Autism Spectrum Disorder exam test bank – PSYCHOLOGY 349W

Chapter 6: Autism Spectrum Disorder

Test Bank – Multiple Choice

1. What was the primary difference between Leo Kanner’s observations of children with “early infantile autism” and Hans Asperger’s observations of “autistic psychopathy”?
2. Only Kanner’s patients showed impairment in language.
3. Only Asperger’s patients showed difficulties interacting with others.
4. Only Kanner’s patients were overwhelmingly male.
5. 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

2. Which is true of language skills in those diagnosed with ASD?
3. Language skills must be impaired for diagnosis.
4. If language skills are impaired, children should instead be diagnosed with social/pragmatic communication disorder.
5. Language skills needn’t be impaired for an ASD diagnosis, and most individuals diagnosed with ASD have unimpaired language skills.
6. 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

3. Which of the following is NOT a specific area of deficit in the social communication of children with ASD?
4. response to feedback and corrections by others
5. interpersonal relationships
6. nonverbal communication
7. 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

4. Which of the following best describes how to reach the optimal outcome for ASD?
5. Early treatment, ideally before age 3, is more important than intensive intervention in producing the best outcomes.
6. 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.
7. After 25 hours of treatment per week, there is no additional advantage seen with more intensive treatment.
8. 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

5. 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 ______.
6. stereotyped or repetitive behaviors
7. excessive adherence to routines or resistance to change
8. restricted, fixated interests that are abnormal in intensity or focus
9. 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

6. Hand flapping is ______.
7. an example of a restricted, fixated interest
8. a stereotypy
9. more common among those with ASD who have higher intellectual functioning
10. 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

7. Which of the following is an example of echolalia?
8. The TV announcer says, “And now, time for sports.” and Xavier says, “And now, time for sports.”
9. Xavier spontaneously says to himself, “The big blue ball, the big blue ball” over and over again.
10. Xavier’s mom says, “What would you like for dinner?” and Xavier says, “You would like chicken nuggets.”
11. 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

8. Longitudinal studies of those with ASD have indicated which of the following?
9. that deficits in social communication tend to precede restricted, repetitive behaviors or interests
10. that restricted, repetitive behaviors or interests tend to precede deficits in social communication
11. that deficits in social communication tend to be more long lasting than restricted, repetitive behaviors or interests
12. 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

9. Which of the following is NOT a specifier for the functioning of children with ASD in the DSM-5?
10. age at which the disturbance first appeared
11. medical condition or genetic disorder underlying the condition
12. severity of each class of symptoms
13. 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

10. Which of the following is true of the intellectual abilities of those with ASD?
11. Almost all of those with ASD have intellectual functioning that qualifies them for a diagnosis of intellectual disability.
12. Most of those with ASD have IQ scores that are below average, though not necessarily in the range for intellectual disability.
13. New analyses of those with ASD have indicated very few (less than 25%) have IQ scores below average.
14. 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

11. A child with autism who says, “You want some water,” instead of “I want some water,” is exhibiting which of the following?
12. pronoun reversal
13. third-person self-reference
14. abnormal prosody
15. 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

12. 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?
13. early intervention
14. naturalistic setting (home if possible)
15. engagement of parents
16. 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

13. 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?
14. pronoun reversal
15. third-person self-reference
16. abnormal prosody
17. 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

14. If a child does not engage in restricted, repetitive behaviors, he or she ______.
15. can still be diagnosed with ASD
16. cannot be diagnosed with any condition
17. can still be diagnosed with social (pragmatic) communication disorder
18. 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

15. Which of the following disorders is most commonly comorbid with ASD?
16. ADHD
17. anxiety
18. obsessive–compulsive disorder
19. 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

16. Which of the following is true of seizures in those with ASD?
17. They are much less common than in the general population of typically developing individuals.
18. They are much more common in those with comorbid intellectual disability than in those with ASD alone.
19. They are much more common in those without comorbid intellectual disability than in those with comorbid intellectual disability.
20. 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

17. Which is true of ASD prevalence?
18. It is reported to be much higher in the United States than in the Middle East.
19. It is reported to be much higher in Western Europe than in the United States.
20. It is reported to be about 0.5% in the United States.
21. 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

