitigations of gestalts

Avoiding rote “functional” phrases like “no more” or “all done”

Which strategies support GLPs in moving toward more flexible, self-generated language? (Select all that apply) A. Facilitating verbal initiations by the child B. Relying on structured, adult-led question-answer drills C. Facilitating low-constraint interaction styles D. Mapping language onto concepts the individual already understands

A,C,D

Which supports align with best practice for non-speaking or semi-speaking autistic individuals? Select all that apply. A. Providing access to AAC and honoring communication choice B. Insisting on speech as the only valid communication method C. Avoiding the term “non-verbal” and using respectful language D. Recognizing that they may use analytic or gestalt language styles E. Teaching only oral-motor exercises before AAC

A, C, D

What is the current understanding of multilingualism in autistic learners? A. It confuses autistic children and should be avoided B. It may benefit autistic children and does not cause confusion C. It delays language for autistic children D. It should only be introduced after age five

B. It may benefit autistic children and does not cause confusion

How can multilingualism positively impact autistic learners? A. It prevents them from forming family relationships B. It limits vocabulary development C. It helps maintain cultural and family connections D. It interferes with language therapy progress

C. It helps maintain cultural and family connections

Which of the following is a reason adolescence can be especially challenging for autistic youth? A. They typically experience fewer communication difficulties than peers B. They may avoid being labeled as “autistic” during identity development C. They gain additional supports during post-secondary transition D. They experience no change in social expectations

B. They may avoid being labeled as “autistic” during identity development

Which change during puberty may uniquely impact autistic youth? A. A reduction in sensory sensitivity B. Decreased likelihood of new health conditions C. Possible onset of seizures, sleep issues, or anxiety D. A sudden improvement in emotional regulation

C. Possible onset of seizures, sleep issues, or anxiety

Which of the following is true about expectations during adolescence for autistic youth? A. Expectations at school and in the community typically decrease B. Increased expectations can lead to overwhelm or stress C. Teens are less likely to show rebellion or noncompliance D. Social expectations remain unchanged

B. Increased expectations can lead to overwhelm or stress

How does functional brain connectivity shift for autistic youth during adolescence? A. From hypo-connectivity to hyper-connectivity B. Remains stable across childhood and adolescence C. From hyper-connectivity in childhood to hypo-connectivity in adolescence D. Fully aligns with typical development by adolescence

C. From hyper-connectivity in childhood to hypo-connectivity in adolescence

What does the Individuals with Disabilities Education Act (IDEA) guarantee? A. Free college tuition for students with disabilities B. Public school access only for students with mild disabilities C. Free, appropriate public education with special education services D. Funding for private school placement only

C. Free, appropriate public education with special education services

What is an Individualized Education Program (IEP)? A. A general behavior plan for classroom management B. A legally binding document outlining individualized goals, supports, and services C. A standardized curriculum used for all students with disabilities D. A medical plan created by a doctor

B. A legally binding document outlining individualized goals, supports, and services

What does a 504 Plan provide? A. Direct special education instruction B. Accommodations to ensure access to learning, but not specialized instruction C. Only speech-language therapy services D. Counseling and medical services only

B. Accommodations to ensure access to learning, but not specialized instruction

What makes a goal a SMART goal? A. Short, measured, active, reachable, time-free B. Specific, Measurable, Achievable, Relevant, Time-bound C. Student-managed, adaptable, reasonable, teachable D. Simple, minimal, appropriate, responsible, targeted

B. Specific, Measurable, Achievable, Relevant, Time-bound

What does Free Appropriate Public Education (FAPE) mean? A. Schools must provide free tutoring to all students regardless of disability B. Students with disabilities must receive individualized education and services at no cost, designed to help them make meaningful progress C. Students with disabilities must be placed in separate classrooms to receive appropriate teaching D. Families choose any private school and the district pays for it automatically

B. Students with disabilities must receive individualized education and services at no cost, designed to help them make meaningful progress

What does Least Restrictive Environment (LRE) mean? A. Students with disabilities should receive instruction only in special education classrooms B. Schools must limit the amount of support a student receives to encourage independence C. Students with disabilities must be educated with their non-disabled peers as much as appropriate, and only removed when supports cannot meet their needs D. Students can choose to work independently instead of with teachers or aides

C. Students with disabilities must be educated with their non-disabled peers as much as appropriate, and only removed when supports cannot meet their needs

