Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
Chapter 6: Autism Spectrum Disorder
Test Bank – Multiple Choice
- What was the primary difference between Leo Kanner’s observations of children with “early infantile autism” and Hans Asperger’s observations of “autistic psychopathy”?
- Only Kanner’s patients showed impairment in language.
- Only Asperger’s patients showed difficulties interacting with others.
- Only Kanner’s patients were overwhelmingly male.
- Only Asperger’s patients displayed an insistence on sameness.
Ans: A
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Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity. Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
Cognitive Domain: Comprehension
Answer Location: What Is Autism Spectrum Disorder?
Difficulty Level: Hard
- Which is true of language skills in those diagnosed with ASD?
- Language skills must be impaired for diagnosis.
- If language skills are impaired, children should instead be diagnosed with social/pragmatic communication disorder.
- Language skills needn’t be impaired for an ASD diagnosis, and most individuals diagnosed with ASD have unimpaired language skills.
- Language skills needn’t be impaired for an ASD diagnosis, though most individuals with ASD have impaired language.
Ans: D
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Comprehension
Answer Location: What is Autism Spectrum Disorder?
Difficulty Level: Medium
- Which of the following is NOT a specific area of deficit in the social communication of children with ASD?
- response to feedback and corrections by others
- interpersonal relationships
- nonverbal communication
- social–emotional reciprocity
Ans: A
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Knowledge
Answer Location: Deficits in Social Communication
Difficulty Level: Easy
- Which of the following best describes how to reach the optimal outcome for ASD?
- Early treatment, ideally before age 3, is more important than intensive intervention in producing the best outcomes.
- The best outcomes involve both early treatment, ideally before age 3, and intensive treatment of at least 25 hours a week, with better outcomes for those who receive even more intensive treatment.
- After 25 hours of treatment per week, there is no additional advantage seen with more intensive treatment.
- Treatment in a group setting provides the best results.
Ans: B
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Comprehension
Answer Location: What Interventions Have Limited Empirical Support?
Difficulty Level: Hard
- Martin is always talking about trains. Even when his mom asks him what he’d like for dinner, he continues talking about train schedules. This is an example of ______.
- stereotyped or repetitive behaviors
- excessive adherence to routines or resistance to change
- restricted, fixated interests that are abnormal in intensity or focus
- hyper- or hypo-reactivity to sensory input
Ans: C
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Application
Answer Location: Restricted, Repetitive Behaviors, Interests, or Activities
Difficulty Level: Medium
- Hand flapping is ______.
- an example of a restricted, fixated interest
- a stereotypy
- more common among those with ASD who have higher intellectual functioning
- present in virtually all individuals with ASD
Ans: B
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Comprehension
Answer Location: Restricted, Repetitive Behaviors, Interests, or Activities
Difficulty Level: Medium
- Which of the following is an example of echolalia?
- The TV announcer says, “And now, time for sports.” and Xavier says, “And now, time for sports.”
- Xavier spontaneously says to himself, “The big blue ball, the big blue ball” over and over again.
- Xavier’s mom says, “What would you like for dinner?” and Xavier says, “You would like chicken nuggets.”
- Xavier spends all day standing next to the canyon by his home yelling, “Echo, echo!”
Ans: A
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Application
Answer Location: Restricted, Repetitive Behaviors, Interests, or Activities
Difficulty Level: Medium
- Longitudinal studies of those with ASD have indicated which of the following?
- that deficits in social communication tend to precede restricted, repetitive behaviors or interests
- that restricted, repetitive behaviors or interests tend to precede deficits in social communication
- that deficits in social communication tend to be more long lasting than restricted, repetitive behaviors or interests
- that deficits in restricted, repetitive behaviors or interests tend to be more long lasting than deficits in social communication
Ans: A
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Comprehension
Answer Location: Restricted, Repetitive Behaviors, Interests, or Activities
Difficulty Level: Medium
- Which of the following is NOT a specifier for the functioning of children with ASD in the DSM-5?
- age at which the disturbance first appeared
- medical condition or genetic disorder underlying the condition
- severity of each class of symptoms
- existence of language impairment
Ans: A
Learning Objective LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Comprehension
Answer Location: Specifying Symptoms
Difficulty Level: Hard
- Which of the following is true of the intellectual abilities of those with ASD?