18. The increase in ASD prevalence in the last 30 years may be explained by all of the following EXCEPT ______.
19. greater awareness of ASD has led more youths with symptoms to be referred for diagnosis and treatment
20. ASD is more prevalent in males and in the last 30 years there have been substantially more male than female babies born
21. clinicians may be more willing to assign an ASD diagnosis, as it grants access to services
22. 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

19. Visual scene displays are especially useful for which of the following?
20. individuals with well-developed speech who have relative deficits in visual–spatial processing
21. older children who have already acquired the use of simple communication systems
22. toddlers who have trouble using more complex pictures or symbols
23. 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

20. One reason described in the text that ASD may be disproportionately diagnosed in males is ______.
21. 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
22. the X chromosome is protective against ASD, because ASD appears to be an X-linked condition
23. 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
24. 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

21. Which of the following best explains the prevalence pattern of ASD among different SES groups?
22. 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.
23. 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.
24. 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.
25. 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

22. Which is true of the differences in ASD prevalence across ethnicities?
23. When SES is controlled for, differences in ASD prevalence across ethnicities disappear.
24. White, non-Latino children are more likely to be diagnosed with ASD, even when SES is controlled for.
25. Latino children are most likely to be diagnosed with ASD across all SES groups.
26. 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

23. Which of the following is NOT a finding of prospective studies of infants later diagnosed with ASD?
24. Eighteen-month-olds later diagnosed with ASD spend less time looking at others’ faces.
25. Eighteen -month olds later diagnosed with ASD spend less time initiating social interactions with caregivers.
26. Eighteen -month-olds later diagnosed with ASD often have a hyperactive response to their names.
27. 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

24. Which of the following is NOT one of the three primary factors on which prognosis for ASD depends?
25. number of settings in which the signs and symptoms manifest
26. intellectual ability
27. language ability
28. 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

25. Which of the following is NOT true regarding the “refrigerator mother” as a cause for ASD?
26. It is a theory developed by Bruno Bettelheim.
27. It suggests that helping parents become warmer toward their children would treat ASD.
28. It holds that dismissive parenting caused children to turn inward.
29. 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

26. Which of the following pieces of evidence LEAST suggests a genetic component in ASD?
27. the fact that the concordance rate for ASD is higher among dizygotic twins than among siblings
28. 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
29. the fact that monozygotic twins have a higher concordance rate for ASD than dizygotic twins do
30. 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

27. Which of the following best describes the results of the Autism Genome Project?
28. The majority of children with ASD have deletions or duplications of genetic material on specific chromosomes.
29. The majority of children with ASD have a genetic abnormality or mutation on a single portion of one gene.
30. The majority of children with ASD show the absence of neurexin 1, which produces proteins important to early brain development.
31. 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

28. Which of the following is true of the relationship between parental age and ASD?
29. Older mothers are more likely to have children with ASD, but paternal age is not associated with increased risk of ASD.
30. Younger mothers are more likely to have children with ASD, but paternal age is not associated with increased risk of ASD.
31. Older mothers are more likely to have children with ASD, and younger fathers are more likely to have children with ASD.
32. 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

29. Which of the following is an epigenetic explanation for the finding that paternal age has been shown to increase children’s risk for ASD?
30. Older fathers are typically of higher SES, and higher SES is associated with increased risk for ASD.
31. Spontaneous genetic mutations are more common in the sperm cells of older men.
32. Environmental stressors over the man’s lifetime could lead to changes in the way genes are expressed.
33. 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

30. Which of the following is true of the effectiveness of Picture Exchange Communication System (PECS)?
31. It may be helpful for reducing challenging behaviors.
32. It may be helpful for reducing stereotyped behaviors.
33. It is most effective for older children and adolescents with ASD.
34. 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

31. Which of the following best describes the pattern of head growth in children with ASD?
32. smaller than average head circumference at birth, larger than average head circumference at age 1, smaller than average head circumference by late childhood.
33. smaller than average head circumference at birth, average head circumference at age 1, larger than average head circumference by late childhood.
34. larger than average head circumference at birth, average head circumference at age 1, smaller than average head circumference by late childhood.
35. 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

32. The growth dysregulation hypothesis holds that ______.
33. ASD is related to too much synaptic pruning in childhood, and too little in adulthood
34. ASD is related to too little synaptic pruning in childhood, and too much in adulthood
35. ASD is related to too much synaptic pruning in childhood and adulthood
36. 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