What is the primary role of peer interaction for autistic learners? A. To ensure they meet all academic curriculum standards B. To support participation in shared activities and promote social connection C. To replace the need for adult-led instruction D. To increase verbal communication only

B. To support participation in shared activities and promote social connection

What should primarily inform the goals you write for a client? A. Your personal preference for certain therapy approaches B. What the teacher thinks would be easiest to measure C. Assessment results and the client’s current communication needs D. The goals used for another similar client

C. Assessment results and the client’s current communication needs

What is the primary role of interdisciplinary work in supporting autistic learners? A. To allow each professional to work independently without overlap B. To ensure all team members follow the SLP’s recommendations C. To integrate perspectives across disciplines for coordinated, holistic support D. To reduce the amount of communication needed between professionals

C. To integrate perspectives across disciplines for coordinated, holistic support

Which of the following best describes the main purposes of conducting an assessment? A. To diagnose a disorder, assign a label, and compare the client to peers B. To develop goals, plan treatment, and gain understanding of the specific client C. To satisfy administrative requirements and determine school placement D. To predict the client’s long-term outcomes with certainty

To develop goals, plan treatment, and gain understanding of the specific client

Which of the following BEST represents the core areas SLPs assess during a speech-language evaluation? A. IQ, academic performance, and attention span B. Language form/content/use; communicative functions; communicative modalities; receptive & expressive abilities C. Reading level, math skills, and social motivation D. Only speech sound production and fluency

B. Language form/content/use; communicative functions; communicative modalities; receptive & expressive abilities

Which of the following are formal tests of language and communication? A. Mullen Scales of Early Learning, CELF-5, CASL-2, PPVT/EVT B. Vineland Adaptive Behavior Scales, MacArthur-Bates CDI, CCC C. CASL-2, Vineland, CDI, PPVT D. CELF-5, CCC, Mullen Scales, CDI

A. Mullen Scales of Early Learning, CELF-5, CASL-2, PPVT/EVT

Which of the following are parent-report instruments? A. MacArthur-Bates CDI, Vineland Adaptive Behavior Scales, Children’s Communication Checklist B. CELF-5, CASL-2, PPVT/EVT C. Mullen Scales, CCC, CASL-2 D. Vineland, PPVT, CDI, CASL-2

A. MacArthur-Bates CDI, Vineland Adaptive Behavior Scales, Children’s Communication Checklist

Which pair represents two norm-referenced tests of pragmatic language? A. CASL-2 and TOPL-2 B. CELF-5 and PPVT C. Mullen Scales and Vineland D. EVT and CASL-2 Articulation Subtest

A. CASL-2 and TOPL-2

What does the CASL-2 Pragmatic Language subtest evaluate? A. Understanding and using pragmatic language through scenarios (e.g., conversational rules, social responses) B. Reading comprehension only C. Fine-motor imitation skills D. Speech production in isolation

A. Understanding and using pragmatic language through scenarios (e.g., conversational rules, social responses)

The TOPL-2 (Test of Pragmatic Language) assesses a student’s ability to: A. Respond appropriately to social situations across settings, audience, topic, purpose (speech acts), visual-gestural cues, and abstraction B. Produce multisyllabic words C. Identify vocabulary on picture cards D. Repeat nonsense words

A. Respond appropriately to social situations across settings, audience, topic, purpose (speech acts), visual-gestural cues, and abstraction

Which of the following are components of nonverbal cognition that clinicians assess? A. Problem-solving, visuospatial reasoning, memory, and attention B. Vocabulary knowledge and grammar structure C. Social motivation and peer preference D. Speech sound production and fluency

A. Problem-solving, visuospatial reasoning, memory, and attention

Which assessment is commonly used to evaluate nonverbal intelligence? A. Raven’s Progressive Matrices B. CELF-5 C. PPVT D. TOPL-2

A. Raven’s Progressive Matrices

Which skills are commonly assessed alongside language in autistic learners? A. Imitation, intentional communication, and play B. Only speech sound production C. Only expressive vocabulary D. Reading comprehension and spelling

A. Imitation, intentional communication, and play

What can an LSA tell us? A. Higher-order language in context, morphosyntax (including MLU & Brown’s morphemes), and pragmatics B. Only articulation accuracy C. Only standardized vocabulary scores D. Only nonverbal cognitive abilities