- Almost all of those with ASD have intellectual functioning that qualifies them for a diagnosis of intellectual disability.
- Most of those with ASD have IQ scores that are below average, though not necessarily in the range for intellectual disability.
- New analyses of those with ASD have indicated very few (less than 25%) have IQ scores below average.
- About one-third of individuals with ASD have IQ scores that place them in the range of intellectual disability, about one-third have IQ scores that place them in the average range, and about one-third have IQ scores that place them in the above average range.
Ans: B
Learning Objective LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Comprehension
Answer Location: Intellectual Disability
Difficulty Level: Medium
- A child with autism who says, “You want some water,” instead of “I want some water,” is exhibiting which of the following?
- pronoun reversal
- third-person self-reference
- abnormal prosody
- problems with pragmatics
Ans: A
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Application
Answer Location: Communication Disorders
Difficulty Level: Easy
- Which of the following is NOT a component of treatment identified by the Society of Clinical Child and Adolescent Psychology as being most likely to yield benefits to children with ASD and their families?
- early intervention
- naturalistic setting (home if possible)
- engagement of parents
- monitoring of children’s progress
Ans: B
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Comprehension
Answer Location: What Interventions Have Limited Empirical Support?
Difficulty Level: Medium
- Martha greets Mindy, who has ASD. “Hi, Mindy !” she says. Mindy replies, “That robot was the best one.” This is an example of which of the following?
- pronoun reversal
- third-person self-reference
- abnormal prosody
- problems with pragmatics
Ans: D
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Application
Answer Location: Communication Disorders
Difficulty Level: Medium
- If a child does not engage in restricted, repetitive behaviors, he or she ______.
- can still be diagnosed with ASD
- cannot be diagnosed with any condition
- can still be diagnosed with social (pragmatic) communication disorder
- should be diagnosed with intellectual disability
Ans: C
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Comprehension
Answer Location: Communication Disorders
Difficulty Level: Medium
- Which of the following disorders is most commonly comorbid with ASD?
- ADHD
- anxiety
- obsessive–compulsive disorder
- schizophrenia
Ans: A
Learning Objective LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Knowledge
Answer Location: Behavioral and Emotional Disorders
Difficulty Level: Easy
- Which of the following is true of seizures in those with ASD?
- They are much less common than in the general population of typically developing individuals.
- They are much more common in those with comorbid intellectual disability than in those with ASD alone.
- They are much more common in those without comorbid intellectual disability than in those with comorbid intellectual disability.
- They are much more common in those with highly developed language than in those who are nonverbal.
Ans: B
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Knowledge
Answer Location: Medical Problems
Difficulty Level: Medium
- Which is true of ASD prevalence?
- It is reported to be much higher in the United States than in the Middle East.
- It is reported to be much higher in Western Europe than in the United States.
- It is reported to be about 0.5% in the United States.
- It is reported to be about 1.5% to 2% in the United States.
Ans: D
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Comprehension
Answer Location: Overall Prevalence
Difficulty Level: Medium
- The increase in ASD prevalence in the last 30 years may be explained by all of the following EXCEPT ______.
- greater awareness of ASD has led more youths with symptoms to be referred for diagnosis and treatment
- ASD is more prevalent in males and in the last 30 years there have been substantially more male than female babies born
- clinicians may be more willing to assign an ASD diagnosis, as it grants access to services
- the criteria for ASD are broader now than in the past, and clinicians may be willing to assign the diagnosis even to those who don’t fully meet the criteria
Ans: B
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Comprehension
Answer Location: Overall Prevalence
Difficulty Level: Easy
- Visual scene displays are especially useful for which of the following?
- individuals with well-developed speech who have relative deficits in visual–spatial processing
- older children who have already acquired the use of simple communication systems
- toddlers who have trouble using more complex pictures or symbols
- infants in the first year of life
Ans: C
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Comprehension
Answer Location: Speech-Generating Devices
Difficulty Level: Medium
- One reason described in the text that ASD may be disproportionately diagnosed in males is ______.