33. Diffusion tensor imaging (DTI) has revealed which of the following?
34. 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.
35. 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.
36. Siblings of those with ASD who went on to develop ASD did not show abnormalities in brain connectivity until after their ASD symptoms manifested.
37. 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

34. Which of the following is NOT a piece of evidence discussed in the text for the role of the amygdala in ASD?
35. Increasing activity to the amygdala, through electroconvulsive therapy, produces increased sociability in individuals with ASD.
36. People with ASD showed reduced amygdala activity as they attempted to infer the mental states of others.
37. People with ASD often show reduced amygdala volume relative to healthy controls.
38. 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

35. What is the difference between how typically developing individuals and individuals with ASD process facial information?
36. 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.
37. 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.
38. 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.
39. 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

36. 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?
37. The cards are the aids.
38. The line drawings are the symbols.
39. Handing the card to the caregiver is the strategy.
40. 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

37. What is the evidence that the right fusiform gyrus is important to understanding social interactions in general and not just faces?
38. Individuals with ASD do not show any activation in the right fusiform gyrus.
39. Typically developing individuals show activation of the right fusiform gyrus when watching shapes behave in humanlike social ways, such as playing hide and seek.
40. Typically developing individuals show activation of the right fusiform gyrus when reading stories about social interactions.
41. 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

38. 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 ______.
39. children with ASD lack the motor control to focus their eyes on the appropriate stimulus
40. children with ASD have malfunctioning visual processing that prevents them from preferring faces in most cases
41. children with ASD have a functioning right fusiform gyrus, but ordinarily have deficits in the motivation to engage with social stimuli
42. 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

39. Which of the following medications have been approved by the FDA for children with ASD who exhibit sleep problems?
40. No medications have been approved for treating sleep problems in this population.
41. natural melatonin
42. synthetic melatonin
43. 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

40. The deficits in executive functioning of children with ASD may be related to which brain area?
41. fusiform gyrus
42. inferior frontal gyrus
43. prefrontal cortex
44. 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

41. Which of the following have been approved by the FDA for children with ASD who exhibit challenging behaviors?
42. Strattera and Abilify
43. Abilify and Risperdal
44. Risperdal and Ritalin
45. 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

42. Joint attention symbolic play engagement and regulation (JASPER) relies on what approach?
43. cognitive behavioral therapy
44. scaffolding
45. discrete trial training
46. 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

43. Which of the following best describes the pattern of eye movements of 2-year-olds when watching videos of a caregiver?
44. Children with ASD and typically developing children both spent the greatest time looking at the caregiver’s mouth.
45. Children with ASD and typically developing children both spent the greatest time looking at the caregiver’s eyes.
46. 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.
47. 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

44. 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 ______.
45. a deficit in social understanding
46. symbolic play
47. social disorientation
48. 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

45. In what way is symbolic play related to language acquisition, according to Jean Piaget?
46. Both are flexible and elaborative.
47. Both involve one thing standing for another.
48. Both exist to connect us with the social and mental states of others.
49. Both are only possible in people with average or above average intellectual functioning.
50. 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

46. Empathy involves which two components?
47. understanding another’s mental state and how it relates to our own
48. Understanding another’s mental state and how it gives rise to their emotions
49. Understanding another’s mental state and feeling an appropriate emotional reaction
50. 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

47. 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?
48. reciprocal imitation training (RIT)
49. joint attention symbolic play engagement and regulation (JASPER)
50. pivotal response training
51. 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

48. Theory of mind deficits in children with ASD ______.
49. can be assessed by a true belief task
50. are less severe than theory of mind deficits in children with Down syndrome
51. likely underlie the challenges those with ASD can have in complex social interactions
52. 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

49. Which of the following lessons would benefit most from hand-over-hand assistance?
50. learning that 2 + 2 = 4
51. learning to sit in a chair in the classroom instead of on the floor
52. learning how to tie one’s shoes
53. 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

50. Routine screening for ASD across children typically occurs ______.
51. at age 12 months
52. at the doctor’s office
53. via the Autism Diagnostic Interview – Revised
54. 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

51. In a classroom using the TEACCH approach, the basketball and the basketball hoop are painted the same color. This is an example of ______.
52. scaffolding
53. visual schedules
54. hand-over-hand assistance
55. 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