A. Higher-order language in context, morphosyntax (including MLU & Brown’s morphemes), and pragmatics

What is recommended when collecting a language sample? A. Use multiple communication contexts/partners and observe vocabulary, syntax, phonology, and pragmatics for at least 30 minutes B. Collect only 5 minutes of structured picture naming C. Have the child complete only written tasks D. Avoid observing pragmatic behaviors

A. Use multiple communication contexts/partners and observe vocabulary, syntax, phonology, and pragmatics for at least 30 minutes

What is Conversation Analysis (CA)? A. A standardized test for evaluating vocabulary B. A structured method for describing interactions in context, focusing on sequential organization C. A parent-report checklist for social communication D. A tool for calculating MLU

B. A structured method for describing interactions in context, focusing on sequential organization

What theory underlies Conversation Analysis? A. Language as a cognitive skill B. Language as memorization C. Language as action D. Language as a written system

C. Language as action

Which of the following is something we can gain by using CA? A. A norm-referenced language score B. A neurodiversity-affirming method for assessing social communication C. Exact measurements of expressive vocabulary size D. A list of age-expected grammar structures only

B. A neurodiversity-affirming method for assessing social communication

Which of the following is a benefit of CA related to stereotypes? A. It reinforces typical communication norms B. It challenges stereotypes about autistic communication C. It eliminates the need for language sampling D. It determines eligibility for services

B. It challenges stereotypes about autistic communication

How can CA support understanding echolalia? A. By labeling all echolalia as maladaptive B. By identifying functions of echolalic utterances C. By eliminating repetitive speech D. By replacing echolalia with scripted responses

B. By identifying functions of echolalic utterances

What is one way CA was applied in the Yu & Sterponi (2023) study? A. Administered a standardized pragmatic test B. Focused only on MLU C. Recorded routine interactions in the home to examine repetitive scripting D. Tested expressive vocabulary using pictures

C. Recorded routine interactions in the home to examine repetitive scripting

Which of the following BEST represents early social-communication signs associated with autism? A. Strong response to name, frequent smiling, and high eye contact B. Reduced response to name, decreased eye contact, and fewer socially directed smiles C. Increased vocal complexity and high gesture use D. Excessive joint attention initiation

B. Reduced response to name, decreased eye contact, and fewer socially directed smiles

Which cluster of behaviors reflects early differences in eye gaze and smiling in autistic infants? A. Frequent visual tracking, increased direct gaze, and more positive affect B. Reduced direct eye contact, less gaze toward caregivers, and reduced initiation of joint attention through smiling C. Normal gaze patterns but fewer social gestures D. Stronger anticipatory smiling and increased eye contact during play

B. Reduced direct eye contact, less gaze toward caregivers, and reduced initiation of joint attention through smiling

Which of the following BEST describes early gesture and vocalization differences in autism? A. Early mastery of pointing, increased complex babbling, and strong coordination of gestures B. Typical gesture use but delayed vocal onset C. Fewer gestures, delayed gesture acquisition, less frequent/complex vocalizations, and reduced coordination of communicative modalities D. Frequent gestures but inconsistent verbal output

C. Fewer gestures, delayed gesture acquisition, less frequent/complex vocalizations, and reduced coordination of communicative modalities

Which of the following BEST represents early motor differences associated with autism? A. Advanced fine-motor skills and early independent walking B. Slower progression of gross and fine motor milestones, including delays in postural adjustments and object manipulation C. Typical motor development through the first year D. Early crawling and advanced balance skills

B. Slower progression of gross and fine motor milestones, including delays in postural adjustments and object manipulation

What is known about rapid head growth in the first year of life in relation to autism? A. It is a definitive biomarker for autism B. It only occurs in autistic infants C. It may occur in some infants later diagnosed with autism, but may also relate to general developmental delay D. It predicts the severity of autism symptoms

C. It may occur in some infants later diagnosed with autism, but may also relate to general developmental delay

Which of the following reflects a motor-related early sign of autism? A. Early disappearance of primitive reflexes B. Strong trunk control by 3 months C. Longer maintenance of the head-tilt reflex D. Excessive crawling and climbing behaviors

C. Longer maintenance of the head-tilt reflex

Which description BEST represents early repetitive object behaviors in high-risk (HR) infants? A. Rarely interact with objects until age 2 B. Prefer symbolic play over object play C. More frequent stereotypic object manipulation, such as twirling ribbons or spinning wheels D. Avoid toys that move or make noise