- high levels of male hormones in utero can affect the developing brain, particularly in the limbic system and frontal cortex, which largely process social information
- the X chromosome is protective against ASD, because ASD appears to be an X-linked condition
- socialization of females tends toward praise for repetitive behaviors, such as washing dishes and folding clothes; thus, girls who exhibit these repetitive behaviors may not be diagnosed
- males with ASD tend to exhibit many more disruptive behaviors than girls with ASD, and so there may be more cause to seek diagnosis and treatment for males suspected of having the disorder
Ans: A
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Comprehension
Answer Location: Gender, Socioeconomic Status, and Ethnicity
Difficulty Level: Medium
- Which of the following best explains the prevalence pattern of ASD among different SES groups?
- Lower SES groups likely have higher levels of ASD than do higher SES groups because lower SES groups have more exposure to teratogens and less exposure to high-quality nutrition.
- Lower SES groups likely have higher levels of ASD than do higher SES groups because lower SES groups tend to have greater rates of intellectual disability overall, which is highly correlated with ASD.
- Higher SES groups likely have higher levels of ASD than do lower SES groups because their greater access to healthcare may bring signs and symptoms of ASD to the attention of a health care provider more commonly and early on in life.
- Higher SES groups likely have higher levels of ASD because they are more likely to have their children in private school, which has a more liberal definition of ASD than other schools do.
Ans: C
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Comprehension
Answer Location: Gender, Socioeconomic Status, and Ethnicity
Difficulty Level: Medium
- Which is true of the differences in ASD prevalence across ethnicities?
- When SES is controlled for, differences in ASD prevalence across ethnicities disappear.
- White, non-Latino children are more likely to be diagnosed with ASD, even when SES is controlled for.
- Latino children are most likely to be diagnosed with ASD across all SES groups.
- African American children are more likely to be diagnosed with ASD in the United States, but those of African descent are least likely to be diagnosed in Europe.
Ans: A
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Comprehension
Answer Location: Gender, Socioeconomic Status, and Ethnicity
Difficulty Level: Hard
- Which of the following is NOT a finding of prospective studies of infants later diagnosed with ASD?
- Eighteen-month-olds later diagnosed with ASD spend less time looking at others’ faces.
- Eighteen -month olds later diagnosed with ASD spend less time initiating social interactions with caregivers.
- Eighteen -month-olds later diagnosed with ASD often have a hyperactive response to their names.
- Young children later diagnosed with ASD show delays in make-believe social play.
Ans: C
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Comprehension
Answer Location: What Is the Prognosis for Children With ASD?
Difficulty Level: Easy
- Which of the following is NOT one of the three primary factors on which prognosis for ASD depends?
- number of settings in which the signs and symptoms manifest
- intellectual ability
- language ability
- social engagement
Ans: A
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Comprehension
Answer Location: What Is the Prognosis for Children With ASD?
Difficulty Level: Easy
- Which of the following is NOT true regarding the “refrigerator mother” as a cause for ASD?
- It is a theory developed by Bruno Bettelheim.
- It suggests that helping parents become warmer toward their children would treat ASD.
- It holds that dismissive parenting caused children to turn inward.
- It is the dominant causal theory of ASD to this day.
Ans: D
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Comprehension
Answer Location: Causes
Difficulty Level: Easy
- Which of the following pieces of evidence LEAST suggests a genetic component in ASD?
- the fact that the concordance rate for ASD is higher among dizygotic twins than among siblings
- the fact that parents who have a first child with ASD are more likely to have a second child with ASD than the general population of parents is
- the fact that monozygotic twins have a higher concordance rate for ASD than dizygotic twins do
- the fact that the environment explained 55% of the variance in ASD symptoms
Ans: A
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Analysis
Answer Location: Genetics
Difficulty Level: Hard
- Which of the following best describes the results of the Autism Genome Project?
- The majority of children with ASD have deletions or duplications of genetic material on specific chromosomes.
- The majority of children with ASD have a genetic abnormality or mutation on a single portion of one gene.
- The majority of children with ASD show the absence of neurexin 1, which produces proteins important to early brain development.
- The majority of children with ASD have causes that have not yet been explained.
Ans: D
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Comprehension
Answer Location: Genetics
Difficulty Level: Medium
- Which of the following is true of the relationship between parental age and ASD?
- Older mothers are more likely to have children with ASD, but paternal age is not associated with increased risk of ASD.
