Hearsay, Volume 15 #2:
Focus on Autism Spectrum Disorders
TEST
#1
FLOORTIME: ITS RELATIONSHIP TO
LANGUAGE DEVELOPMENT AND SOCIAL INTERACTIVE LANGUAGE INTERVENTION
Jo-Anne Prendeville, Ed.D., CCC-SLP
Learner Outcomes:
Participants will be able to:
1.
Develop the similarity between Floortime goals and stages of language
acquistion.
2.
Describe the relationship between Floortime and social-pragmatic
approach to language intervention.
3.
List the steps needed to implement a Floortime approach to
intervention.
Questions:
1.
In a Floortime approach to intervention the adult:
A.
Does not follow any specific guidelines for interacting with the
child.
B.
Does not address levels of development.
C.
Follows the child’s lead.
D.
Does not persist if the child rejects the interaction.
2.
Floortime interactions:
A.
Are a set of activities developed and implemented by the adult.
B.
Emerge from the naturally occurring contexts in which the child and
adult are interacting.
C.
Can not be varied.
D.
Are derived and selected from a published manual on Floortime
activities.
3.
When working with a child who responds differentially to sensory
input:
A.
Adaptations are made with respect to each modality.
B.
Adults follow a prescribed approach
to intervention irrespective of the child’s responsiveness.
C.
A child is engaged using only one
modality at a time.
D.
There is no consideration made for variations in responsiveness.
4.
The Floortime goal of attention, engagement, and intimacy can be
equated with:
A.
The development of turn-taking.
B.
The development of communicative functions.
C.
The development of topic initiation, topic maintenance, and
conversational repairs.
D.
The development of joint reference and joint action routines.
5.
The Floortime step of opening and closing circles of communication:
A.
Describes the responsive turns that occur during an interaction.
B.
Describes extending and expanding play themes.
C.
Describes entering the child’s play.
D.
Describes watching and observing the child’s play
#2 BEHAVIORISM AND
AUTISM: IS EVERYTHING WE
LEARNED ABOUT LANGUAGE IN GRADUATE SCHOOL WRONG?
Lynne E. Hewitt , Ph.D., CCC-SLP
Learner Objectives
Participants will be able to:
1.
Explain the history of behavioral interventions for autism.
2.
List two theoretical differences between behavioral and naturalistic
approaches to language intervention.
3.
Cite three ways that
behavioral therapies can be used to augment language development.
Questions:
1.
Lovaas’ contemporary recommendations for programming of children
with autism include:
A.
Spanking the child for off-target responses.
B.
Recommending placement in inclusive educational settings.
C.
Working with the child
in a one-on-one setting only.
D.
Using edible reinforcers in the initial stages of training.
2.
Salient discrepancies between the Lovaas approach to language
learning and a naturalistic approach employed by many SLPs include:
A.
The types of reinforcers that are necessary for language learning
(extrinsic vs. intrinsic).
B.
The language learning environment employed (context-rich vs.
decontextualized).
C.
The types of materials and activities that are used.
D.
Both A and B.
3.
A theoretical difference between discrete-trial and naturalistic
approaches to language intervention exists in that Lovaas believes that:
A.
Children with autism are good incidental learners.
B.
Children with autism learn best from other children.
C.
Children with autism learn best from direct instruction.
D.
Children with autism learn efficiently from their surroundings.
4.
Behavioral interventions for children with autism are most
appropriate for:
A.
Children at early emergent stages of language development.
B.
Children with poor attention skills.
C.
Children who are unable to follow directions.
D.
All of the above.
5.
Hewitt argues that:
A.
Behavioral therapies are ineffective for children with autism.
B.
Behavioral therapy is the best form of intervention for children with
autism.
C.
Behavioral therapy may be used in combination with other language
intervention methods for children with autism.
D.
Behavioral therapy is not as effective as naturalistic language
therapy.
#3 THE DIAGNOSIS OF
AUTISM AND ASPERGER’S DISORDER: BEYOND DSM-IV
Peter E. Tanguay, M.D.
Learner Objectives
Participant will be able to:
1.
Explain the strengths and weaknesses of the current DSM-IV diagnostic
criteria for autism spectrum disorders.
2.
Explain a new diagnostic classification system based upon evaluation
of behaviors demonstrating affective reciprocity, joint attention, and
intuitive social knowledge.
Questions:
1.
Tanguay argues that children with high functioning autism or
Asperger’s disorder present the following behavioral profile:
A.
A lack of affective reciprocity and good joint attention.
B.
Good affective reciprocity and poor intuitive social knowledge.
C.
Excellent joint attention and poor affective reciprocity.
D.
Acceptable levels of intuitive social knowledge, and excellent joint
attention.
2.
To obtain a diagnosis of autism per the DSM-IV model, a child must:
A.
Present a significant communication delay and a lack of eye contact.
B.
Present deficits in motor skills and interaction skills.
C.
Present stereotypical behaviors and social aloofness.
D.
Present a pattern of delays in social, communication, and behavioral
domains.
3.
The differential diagnostic criterion for specifying a diagnosis of
Asperger’s Disorder is:
A.
Presence of a communication delay early in development.
B.
Expert knowledge in a given subject area.
C.
Lack of significant language difficulties early in development.
D.
A limited range of interests.
4.
Baron-Cohen suggests that children learn to respond to their world
using intuitive psychology, which
is:
A.
An understanding of what motivates people.