C. More frequent stereotypic object manipulation, such as twirling ribbons or spinning wheels

What early repetitive behaviors are MOST associated with HR infants who later receive an autism diagnosis (HR-ASD)? A. Pretend play and role-playing B. Motor stereotypy, such as hand flapping and spinning C. Increased social smiling D. Advanced fine-motor skills

B. Motor stereotypy, such as hand flapping and spinning

Which of the following best describes early imitation differences in autistic infants and toddlers? A. They imitate social gestures frequently but avoid object play B. They imitate actions of others early but struggle with object manipulation C. They are more likely to imitate object play, less likely to imitate others’ actions, and show a delayed imitation trajectory D. They show equal imitation abilities across all contexts

C. They are more likely to imitate object play, less likely to imitate others’ actions, and show a delayed imitation trajectory

Which statement best reflects early parental concerns associated with autistic infants? A. Parents typically do not report concerns until after age 2 B. Parents report higher rates of developmental concerns as early as 6 months, especially in sensory domains C. Parental concerns are usually unrelated to sensory behaviors D. Parent concerns are unreliable and should not guide assessment

B. Parents report higher rates of developmental concerns as early as 6 months, especially in sensory domains

Which option best describes early sensory features associated with autism? A. Children typically avoid sensory input and show no unusual reactions to sound, touch, or taste. B. Children may show unusual sensory interests (e.g., seeking certain sounds or textures, head-banging) and atypical sensory reactions such as noise sensitivity or idiosyncratic responses to visual, auditory, or taste stimuli. C. Sensory features only appear after age 5 and rarely include reactions to everyday stimuli. D. Sensory behaviors consist only of hand flapping and are unrelated to response to sensory input.

B. Children may show unusual sensory interests (e.g., seeking certain sounds or textures, head-banging) and atypical sensory reactions such as noise sensitivity or idiosyncratic responses to visual, auditory, or taste stimuli.

What best describes developmental regression in early childhood? A. A temporary delay in motor skills that resolves on its own B. Infants develop skills and continue progressing without interruption C. A loss of previously acquired skills (e.g., vocabulary, play, motor abilities), commonly seen in autism, with unclear causes D. A predictable pattern of language loss that always occurs at 12 months

C. A loss of previously acquired skills (e.g., vocabulary, play, motor abilities), commonly seen in autism, with unclear causes

What are the four stages of typical play development? A. Exploratory → Relational → Functional → Symbolic B. Relational → Symbolic → Exploratory → Functional C. Symbolic → Functional → Relational → Exploratory D. Functional → Exploratory → Symbolic → Relational

A. Exploratory → Relational → Functional → Symbolic

Exploratory play is best described as: A. Using objects in pretend scenarios with imaginary substitutions B. Simple manipulation of objects focusing on physical properties (look at, hold, bang, mouth, give) C. Combining objects together for more complex sequences D. Using objects for their conventional social purpose

B. Simple manipulation of objects focusing on physical properties (look at, hold, bang, mouth, give)

Relational play involves: A. Pretending a block is food B. Manipulating and associating objects together (push, pull, stack, put in/take out) C. Using objects for symbolic representation D. Exploring objects solely for sensory features

B. Manipulating and associating objects together (push, pull, stack, put in/take out)

Functional play is: A. Acting out social or conventional object functions (combing hair, drinking from a toy cup) B. Simply banging, throwing, or mouthing objects C. Creating imaginary objects D. Using objects together without understanding function

A. Acting out social or conventional object functions (combing hair, drinking from a toy cup)

Symbolic play includes: A. Manipulating objects solely based on physical features B. Using objects together without representational meaning C. Using objects to represent something else (substitution, imaginary objects, agents) D. Only functional use of real objects

C. Using objects to represent something else (substitution, imaginary objects, agents)

How does race/culture influence early autism identification? A. All racial groups are diagnosed at the same rates and ages B. African-American and Hispanic/Latinx children are more likely to be diagnosed early C. African-American and Hispanic/Latinx children are less likely to be diagnosed and tend to be diagnosed later D. Race/culture does not influence early identification

C. African-American and Hispanic/Latinx children are less likely to be diagnosed and tend to be diagnosed later

Which of the following strategies are supported for early communicators and their families? A. Teaching in the natural environment B. Modeling communication frequently C. Using child-led activities D. Parent implementation of strategies E. All of the above