- Younger mothers are more likely to have children with ASD, but paternal age is not associated with increased risk of ASD.
- Older mothers are more likely to have children with ASD, and younger fathers are more likely to have children with ASD.
- Older mothers are more likely to have children with ASD, and older fathers are more likely to have children with ASD as well.
Ans: D
Learning Objective LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Comprehension
Answer Location: Epigenetics
Difficulty Level: Medium
- Which of the following is an epigenetic explanation for the finding that paternal age has been shown to increase children’s risk for ASD?
- Older fathers are typically of higher SES, and higher SES is associated with increased risk for ASD.
- Spontaneous genetic mutations are more common in the sperm cells of older men.
- Environmental stressors over the man’s lifetime could lead to changes in the way genes are expressed.
- Older fathers are more likely to have learned about genetics and be more aware about the way their genes affect their children, leading to greater detection of ASD signs and symptoms in their offspring.
Ans: C
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Analysis
Answer Location: Epigenetics
Difficulty Level: Hard
- Which of the following is true of the effectiveness of Picture Exchange Communication System (PECS)?
- It may be helpful for reducing challenging behaviors.
- It may be helpful for reducing stereotyped behaviors.
- It is most effective for older children and adolescents with ASD.
- It has not been shown to be more helpful than no communication training at all at reducing challenging or stereotyped behaviors.
Ans: A
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Comprehension
Answer Location: Picture Exchange Communication System
Difficulty Level: Medium
- Which of the following best describes the pattern of head growth in children with ASD?
- smaller than average head circumference at birth, larger than average head circumference at age 1, smaller than average head circumference by late childhood.
- smaller than average head circumference at birth, average head circumference at age 1, larger than average head circumference by late childhood.
- larger than average head circumference at birth, average head circumference at age 1, smaller than average head circumference by late childhood.
- average head circumference at birth, larger than average head circumference at age 1, average head circumference by late childhood.
Ans: D
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Comprehension
Answer Location: Synaptic Density and Neural Connections
Difficulty Level: Hard
- The growth dysregulation hypothesis holds that ______.
- ASD is related to too much synaptic pruning in childhood, and too little in adulthood
- ASD is related to too little synaptic pruning in childhood, and too much in adulthood
- ASD is related to too much synaptic pruning in childhood and adulthood
- ASD is related to too little synaptic pruning in childhood and adulthood
Ans: B
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Comprehension
Answer Location: Synaptic Density and Neural Connections
Difficulty Level: Hard
- Diffusion tensor imaging (DTI) has revealed which of the following?
- The brains of those with ASD tend to show much stronger connections between movement and sensation areas compared to the brains of typically developing individuals.
- The brains of those with ASD tend to show much weaker connections between movement and sensation areas compared to the brains of typically developing individuals.
- Siblings of those with ASD who went on to develop ASD did not show abnormalities in brain connectivity until after their ASD symptoms manifested.
- Siblings of those with ASD who went on to develop ASD showed abnormalities in brain connectivity 6 months before their ASD symptoms manifested.
Ans: D
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Comprehension
Answer Location: Synaptic Density and Neural Connections
Difficulty Level: Medium
- Which of the following is NOT a piece of evidence discussed in the text for the role of the amygdala in ASD?
- Increasing activity to the amygdala, through electroconvulsive therapy, produces increased sociability in individuals with ASD.
- People with ASD showed reduced amygdala activity as they attempted to infer the mental states of others.
- People with ASD often show reduced amygdala volume relative to healthy controls.
- Humans with damage to the amygdala often display deficits in social understanding that resemble those of high-functioning individuals with ASD.
Ans: A
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Comprehension
Answer Location: Abnormalities of the Limbic System
Difficulty Level: Medium
- What is the difference between how typically developing individuals and individuals with ASD process facial information?
- Those with ASD take much longer to process faces than typically developing individuals do, preventing them from processing emotions in the time needed to have typical emotional interactions.
- Those with ASD process faces in the left fusiform gyrus, the area typically used for processing information about objects, while typically developing individuals process faces in the right fusiform gyrus.
- Those with ASD process faces in the right fusiform gyrus, the area typically used for processing information about objects, while typically developing individuals process faces in the left fusiform gyrus.
- Those with ASD process faces in the inferior temporal gyrus, the area typically used for processing information about objects, while typically developing individuals process faces in the right fusiform gyrus.
