Module 3

Question 1

Why is it called a “spectrum”?

Answer 1

Symptoms vary widely in type and severity between individuals.

Question 2

What are the two main symptom categories of ASD?

Answer 2

Social communication and interaction impairments

Restricted and repetitive behaviors or interests

Question 3

What is social-emotional reciprocity?

Answer 3

The ability to respond and interact emotionally with others (e.g., back-and-forth conversation).

Question 4

How is social-emotional reciprocity impaired in ASD?

Answer 4

Reduced sharing of emotions, interests, or responses.

Question 5

What are nonverbal communicative behaviors?

Answer 5

Eye contact, facial expressions, gestures, and body language.

Question 6

How are nonverbal behaviors affected in ASD?

Answer 6

Poor eye contact, limited facial expressions, and difficulty combining verbal and nonverbal cues.

Question 7

What relationship difficulties occur in ASD?

Answer 7

Trouble making friends, sharing imaginative play, and adjusting behavior in social situations.

Question 8

What are protoimperative gestures?

Answer 8

Gestures used to request something (e.g., pointing to want an object).

Question 9

What are protodeclarative gestures?

Answer 9

Gestures used to share interest or attention (e.g., pointing to show something).

Question 10

Which gesture type is often impaired in ASD?

Answer 10

Protodeclarative gestures.

Question 11

What are stereotyped or repetitive behaviors?

Answer 11

Repeated movements, speech, or object use (e.g., rocking, echolalia).

Question 12

What does “insistence on sameness” mean?

Answer 12

Strong need for routines and distress with change.

Question 13

What are restricted or fixed interests?

Answer 13

Very intense interests in specific topics.

Question 14

What is sensory hyperreactivity?

Answer 14

Over-sensitivity to sensory input (e.g., sound, texture).

Question 15

What is sensory hyporeactivity?

Answer 15

Under-sensitivity to sensory input.

Question 16

What is self-stimulatory behavior (stimming)?

Answer 16

Repetitive behaviors used to regulate sensory input or emotions.

Question 17

Give examples of stimming.

Answer 17

Rocking, hand-flapping, repeating sounds.

Question 18

How many social communication symptoms are required for ASD diagnosis?

Answer 18

All three.

Question 19

How many restricted/repetitive behavior symptoms are required?

Answer 19

At least two.

Question 20

What is Theory of Mind (ToM)?

Answer 20

The ability to understand that others have thoughts and feelings different from your own.

Question 21

How is Theory of Mind affected in ASD?

Answer 21

Difficulty understanding others’ emotions, beliefs, and intentions.

Question 22

What kind of emotional information is often impaired in ASD?

Answer 22

Nonverbal emotional information (facial expressions, tone of voice).

Question 23

What are sensory oversensitivities?

Answer 23

Strong reactions to sensory input (e.g., loud sounds).

Question 24

What are sensory undersensitivities?

Answer 24

Reduced response to sensory input.

Question 25

What does “overselective attention” mean?

Answer 25

Focusing on only one aspect of sensory input while ignoring others.

Question 26

What is the ADI-R?

Answer 26

Autism Diagnostic Interview–Revised (structured interview with caregivers).

Question 27

What is the ADOS-2?

Answer 27

Autism Diagnostic Observation Schedule (direct observation of behavior).

Question 28

What percentage of autistic children do not develop sufficient language?

Answer 28

About 30–40%.

Question 29

By what age do most autistic children who develop language do so?

Answer 29

Before age 5.

Question 30

How common is intellectual disability in ASD?

Answer 30

About 70% have co-occurring intellectual impairment.

Question 31

What are splinter skills or islets of ability?

Answer 31

Areas of unusually strong ability despite overall difficulties.

Question 32

What does “etiology” mean?

Answer 32

The causes or origins of a disorder.

Question 33

When can factors leading to ASD begin?

Answer 33

Prenatal, perinatal, and postnatal periods.

Question 34

How is parental age related to ASD risk?

Answer 34

Increased parental age is associated with higher risk.

Question 35

What is IVF, and how is it related to ASD?

Answer 35

In vitro fertilization; associated with increased ASD risk (correlational).

Question 36

What are teratogens?

Answer 36

Substances that can disrupt fetal development.

Question 37

What maternal illness is linked to ASD risk?

Answer 37

Rubella during pregnancy.

Question 38

What does “perinatal” mean?

Answer 38

Around the time of birth.

Question 39

Are perinatal complications a possible ASD risk factor?

Answer 39

Yes, but evidence is less clear than prenatal factors.

Question 40

Is ASD caused by one gene?

Answer 40

No, many genes are involved.

Question 41

What do molecular genetics studies examine?

Answer 41

Specific genes linked to ASD.

Question 42

What are the two main genetic research approaches?

Answer 42

Targeted molecular studies Whole-genome studies

Question 43

What is epigenetics?

Answer 43

Changes in gene expression without changing DNA sequence.

Question 44

Why is epigenetics important in ASD?

Answer 44

It helps explain how environment and genes interact.

Question 45

What do structural brain findings study?

Answer 45

Differences in brain size or anatomy.

Question 46

What is the main goal of ASD treatment?

Answer 46

Improve functioning and quality of life.

Question 47

Why is family support part of treatment?

Answer 47

To help families cope more effectively.

Question 48

What types of behaviors are reduced in treatment?

Answer 48

Disruptive behaviors.

Question 49

What types of behaviors are increased in treatment?

Answer 49

Appropriate social behaviors and communication.

Question 50

What kind of communication is taught in treatment?

Answer 50

Functional and spontaneous communication.

Question 51

What skills are promoted to increase independence?

Answer 51

Adaptive skills (daily living skills).

Question 52

Why are cognitive skills targeted in treatment?

Answer 52

To improve learning and problem-solving.

Question 53

When is treatment most effective?

Answer 53

When started early.

Question 54

Why is intensive treatment important in treatment?

Answer 54

Frequent practice leads to better outcomes.

Question 55

Why is structure important in ASD treatment?

Answer 55

Predictability helps learning and reduces stress.

Question 56

Why are peer interactions included in treatment?

Answer 56

To practice real-life social skills.

Question 57

What does “generalization” mean in treatment?

Answer 57

Using skills across different settings.

Question 58

Why is ongoing assessment necessary?

Answer 58

To track progress and adjust treatment.

Question 59

What is Seaver-NETT?

Answer 59

A social cognitive skills group intervention for children with ASD.