52. Early intensive behavioral intervention focuses on which of the following?
53. overt behavior
54. covert behavior
55. issues underlying the behavior, such as parent–child attachment
56. 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

53. What is the purpose of structuring the child’s environment in early intensive behavioral intervention?
54. to be able to use the same approach for many different children
55. to be able to more rigorously study the effectiveness of the approach
56. to compensate for the deficits children with ASD have in learning from their typical, unstructured environment and increase the chances for success
57. 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

54. What is the goal of the TEACCH method?
55. to allow children with ASD to become more self-sufficient in the wider world—for instance, when shopping or working
56. to minimize the disruptive behaviors of children with ASD in the home
57. to help children with ASD fit comfortably and effectively in the classroom
58. 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

55. 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?
56. Stage 1
57. Stage 2
58. Stage 3
59. 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

56. What was the result of research into the effectiveness of the UCLA Young Autism Project?
57. It was no more effective than a control condition of referral to other professionals in the community.
58. 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.
59. The IQ gains seen at age 7 disappeared by age 10.
60. 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

57. Which of the following is a limitation of Discrete Trial Training?
58. 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.
59. It provides general solutions to social problems the child may encounter, but children with ASD are often seeking specific solutions to specific problems.
60. It limits the ability of those with ASD to self-manage and self-direct.
61. 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

58. Which of the following is true of the effectiveness and efficacy of pivotal response training?
59. No randomized controlled trials have yet investigated the efficacy of pivotal response training.
60. Every study yet conducted of pivotal response training has shown large improvements in children’s social communication, play, and language skills.
61. Benefits of pivotal response training typically disappear after treatment ends.
62. 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

59. Which of the following is NOT a true difference between pivotal response training and discrete trial training?
60. Only pivotal response training is an early intensive behavioral intervention.
61. Only pivotal response training teaches parents behavioral techniques to improve their children’s motivation and behaviors.
62. Only pivotal response training uses direct reinforcers.
63. 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

1. 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

2. 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

3. 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

4. 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

5. 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

6. 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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7. 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

8. 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

9. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

NR 509 Week 7 Assignment: Completion of Immersion Program Exam

I’ll note that I don’t see any discolorations or lesions & the head is midline & symmetrical.

LYMPH NODES

Next, I’ll palpate the lymph nodes. I’ll begin with the preauricular lymph nodes & postauricular lymph nodes. Next the occipital lymph nodes. I’ll move forward to palpate the tonsillar lymph nodes, submandibular & submental. I’m palpating the anterior cervical lymph nodes & posterior cervical lymph nodes & lastly the supraclavicular lymph nodes. I don’t feel any enlargement & they’re equal bilaterally. NR 509 Week 7 Assignment: Completion of Immersion Program Exam

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FACE

I’m testing trigeminal nerve, which is cranial nerve # 5. Palpating over the masseter muscle as the pt clenches the jaw. I don’t feel any distortions & my pt has great strength. Now, I’m testing the sensory portion of the trigeminal nerve. I’ll ask my pt to close your eyes & let me know where you feel my touch. (>> Forehead, right cheek, left cheek, chin, nose)

Next, I’ll test the facial nerve, which is cranial nerve # 7. I’m going to ask you to do some facial expressions. I’m going to have you smile, next, frown for me. Now raise your eyebrows & puff up your cheeks, pucker your lips. I notice all expressions have bilateral symmetry NR 509 Week 7 Assignment: Completion of Immersion Program Exam

• Results: Transcript
• Results: Subjective Data Collection
• Results: Objective Data Collection
• Results: Education & Empathy
• Results: Documentation / Electronic Health Record
• Results: Pre – Survey Lifespan
• Results: Review Questions
• Results: Self-Reflection
• NR 509 Week 3 Shadow Health Neurological Physical Assessment Assignment

Objective Data Collection: 36.75 of 37 (99.32%)

•  Correct
•  Partially correct

•  Incorrect
•  Missed

Confirmed orientation

1 of 1 point

To Person (1/3 point)

•  Oriented to person
•  Not oriented to person

To Place (1/3 point)

•  Oriented to place
•  Not oriented to place

To Time (1/3 point)

•  Oriented to time
•  Not oriented to time

 Evaluated abstract thinking

1 of 1 point

Abstractness (1/2 point)