Ans: D
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Comprehension
Answer Location: Fusiform Gyrus
Difficulty Level: Medium
- Picture Exchange Communication System (PECS) involves a series of line drawings printed on cards that the child presents to caregivers to communicate. Which of the following is NOT true of PECS?
- The cards are the aids.
- The line drawings are the symbols.
- Handing the card to the caregiver is the strategy.
- Exchanging a picture–symbol for a desired item or behavior is positive reinforcement.
Ans: C
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Comprehension
Answer Location: Picture Exchange Communication System
Difficulty Level: Hard
- What is the evidence that the right fusiform gyrus is important to understanding social interactions in general and not just faces?
- Individuals with ASD do not show any activation in the right fusiform gyrus.
- Typically developing individuals show activation of the right fusiform gyrus when watching shapes behave in humanlike social ways, such as playing hide and seek.
- Typically developing individuals show activation of the right fusiform gyrus when reading stories about social interactions.
- Individuals with ASD show activation in the right fusiform gyrus when processing objects that are behaving in humanlike social ways. Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
Ans: B
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Analysis
Answer Location: Fusiform Gyrus
Difficulty Level: Hard
- If researchers show children with ASD faces of their mothers, particularly if these faces have a red dot on the forehead, their activity level in the right fusiform gyrus becomes close to normal. As described in the text, researchers have interpreted this to mean ______.
- children with ASD lack the motor control to focus their eyes on the appropriate stimulus
- children with ASD have malfunctioning visual processing that prevents them from preferring faces in most cases
- children with ASD have a functioning right fusiform gyrus, but ordinarily have deficits in the motivation to engage with social stimuli
- children with ASD have less experience with social stimuli, resulting in underdeveloped processing for these stimuli
Ans: C
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Analysis
Answer Location: Fusiform Gyrus
Difficulty Level: Hard
- Which of the following medications have been approved by the FDA for children with ASD who exhibit sleep problems?
- No medications have been approved for treating sleep problems in this population.
- natural melatonin
- synthetic melatonin
- both natural and synthetic melatonin
Ans: A
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
Cognitive Domain: Knowledge
Answer Location: Is Medication Effective for Youths With Autism Spectrum Disorder?
Difficulty Level: Medium
- The deficits in executive functioning of children with ASD may be related to which brain area?
- fusiform gyrus
- inferior frontal gyrus
- prefrontal cortex
- limbic system
Ans: C
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Comprehension
Answer Location: Prefrontal Cortex
Difficulty Level: Easy
- Which of the following have been approved by the FDA for children with ASD who exhibit challenging behaviors?
- Strattera and Abilify
- Abilify and Risperdal
- Risperdal and Ritalin
- Strattera and Concerta
Ans: B
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Knowledge
Answer Location: Is Medication Effective for Youths With Autism Spectrum Disorder?
Difficulty Level: Medium
- Joint attention symbolic play engagement and regulation (JASPER) relies on what approach?
- cognitive behavioral therapy
- scaffolding
- discrete trial training
- reciprocal imitation training (RIT)
Ans: C
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD. Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
Cognitive Domain: Comprehension
Answer Location: What Treatments Are Effective for At-Risk Infants and Toddlers?
Difficulty Level: Medium
- Which of the following best describes the pattern of eye movements of 2-year-olds when watching videos of a caregiver?
- Children with ASD and typically developing children both spent the greatest time looking at the caregiver’s mouth.
- Children with ASD and typically developing children both spent the greatest time looking at the caregiver’s eyes.
- Children with ASD spent the greatest time looking at the caregiver’s eyes, while typically developing children spent the most time looking at the caregiver’s mouth.
- Children with ASD spent the greatest time looking at the caregiver’s mouth, while typically developing children spent the most time looking at the caregiver’s eyes.
Ans: D
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
Cognitive Domain: Comprehension
Answer Location: Problems With Social Orientation
Difficulty Level: Medium
- Artie takes his toy robot with him to the museum. He holds him up to the dinosaurs and says, “Robot wants to see too !” This is an example of ______.
- a deficit in social understanding
- symbolic play
- social disorientation
- deficits in theory of mind
Ans: B
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Application
Answer Location: Delays in Symbolic Play
Difficulty Level: Medium
- In what way is symbolic play related to language acquisition, according to Jean Piaget?