B.
An understanding of many facts.
C.
An understanding of grammar.
D.
An understanding of emotion.
5.
The evaluation model suggested by Tanguay includes:
A.
Assessment of social communication skills and language abilities.
B.
Sensory and motor assessments.
C.
IQ testing.
D.
All of the above.
#4 THEORY OF MIND:
WHAT’S YOUR TAKE ON THAT?
Tina K. Veale, Ph.D., CCC-SLP
Lori J. Gundler-Reyes, M.A., CCC-SLP
Learner Objectives
Participant will be able to:
1.
Define Theory of Mind (TOM).
2.
Delineate the emergence of TOM.
3.
Devise TOM tasks of varying levels.
Questions:
1.
Theory of Mind (TOM) is a cognitive ability that involves:
A.
Understanding that other people have thoughts and feelings
B.
Predicting what other people might do based upon what they are
thinking and feeling.
C.
Taking the mental perspective of others.
D.
All of the above.
2.
Speech-Language Pathologists evaluate some TOM abilities when they
assess:
A.
Syntax
B.
Morphology
C.
Semantics
D.
Pragmatics
3.
The onset of TOM abilities occurs simultaneously with:
A.
The emergence of object performance.
B.
Early indicators of joint attention.
C.
The production of early consonants.
D.
The development of narration.
4.
Level 5 TOM tasks understand that:
A.
The mind controls how we interpret the world.
B.
The mind controls our emotional responses.
C.
Previous experiences can influence current interpretations of
reality.
D.
All of the above.
5.
Tager-Flusberg suggests that:
A.
Language and TOM are not related.
B.
Language and TOM are linked in a circular fashion in that the skills
continually influence one another.
C.
Language skills cannot emerge without TOM abilities.
D.
TOM skills are not important for language development.
#5
AUTISM SPECTRUM DISORDER AND LEARNING
Denise Sawan-Caruso, M.A., CCC-SLP
Chris Filler, RN
Learner Objectives
Participants will be able to:
1.
List five primary learning difficulties experienced by children with
autism spectrum disorders.
2.
Name ten strategies for addressing learning challenges in children
with autism spectrum disorders.
Questions:
1.
Strategies for helping an individual with autism to attend more and
perseverate less include:
A.
Modifying the environment to have few distractions.
B.
Providing sensory breaks.
C.
Allowing time for a favorite activity between other learning
exercises.
D.
All of the above.
2.
Difficulty understanding how to take turns and interact with other
people may have a basis in:
A.
Lack of ability to imitate
B.
Lack of interest in others.
C.
Poor understanding of cause and effect.
D.
Poor eye contact.
3.
Difficulty imitating sounds or words may be due to:
A.
Difficulty in focusing or shifting attention.
B.
The challenging nature of the motor speech task.
C.
A need to control others.
D.
A and B.
4.
The difficulties that many individuals with Asperger’s and autism
present with time management can be addressed through:
A.
Behavior management.
B.
The use of schedules and visual timers.
C.
Learning to say more time words.
D.
Going to the principal’s office.
5.
Language-based learning issues, such as problems following directions
or giving accurate answers to questions, may be addressed through:
A.
Pacing language input.
B.
Limiting the use of figurative forms.
C.
Using visual supports.
D.
All of the above.
_______________________________________
HEARSAY:
FOCUS ON AUTISM SPECTRUM DISORDERS
Volume
l5, No. 2
ANSWER
SHEET
For each
question, please select the best answer and circle the corresponding letter.
Article 1:
Prendeville
1.
A
B
C
D
2.
A
B
C
D
3.
A
B
C
D
4.
A
B
C
D
5.
A
B
C
D
Article 2:
Hewitt
1.
A
B
C
D
2.
A
B
C
D
3.
A
B
C
D
4.
A
B
C
D
5.
A
B
C
D
Article 3:
Tanguay
1.
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B
C
D
2.
A
B
C
D
3.
A
B
C
D
4.
A
B
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D
5.
A
B
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D
Article
4:
Veale & Gundler-Reyes
1.
A
B
C
D
2.
A
B
C
D
3.
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B
C
D
4.
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B
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5.
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Article
5.
Caruso & Filler
1.
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B
C
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2.
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B
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D
3.
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B
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D
4.
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B
C
D
5.
A
B
C
D
__________________________________________
EVALUATION FORM
HEARSAY:
FOCUS ON AUTISM SPECTRUM DISORDERS
Program Evaluation
Please evaluate this self-study by circling your
responses to the following questions using this key:
SA – Strongly Agree
A – Agree N
– Neutral D – Disagree
SD – Strongly Disagree
1.
The content and level of difficulty were described accurately in
materials.
SA
A
N
D
SD
2.
The self-study had clearly stated objectives.
SA
A
N
D
SD
3.
The writes demonstrated thorough knowledge of the topic.
SA
A
N
D
SD
4.
The organization of the self-study facilitated learning.
SA
A
N
D
SD
5.
The format facilitated learning.
SA
A
N
D
SD
6.
This self-study increased my interest in the topic.
SA
A
N
D
SD
7.
This self-study provided new and/or useful information.
SA
A
N
D
SD
8.
This self-study increased my knowledge and/or skill in this area.
SA
A
N
D
SD
9.
I will apply the knowledge and/or skills gained to my work.
SA
A
N
D
SD
10.
This self-study will contribute to my professional
growth.
SA
A
N
D
SD
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