•  Abstract
•  Concrete

Relevance (1/2 point)

•  Relevant
•  Not relevant

 Evaluated attention span

1 of 1 point

Serial 7s Test (1/1 point)

•  Accurate
•  Not accurate

 Evaluated comprehension

1 of 1 point

Observations (1/1 point)

•  Able to follow instructions
•  Unable to follow instructions

 Evaluated general knowledge

1 of 1 point

Accuracy (1/1 point)

•  Accurate
•  Not accurate

 Evaluated judgment

1 of 1 point

Observations (1/1 point)

•  Intact
•  Not intact

 Evaluated memory

1 of 1 point

Remote Memory (1/3 point)

•  Intact
•  Not intact

Immediate Memory (1/3 point)

•  Intact
•  Not intact

New Learning Ability (1/3 point)

•  Accurate
•  Not accurate

 Observed vocabulary

1 of 1 point

Complexity (1/1 point)

•  Expected complex for patient’s age, education level, and general ability
•  Not expected complexity

 Observed articulation

1 of 1 point

Observations (1/1 point)

•  No observed problems with pronunciation or expression
•  Imprecise pronunciation of consonants
•  Slurring
•  Hesitation
•  Stutter

Tested olfactory nerve

1 of 1 point

Sense Of Smell (1/2 point)

•  Able to discriminate
•  Not able to discriminate

Symmetric (1/2 point)

•  Symmetric bilaterally
•  Asymmetric

Tested visual acuity (optic nerve)

1 of 1 point

Right (1/2 point)

•  20/100
•  20/70
•  20/50
•  20/40
•  20/30
•  20/25
•  20/20
•  20/15
•  20/13
•  20/10

Left (1/2 point)

•  20/100
•  20/70
•  20/50
•  20/40
•  20/30
•  20/25
•  20/20
•  20/15
•  20/13
•  20/10

Examined retina with ophthalmoscope (optic nerve)

0.75 of 1 point

Right: Fundus (No point)

•  No visible abnormal findings
•  Myelinated nerve fibers
•  Papilledema

.

.

.

Subjective Data Collection: 20 of 20 (100.0%)

Hover To Reveal…

Hover over the Patient Data items below to reveal important information, including Pro Tips and Example Questions.

• Found:

Indicates an item that you found.

• Available:

Indicates an item that is available to be found.

Category

Scored Items

Experts selected these topics as essential components of a strong, thorough interview with this patient.

Patient Data

Not Scored

A combination of open and closed questions will yield better patient data. The following details are facts of the patient’s case.

Chief Complaint

Finding:

Established chief complaint

Finding:

Reports recent “fender bender”

(Found)

Pro Tip: Patients choose to seek treatment for a variety of reasons. Asking why Tina chose to seek treatment today might indicate primary concerns, the severity of her symptoms, or failure to manage symptoms herself.

Example Question:

Why are you seeking treatment today?

Finding:

Reports headaches

(Found)

Pro Tip: Symptoms often vary from patient to patient. Asking Tina if she’s had headaches specifies the way her individual symptoms and pain manifest.

Example Question:

Have you had any headaches?

Finding:

Reports neck symptoms

(Found)

Pro Tip: Symptoms often vary from patient to patient. Asking Tina if she’s had neck stiffness specifies the way her individual symptoms and pain manifest.

Example Question:

Have you had any neck stiffness?

History of Present Illness

Finding:

Asked about onset of symptoms

Finding:

Reports accident occurred 1 week ago

(Available)

Pro Tip: Soliciting a relevant history of Tina’s car accident will allow you to understand the context in which she was injured and the injuries she sustained.

Example Question:

When did the accident happen?

Finding:

Reports symptoms began 2 days after accident

(Found)

Pro Tip: Symptoms often vary from patient to patient. Asking Tina when the headaches begin specifies the way her individual symptoms and pain manifest.

Example Question:

When did the headaches begin?

Finding:

Followed up on details of car accident

Finding:

Denies loss of consciousness

(Found)

Pro Tip: Soliciting a relevant history of Tina’s car accident will allow you to understand the context in which she was injured and the injuries she sustained.

Example Question:

Did you lose consciousness during the car accident?