- Both are flexible and elaborative.
- Both involve one thing standing for another.
- Both exist to connect us with the social and mental states of others.
- Both are only possible in people with average or above average intellectual functioning.
- Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
Ans: B
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Analysis
Answer Location: Delays in Symbolic Play
Difficulty Level: Medium
- Empathy involves which two components?
- understanding another’s mental state and how it relates to our own
- Understanding another’s mental state and how it gives rise to their emotions
- Understanding another’s mental state and feeling an appropriate emotional reaction
- feeling an appropriate emotional reaction and knowing the socially appropriate way to respond
Ans: C
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Comprehension
Answer Location: Deficits in Theory of Mind and Empathy
Difficulty Level: Medium Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
- A therapist of a 4-year-old child with ASD watches how she plays with a toy bird by flying it in the air and then the therapist takes a similar toy bird and makes it fly, too. This is most likely associated with which type of treatment?
- reciprocal imitation training (RIT)
- joint attention symbolic play engagement and regulation (JASPER)
- pivotal response training
- TEACCH
Ans: A
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Application
Answer Location: What Treatments Are Effective for At-Risk Infants and Toddlers?
Difficulty Level: Medium
- Theory of mind deficits in children with ASD ______.
- can be assessed by a true belief task
- are less severe than theory of mind deficits in children with Down syndrome
- likely underlie the challenges those with ASD can have in complex social interactions
- result from making incorrect assumptions about the mental states of others
Ans: C
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Comprehension
Answer Location: Deficits in Theory of Mind and Empathy
Difficulty Level: Medium
- Which of the following lessons would benefit most from hand-over-hand assistance?
- learning that 2 + 2 = 4
- learning to sit in a chair in the classroom instead of on the floor
- learning how to tie one’s shoes
- learning how to sound out a new word. Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
Ans: C
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Application
Answer Location: TEACCH
Difficulty Level: Medium
- Routine screening for ASD across children typically occurs ______.
- at age 12 months
- at the doctor’s office
- via the Autism Diagnostic Interview – Revised
- via brain scan
Ans: B
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Comprehension
Answer Location: How Is ASD Identified and Diagnosed?
Difficulty Level: Easy
- In a classroom using the TEACCH approach, the basketball and the basketball hoop are painted the same color. This is an example of ______.
- scaffolding
- visual schedules
- hand-over-hand assistance
- structured teaching
Ans: A
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Application
Answer Location: TEACCH
Difficulty Level: Medium
- Early intensive behavioral intervention focuses on which of the following?
- overt behavior
- covert behavior
- issues underlying the behavior, such as parent–child attachment
- information processing and orienting issues
Ans: A
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Comprehension
Answer Location: Early Intensive Behavioral Intervention
Difficulty Level: Medium Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
- What is the purpose of structuring the child’s environment in early intensive behavioral intervention?
- to be able to use the same approach for many different children
- to be able to more rigorously study the effectiveness of the approach
- to compensate for the deficits children with ASD have in learning from their typical, unstructured environment and increase the chances for success
- to build on one of the characteristics of ASD, preference for sameness
Ans: C
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Analysis
Answer Location: Early Intensive Behavioral Intervention
Difficulty Level: Hard
- What is the goal of the TEACCH method?
- to allow children with ASD to become more self-sufficient in the wider world—for instance, when shopping or working
- to minimize the disruptive behaviors of children with ASD in the home
- to help children with ASD fit comfortably and effectively in the classroom
- to provide training to teachers so they better understand the relative strengths and weaknesses of individuals with ASD
Ans: C
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Comprehension
Answer Location: TEACCH
Difficulty Level: Medium
- Gina is participating in the UCLA Young Autism Project, developed by O. Ivar Lovaas. Her therapist places a car and a key in front of her and tells her to pick up the car. She does. Which stage of Lovaas’s program is she in?
- Stage 1
- Stage 2
- Stage 3
- Stage 4
Ans: B
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Application
Answer Location: Early Intensive Behavioral Intervention
Difficulty Level: Hard
- What was the result of research into the effectiveness of the UCLA Young Autism Project?
- It was no more effective than a control condition of referral to other professionals in the community.