E. All of the above

Which statement best reflects effective early communication support? A. Children learn best through structured table-top drills B. Natural consequences and play-based exploration support communication development C. Parents should avoid participating in intervention to prevent confusion D. Toddlers’ tantrums indicate poor intervention

B. Natural consequences and play-based exploration support communication development

What is operant learning? A. Learning based on pairing two stimuli together (like Pavlov’s dogs salivating to a bell) B. Learning through consequences, where behavior is shaped by what happens after it (antecedent–behavior–consequence) C. Learning by watching others’ actions and imitating them D. Learning that happens only during structured therapy tasks

B. Learning through consequences, where behavior is shaped by what happens after it (antecedent–behavior–consequence)

What are Naturalistic Developmental Behavioral Interventions (NDBIs)? A. Interventions that are only behavior-analytic, highly structured, and fully adult-directed B. Interventions that are only developmental, naturalistic, and completely child-directed C. Interventions that combine behavior-analytic principles with developmental, naturalistic, and child-directed approaches D. Interventions that avoid operant learning and focus only on symbolic play

C. Interventions that combine behavior-analytic principles with developmental, naturalistic, and child-directed approaches

Which of the following characteristics represents the behavior-analytic side of NDBIs? A. Naturalistic interactions directed by the child B. Highly structured teaching, adult-directed, and based on operant learning C. Focus on symbolic play and imaginative use of objects D. No use of reinforcement principles

B. Highly structured teaching, adult-directed, and based on operant learning

Which of the following characteristics represents the developmental side of NDBIs? A. Adult-directed tasks with explicit reinforcement schedules B. Use of operant conditioning to shape behavior C. Naturalistic, responsive interactions that follow the child’s lead D. Structured discrete-trial instruction

C. Naturalistic, responsive interactions that follow the child’s lead

What does family-centered service provision emphasize in SLP practice? A. Treating the child independently from family context B. Prioritizing caregiver involvement, family needs, and collaborative decision-making C. Delivering therapy only in clinic settings D. Using highly structured, clinician-directed teaching

B. Prioritizing caregiver involvement, family needs, and collaborative decision-making

What is behavior modeling in intervention? A. Using only verbal instructions to teach a new skill B. Demonstrating a target skill so the learner can observe and imitate it C. Providing rewards after correct performance D. Teaching exclusively through structured drills

B. Demonstrating a target skill so the learner can observe and imitate it

What is one major advantage of video modeling? A. It requires no technology B. It eliminates the need for an adult teacher C. It incorporates visual processing and provides consistent, on-demand models D. It works only in clinical settings

C. It incorporates visual processing and provides consistent, on-demand models

Which of the following is an advantage of video modeling? A. It replaces the need for adults entirely B. It works only in structured clinical environments C. It provides consistent, on-demand visual models that align with strengths of many autistic learners D. It reduces the need for practice

C. It provides consistent, on-demand visual models that align with strengths of many autistic learners

Which of the following is a disadvantage of video modeling? A. It is not effective for autistic learners B. It cannot be used in home environments C. It requires advanced reading skills D. It depends on technology access, which may be a barrier for some families

D. It depends on technology access, which may be a barrier for some families

What is the main goal of Functional Communication Training (FCT)? A. Reduce motor stereotypy B. Replace challenging behavior with a communication behavior that serves the same function C. Teach academic skills D. Increase imitation skills

B. Replace challenging behavior with a communication behavior that serves the same function

What does FCT teach once the function of behavior is known? A. A more acceptable communicative behavior that meets the same need B. A new motor pattern C. A visual processing strategy D. A social script

A. A more acceptable communicative behavior that meets the same need

What typically happens to the challenging behavior during FCT? A. It is reinforced to increase frequency B. It is ignored (extinction) while the new skill is reinforced C. It is punished to reduce occurrence D. It is redirected into motor play

B. It is ignored (extinction) while the new skill is reinforced

What is Discrete Trial Teaching (DTT)? A. A naturalistic, child-led intervention B. A hallmark of ABA that teaches one specific behavior at a time C. A method used only in group therapy D. An assessment tool for communication skills

B. A hallmark of ABA that teaches one specific behavior at a time

Which of the following is a challenge of DTT? A. It is too flexible and child-led B. It leads to overly generalized behavior C. Verbal behavior is taught outside meaningful social contexts D. It relies too heavily on peer modeling

