During the preschool years, the emphasis of educational programming should be to help the children attain
a. a functional communication system and basic social skills.
b. beginning reading skills to maximize their success in kindergarten.
c. replacement behaviors for their repetitive motor movements such as rocking or hand flapping. d. use of an augmentative or alternative communication system.
[Ques. 2] Describe the central challenge for many students with ASD in meeting the CCSS.
What will be an ideal response?
[Ques. 3] Which of the following programs teach social skills as discrete skills such as play initiation?
a. Pivotal Response Model b. Young Autism Project
c. TEACCH
d. LEAP
[Ques. 4] The Pivotal Response Model at the University of California at Santa Barbara
a. starts with discrete trials training and then moves on to a goal of social and educational proficiency in natural settings.
b. uses the principles of applied behavior analysis to teach discrete skills that are chained into functional routines. c. teaches social skills as discrete skills within an integrative setting and uses peer-mediation interventions to
promote independent play and social interaction.
d. uses incidental teaching, that is, the spontaneous behavior of the child, to teach specific skills such as functional verbal language.
[Ques. 5] The LEAP Program at the University of Colorado
a. utilizes a communication curriculum that is based on behavioral principles but applied in naturalistic settings.
b. uses the principles of applied behavior analysis to teach discrete skills that are chained into functional routines. c. teaches social skills as discrete skills within an integrative setting and uses peer-mediation interventions to
promote independent play and social interaction.
d. uses incidental teaching, that is, the spontaneous behavior of the child, to teach specific skills such as functional verbal language.
[Ques. 6] An intensive, long-term intervention that systematically addresses the core symptoms of ASD is
a. a comprehensive treatment model.
b. a focused intervention practice.
c. a response to intervention model.
d. a failure to respond hope treatment model.
[Ques. 7] The TEACCH Program at the University of North Carolina
a. utilizes a communication curriculum that is based on behavioral principles but applied in naturalistic settings.
b. uses the principles of applied behavior analysis to teach discrete skills that are chained into functional routines. c. teaches social skills as discrete skills within an integrative setting and uses peer-mediation interventions to
promote independent play and social interaction.
d. uses incidental teaching, that is, the spontaneous behavior of the child, to teach specific skills such as functional verbal language.
[Ques. 8] The UCLA Young Autism Project
a. utilizes a communication curriculum that is based on behavioral principles but applied in naturalistic settings.
b. uses the principles of applied behavior analysis to teach discrete skills that are chained into functional routines. c. teaches social skills as discrete skills within an integrative setting and uses peer-mediation interventions to
promote independent play and social interaction.
d. uses incidental teaching, that is, the spontaneous behavior of the child, to teach specific skills such as functional verbal language.
[Ques. 9]
The UCLA Young Autism Project proposes that
hours a week be spent on working directly with the
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child to ensure that he or she can be ready for first grade with typical children.
a. 10
b. 15 c. 30 d. 40
[Ques. 10] A small group lesson developed to improve language and social skills in the regular classroom for children with autism is an example of
a. RtI Tier I activity.
b. RtI Tier II activity.
c. RtI Tier III activity.
d. a functional behavior analysis.
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