- It only produced results if practiced for the full 40 hours per week of training; training at 10 hours per week produced effects no different than referral to other professionals in the community.
- The IQ gains seen at age 7 disappeared by age 10.
- Though there was an increase in skills in children who completed the UCLA Young Autism Project, this did not translate to higher rates of placement in classrooms with typically developing peers.
Ans: B
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Comprehension
Answer Location: Early Intensive Behavioral Intervention
Difficulty Level: Hard
- Which of the following is a limitation of Discrete Trial Training?
- It increases the motivation of children with ASD to engage in spontaneous interactions, but doesn’t always provide the skills for them to do so effectively.
- It provides general solutions to social problems the child may encounter, but children with ASD are often seeking specific solutions to specific problems.
- It limits the ability of those with ASD to self-manage and self-direct.
- The training it provides is so variable that consistent environments, such as a classroom, can be a challenge for children trained in this way. Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
Ans: C
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Comprehension
Answer Location: Pivotal Response Training
Difficulty Level: Hard
- Which of the following is true of the effectiveness and efficacy of pivotal response training?
- No randomized controlled trials have yet investigated the efficacy of pivotal response training.
- Every study yet conducted of pivotal response training has shown large improvements in children’s social communication, play, and language skills.
- Benefits of pivotal response training typically disappear after treatment ends.
- Pivotal response training can be as effective as traditional early intensive behavioral intervention.
Ans: D
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Comprehension
Answer Location: Pivotal Response Training
Difficulty Level: Medium
- Which of the following is NOT a true difference between pivotal response training and discrete trial training?
- Only pivotal response training is an early intensive behavioral intervention.
- Only pivotal response training teaches parents behavioral techniques to improve their children’s motivation and behaviors.
- Only pivotal response training uses direct reinforcers.
- Only discrete trial training requires that children successfully complete the desired behavior for a reward instead of merely attempt a behavior.
Ans: A
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Analysis
Answer Location: Pivotal Response Training
Difficulty Level: Medium
True/False
- About half of individuals with ASD are nonverbal.
Ans: F
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Knowledge
Answer Location: Communication Disorders
Difficulty Level: Medium
- Sleep difficulties are more common in youths with ASD than in typically developing youths.
Ans: T
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity. Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
Cognitive Domain: Knowledge
Answer Location: Medical Problems
Difficulty Level: Easy
- The prevalence of ASD has increased dramatically in the last 30 years.
Ans: T
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Knowledge
Answer Location: Overall Prevalence
Difficulty Level: Easy
- Mothers who have completed college are about two times more likely to have offspring with ASD than mothers who have not completed high school.
Ans: T
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Knowledge
Answer Location: Gender, Socioeconomic Status, and Ethnicity
Difficulty Level: Medium
- Because no single gene has been determined to cause ASD, there is no genetic root to the disorder.
Ans: F
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Analysis
Answer Location: Genetics
Difficulty Level: Medium
- ASD usually begins abruptly, often days before a diagnosis.
Ans: F
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Comprehension
Answer Location: The Emergence of Autism Spectrum Disorder Over Time
Difficulty Level: Easy
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- Between 85% and 90% of children in the UCLA Young Autism Project proceed through all six stages of the program.
Ans: F
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Comprehension
Answer Location: Early Intensive Behavioral Intervention
Difficulty Level: Medium
- The goal of augmentative and alternative communication systems for individuals with ASD is to replace children’s verbal language.
Ans: F
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Comprehension
Answer Location: Augmentative and Alternative Communication
Difficulty Level: Medium
- High-tech augmentative and alternative communication systems have been shown to be more effective than low-tech systems such as PECS.
Ans: F
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Comprehension
Answer Location: Speech-Generating Devices
Difficulty Level: Medium Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
Essay
1.What are some possible reasons that fewer children with ASD now qualify for intellectual disability than did so in the past?
Ans: It could be that ASD criteria have expanded to include more high-functioning individuals, or it could be a better understanding of how intellectual disability is and is not relevant to the central deficits of ASD, or a trend toward decreased diagnoses of intellectual disability overall. Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Analysis
Answer Location: Intellectual Disorder
Difficulty Level: Medium
- Describe some of the evidence for the heritability of ASD.