Finding:

Reports low vehicle speed

(Found)

Pro Tip: Soliciting a relevant history of Tina’s car accident will allow you to understand the context in which she was injured and the injuries she sustained.

Example Question:

How fast was the car going?

Finding:

Reports wearing seatbelt

.

.

.

Transcript

Started: Mar 18, 2020 | Total Time: 219 min

All Lines (155)Interview Questions (94)Statements (3)Exam Actions (58)

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Review QuestionsActivity Time: 6 min

To assess spinal levels L2, L3 and L4 in Tina, which deep tendon reflexes would have to be tested?

Correct: The patellar deep tendon reflex involves the sensory and motor nerve fibers associated with spinal segments L2, L3, and L4. Location of abnormal reflexes may be helpful in identifying neurological pathologies of the spine.

• Achilles
• Biceps
• Patellar (Correct Response)
• Triceps

Imagine that you were preparing to irrigate a Foley catheter of a patient with a spinal cord injury at T4 in a urology clinic. Upon moving the leg bag, the patient became suddenly flushed and diaphoretic above the nipple line. What would you suspect was happening?

Correct: Autonomic dysreflexia is the sudden increase in blood pressure caused by dysregulation of sympathetic and parasympathetic nervous systems reacting to a noxious stimulus below the site of spinal injury. Other symptoms include bradycardia, anxiety, blurred vision, headache, flushing, and sweating. The noxious stimulus (pulling of the Foley catheter) should be alleviated to resolve the condition.

• Odynophagia
• Febrile reaction
• Idiopathic spinal reaction
• Autonomic dysreflexia (Correct Response)

Which of the following is not a common symptom of Parkinson’s disease?

Correct: Parkinson’s disease is characterized by tremors at rest, bradykinesia, cogwheel rigidity, postural instability, festination, lack of facial expression, reduced arm swing, autonomic and neuroendocrine dysfunctions, and a variety of psychological issues such as depression, anxiety, and sleep disturbances.

• Lack of facial expression
• Festination
• Cogwheel rigidity
• Intention tremors (Correct Response)

Name at least three ways to assess cerebellar function during a physical exam.

Student Response: Test cerebellar function by assessing gait and instructing the patient to perform the finger-to-finger, finger-to-nose, heel-to-shin, rapid alternating movements

Model Note: The cerebellum is responsible for smooth and accurate coordination of voluntary movements. You can test cerebellar function by assessing gait and by instructing the patient to perform the finger-to-finger, finger-to-nose, heel-to-shin, rapid alternating movements, and Romberg tests.

If Tina had a fever and photophobia, you would have had to test for meningitis. Describe how you would have tested for the Kernig’s sign.

LifespanActivity Time: 10 min

Cardiovascular conditions that may lead to heart failure

Obesity – Mrs. J is overweight (210.5 lb). Obesity can cause congestive heart failure. Left Ventricular hypertrophy is very common in patients with obesity.

High Blood Pressure – Mrs. J has a history of high blood pressure. The history of years of high blood pressure probably caused damage to the artery walls. The constant pushing on the walls of the arteries probably weakened her heart.

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Atrial Fibrillation – Mrs. J is currently having atrial fibrillation. This means that the heart is not pumping enough blood to meet the needs of the body. This can lead to heart failure because the heart is beating so fast and working so hard that the heart doesn’t fill-up properly to pump blood to the body. The blood then can back up in the pulmonary veins which cause fluid buildup which Mrs. J is currently experiencing. Mrs. J is also has fatigue and dyspnea due to lack of rich oxygenated blood that is not being delivered to her body and brain (American Heart Association, 2015).

Coronary Artery Disease – Coronary artery disease is the most common form of heart disease and heart failure. It is the accumulation of fatty deposits buildup that causes reduction in blood flow, weakening the heart, and causing permanent damage to the heart. Cardiovascular conditions that may lead to heart failure

Funding preventive health care services

Although preventative services such as routine well-care visits and immunizations have often shown to be beneficial in terms of preventing future, more expensive, health care encounters, not all insurance plans offer reimbursement for such things. In addition, health care policies have only recently begun to recognize the “worth” of funding prevention-related services.

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1. Why do you believe that funding preventive health care services has taken so long to become a major component of health plans?
2. What do you think will need to happen to change the prevailing mindset of funding health care services reactively versus proactively from a third-party payer’s and a provider’s? Why?