C. Verbal behavior is taught outside meaningful social contexts

What is a key feature of Peer-Mediated Intervention? A. Only adults model or teach skills B. Peers are trained to act as interventionists and/or models C. The child practices skills alone without social partners D. It only occurs in clinical settings

B. Peers are trained to act as interventionists and/or models

What is a potential benefit of involving non-autistic peers in intervention? A. Reduced social communication opportunities B. Increased access to naturalistic modeling and social interaction C. Less motivation for the child to engage D. Peer involvement makes learning less functional

B. Increased access to naturalistic modeling and social interaction

What is a potential challenge of peer-mediated intervention? A. Peers always follow instructions perfectly B. It eliminates the need for adult involvement C. Peers may need significant training and support D. It cannot be used in school settings

C. Peers may need significant training and support

Which statement best describes PECS? A. A general AAC system without structured teaching B. A specific AAC method using picture symbols for self-initiated communication C. A purely verbal behavior intervention D. A tool used only for commenting

B. A specific AAC method using picture symbols for self-initiated communication

What is the main purpose of the TEACCH approach? A. Teach language using picture exchanges B. Structure the physical environment using visual supports C. Train peers to be intervention models D. Reduce sensory sensitivities through exposure

B. Structure the physical environment using visual supports

Which of the following is a core feature of Structured TEACCHing? A. Using discrete trials to teach isolated skills B. Training parents to deliver ABA C. Using visual schedules and organized spaces for predictability D. Teaching communication through symbolic play

C. Using visual schedules and organized spaces for predictability

TEACCH is designed to complement which autistic learning strengths? A. Strong auditory memory B. Strengths in visual processing C. Motor imitation skills D. Narrative language skills

B. Strengths in visual processing

What classroom feature is emphasized in TEACCH? A. High-energy group instruction B. Minimal structure to promote flexibility C. Independent workstations arranged left-to-right D. Teach skills primarily through peer interaction

C. Independent workstations arranged left-to-right

What is the primary purpose of a Social Story™? A. To direct behavior using strict rules B. To share accurate, descriptive information in a supportive way C. To teach academic content D. To prompt the child to follow commands

B. To share accurate, descriptive information in a supportive way

Social Stories™ are designed to teach social skills by: A. Giving punishments for incorrect behavior B. Providing information about social situations that may be confusing C. Replacing speech with pictures D. Teaching grammar and syntax

B. Providing information about social situations that may be confusing

The first criterion of Social Stories™ states that each Social Story should have: A. At least two goals B. One clear goal C. No defined goal D. A goal chosen by the parent only

B. One clear goal

The 2nd criterion (Two-Part Discovery) emphasizes: A. Inventing a topic for the story B. Gathering relevant information to understand the audience and select the topic C. Choosing a story at random D. Using only one type of sentence

B. Gathering relevant information to understand the audience and select the topic

According to the 3rd criterion, every Social Story must include: A. At least 5 paragraphs B. An introduction, body, and conclusion C. Only two sentences D. A title only if the facilitator wants one

B. An introduction, body, and conclusion

The 4th criterion (4mat) focuses on: A. Making the story as short as possible B. Using individualized formatting to enhance meaning C. Only using rhyme D. Removing illustrations

B. Using individualized formatting to enhance meaning

The 5th criterion states that Social Stories™ should use a voice that is: A. Firm and directive B. Negative and corrective C. Patient, positive, and supportive D. Passive and vague

C. Patient, positive, and supportive

The 6th criterion requires that the story addresses relevant WH-questions, including: A. Only "what" B. Who, what, where, when, why, and how C. Only "why" and "how" D. Only those questions requested by parents

B. Who, what, where, when, why, and how

Which of the following is NOT one of the 7 Social Story sentence types? A. Descriptive B. Perspective C. Directive D. Affirmative

C. Directive

The 9th criterion (Makes It Mine) emphasizes: A. Using the same Social Story for all children B. Tailoring the story to the individual's experiences, interests, and skills C. Removing personal details for consistency D. Using standardized vocabulary only

B. Tailoring the story to the individual's experiences, interests, and skills

The 10th criterion includes all of the following EXCEPT: A. Editing the story B. Planning for comprehension C. Monitoring the learner D. Using the story once and never repeating it

D. Using the story once and never repeating it

What does SCERTS primarily focus on? A. Structured literacy instruction B. Emotional regulation and transactional supports to enhance social communication C. Behavioral compliance and reduction of maladaptive behaviors D. Motor planning and sensory integration