Ans: If parents have one child with ASD, their risk of having a second child with ASD increases to 20% (from 1%–2%). Concordance rates for ASD among monozygotic twins are from 60% to 90%, while for dizygotic twins concordance is 5% to 20%.
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
Cognitive Domain: Comprehension
Answer Location: Genetics
Difficulty Level: Medium
- What is the importance of the finding that children with ASD spend more time looking at caregivers’ mouths than their eyes?
Ans: The eyes convey important information regarding the emotional quality and intent of others, that the mouth does not. This pattern of attention may mean that children with ASD miss facial cues important to understanding social situations; this interpretation is supported by the finding that the less time spent gazing at the caregiver’s eyes, the greater the degree of social impairment.
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Analysis
Answer Location: Problems With Social Orientation
Difficulty Level: Medium
- How might mind-blindness explain some of the social deficits shown by children with autism spectrum disorder?
Ans: Mind-blindness is the failure to understand that others have mental states. This lapse prevents them from understanding others’ motivations and makes social interaction much more inscrutable. It also may result in challenges in communication (particularly pragmatics) that relies in large part on understanding what has not been said (and others’ intentions) in the conversation.
Learning Objective: LO 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD. Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
Cognitive Domain: Analysis
Answer Location: Deficits in Theory of Mind and Empathy
Difficulty Level: Medium
- Although children are usually not diagnosed with autism spectrum disorder until they are 2 or 3 years old, these children often show problems with social communication and behavior as infants and toddlers. What deficits might a 18-month-old child show that are associated with a later diagnosis of autism spectrum disorder?
Ans: They would have already shown delays in social skills, communication, and behavior. At 9 months, children later diagnosed with ASD are less likely to follow another’s gaze, show interest in social games (such as peekaboo) and point to objects than others are. They may also have a delay or deficit in language and an absence of creative, pretend play. Repetitive behaviors may onset at this time as well.
Learning Objective: LO 6.2. 6.2. Identify the genetic, epigenetic, and brain abnormalities associated with ASD in young children. List and describe early deficits in social cognition typically shown by infants and toddlers who are later diagnosed with ASD.
Cognitive Domain: Comprehension
Answer Location: How Is Autism Spectrum Disorder Identified and Diagnosed?
Difficulty Level: Easy
- The prevalence of youth diagnosed with autism spectrum disorder has increased dramatically over the past 30 years. Give two hypotheses for this increased prevalence.
Ans: There could be a real increase in the disorder, perhaps due to some environmental toxins, food additives, or other teratogens, and changes in lifestyle (nutrition, different family composition, etc.). Alternatively, there could simply be an increase in diagnosis, without an increase in underlying rates of disorder. That could be because of an increase in awareness about the condition, and a greater willingness of clinicians to assign an ASD diagnosis to gain access to services, even when not all the criteria are fully met. Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Analysis
Answer Location: Overall Prevalence
Difficulty Level: Medium
- Are medications effective in helping children with autism spectrum disorder? For what symptoms (if any) are medications useful?
Ans: Abilify and Risperdal (antipsychotics) are approved for use in children with ASD to reduce their challenging behaviors and make it more likely that they can benefit from treatment. Sometimes sleep aids are also prescribed. But medications are not effective at reducing any of the core symptoms of ASD.
Learning Objective: LO 6.3. Describe several evidenced-based treatments for ASD and differentiate these treatments from interventions that lack empirical support. Provide examples of evidence-based techniques to improve the communication skills of children with ASD.
Cognitive Domain: Comprehension
Answer Location: Is Medication Effective for Youths With ASD?
Difficulty Level: Medium
- Can a child be diagnosed with ASD if he or she displays only marked deficits in social communication and hypersensitivity to sensory stimuli? Why or why not?
Ans: No, because a child needs to meet at least two criteria from the restricted, repetitive interests, behaviors and activities section, and this child would meet only one.
Learning Objective: LO 6.1. Describe the key features of autism spectrum disorder (ASD) and explain how the disorder exists along a “spectrum.” Show how the prevalence of ASD varies as a function of children’s gender, socioeconomic status (SES), and ethnicity.
Cognitive Domain: Application
Answer Location: Restricted, Repetitive Behaviors, Interests, or Activities
Difficulty Level: Medium Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W