B. Emotional regulation and transactional supports to enhance social communication

Which of the following is true about SCERTS? A. It is only an assessment tool B. It is only a treatment framework C. It includes both assessment and treatment components D. It is a standardized test used to diagnose ASD

C. It includes both assessment and treatment components

In the SCERTS model, what does SC stand for? A. Social Collaboration B. Structured Communication C. Social Communication D. Supported Conversation

C. Social Communication

According to the SCERTS model, ER refers to: A. Expressive Response B. Emotional Regulation C. Environmental Readiness D. Educational Reinforcement

B. Emotional Regulation

In the SCERTS model, TS stands for: A. Teaching strategies B. Transitional supports C. Transactional supports D. Therapeutic skills

C. Transactional supports

The primary goal of transactional supports in SCERTS is to: A. Reduce challenging behavior through extinction B. Improve academic decoding skills C. Create supportive interpersonal and environmental conditions D. Teach peers how to lead structured activities

C. Create supportive interpersonal and environmental conditions

Which domain of SCERTS focuses on helping children develop functional and spontaneous communication? A. Emotional Regulation B. Social Communication C. Transactional Supports D. Sensory Modulation

B. Social Communication

Collectivist cultures tend to prioritize which of the following? A. Personal independence B. Group harmony and interdependence C. Individual achievement D. Self-directed development

B. Group harmony and interdependence

Individualistic cultures emphasize: A. Community integration B. Shared responsibility C. Personal autonomy and independence D. Maintaining group harmony

C. Personal autonomy and independence

What does the term “intersectionality” refer to, according to Crenshaw (1989)? A. Differences between individual personality traits B. The compounding effects of intersecting systems of oppression C. How people choose their social identities D. A model for diagnosing communication disorders

B. The compounding effects of intersecting systems of oppression

Which of the following sets includes ONLY systems of oppression? A. Racism, ableism, misogyny, classism B. Individualism, collectivism, racism, ageism C. Ableism, bilingualism, classism, sexism D. Misogyny, ageism, racism, disability pride

A. Racism, ableism, misogyny, classism

Intersectionality helps explain how: A. All people experience oppression the same way B. Each identity category (e.g., race, gender) operates independently C. Multiple identity-based oppressions interact and intensify one another D. Cultural differences disappear in diverse societies

C. Multiple identity-based oppressions interact and intensify one another

High-context communication styles place emphasis on: A. Direct verbal expression and explicit details B. Context, shared history, and nonverbal cues C. Avoiding emotional expression during communication D. Literal interpretation of all spoken words

B. Context, shared history, and nonverbal cues

Low-context communication styles place more weight on: A. The emotional tone of the speaker B. Shared experiences and assumed knowledge C. The actual words spoken and explicit verbal detail D. Nonverbal communication only

C. The actual words spoken and explicit verbal detail

Which of the following areas is MOST directly within the SLP scope when supporting gender exploration and diagnostic differences? A. Providing hormone therapy guidance B. Diagnosing gender dysphoria C. Supporting communication of preferences and identities D. Providing comprehensive sex education

C. Supporting communication of preferences and identities

Research on language use found that nonbinary individuals showed differences in which area? A. Speech rate B. Vocabulary diversity C. Articulation accuracy D. Sentence length

B. Vocabulary diversity

Nonbinary individuals also showed differences in which type of language? A. Pragmatic repair strategies B. External event descriptions C. Internal state terms (e.g., feelings, thoughts) D. Narrative structure

C. Internal state terms (e.g., feelings, thoughts)

Research shows that autistic young adults are at higher risk of which of the following in intimate relationships? A. Over-communication and boundary violations B. Victimization and inappropriate behaviors C. Reduced interest in forming relationships D. Excessive access to sex education

B. Victimization and inappropriate behaviors

One hypothesis about why autistic people may show greater gender diversity is that: A. Autistic people tend to imitate societal gender norms more strongly B. Autistic people might conform less to societal norms C. Autistic people universally identify as gender diverse D. Gender diversity causes autistic traits

B. Autistic people might conform less to societal norms

Research suggests that prenatal mechanisms, such as sex hormone effects on brain development, may relate to both autism and what? A. Hand preference B. Gender identity development C. “Gender role behavior,” not necessarily gender identity D. Sensory processing differences

C. “Gender role behavior,” not necessarily gender identity

Autism Flashcards

(213 cards)