Question 1

What two types of teacher-mediated interventions are used to increase social behavior in children with autism?

Accepted Answer

A)  PMI and direct instruction of target social behaviors 
B)  Video self-modeling and PMI 
C)  Antecedent prompting and direct instruction of target social behaviors 
D)  Social stories and self-monitoring 
A)  PMI and direct instruction of target social behaviors 
B)  Video self-modeling and PMI 
C)  Antecedent prompting and direct instruction of target social behaviors 
D)  Social stories and self-monitoring C

Question 2

Direct-observation techniques use ______ to measure the rate or percentage of discrete skills.

Accepted Answer

A)  rating scales 
B)  ecological assessments 
C)  task analysis 
D)  event recording 
A)  rating scales 
B)  ecological assessments 
C)  task analysis 
D)  event recording D

Question 3

Why is distinguishing between social skills and social competency important?

Accepted Answer

Answers will vary but should include some of the following: 
Appropriate use of discrete social skills does not necessarily result in social competence. This means that efforts focused only on teaching discrete social behaviors to students with autism may be inefficient; the child's skills must be considered with regard to contexts in which she must function, including social behaviors needed for success in those contexts and desired social outcomes within those contexts.

Question 4

What is the MOST important reason we teach social skills?

Accepted Answer

A)  To meet goals and objectives set in our students' IEPs 
B)  To reduce classroom disruption and promote appropriate behavior 
C)  To ensure our students obtain productive postschool employment opportunities 
D)  To improve our students' social behavior and ultimately their social functioning 
A)  To meet goals and objectives set in our students' IEPs 
B)  To reduce classroom disruption and promote appropriate behavior 
C)  To ensure our students obtain productive postschool employment opportunities 
D)  To improve our students' social behavior and ultimately their social functioning

Question 5

Considering the correlation between socialization, cognition, and communication and the predictive aspects of socialization, when is the best time to begin interventions to improve socialization?

Accepted Answer

A)  As early as possible 
B)  As soon as the child enters preschool 
C)  By the age of 5 years 
D)  Between the ages of 7 and 9 years 
A)  As early as possible 
B)  As soon as the child enters preschool 
C)  By the age of 5 years 
D)  Between the ages of 7 and 9 years

Question 6

What are pivotal behaviors?

Accepted Answer

A)  Those that, once achieved, help students generalize 
B)  Those that students must master before progressing to the next step 
C)  Those that are central to many areas of functioning 
D)  Those that allow students to integrate into mainstream classrooms 
A)  Those that, once achieved, help students generalize 
B)  Those that students must master before progressing to the next step 
C)  Those that are central to many areas of functioning 
D)  Those that allow students to integrate into mainstream classrooms

Question 7

The term ______ refers to discrete social behavior that are typically exhibited by socially competent individuals, while the term ______ refers to other people's perceptions of an individual's social performance.

Accepted Answer

A)  Social competence; social skills 
B)  Social skills; social competence 
C)  Concomitant improvements; generalization 
D)  Generalization; concomitant improvements 
A)  Social competence; social skills 
B)  Social skills; social competence 
C)  Concomitant improvements; generalization 
D)  Generalization; concomitant improvements

Question 8

Lack of generalization is especially problematic for improving social behavior and social interactions in students with autism. How can educators facilitate generalization of newly learned skills?

Accepted Answer

A)  Purchase a social skills curriculum designed for students with autism. 
B)  Program common stimuli into the training regimen. 
C)  Teach students to recognize general education teachers. 
D)  Ask the student what skills he/she would like to learn. 
A)  Purchase a social skills curriculum designed for students with autism. 
B)  Program common stimuli into the training regimen. 
C)  Teach students to recognize general education teachers. 
D)  Ask the student what skills he/she would like to learn.

Question 9

Joint attention ______.

Accepted Answer

A)  occurs when a student leads someone to a desired object 
B)  is a social experience shared by two or more people and often initiated by one person 
C)  is the ultimate goal of socialization training 
D)  often occurs despite well-planned and comprehensive interventions 
A)  occurs when a student leads someone to a desired object 
B)  is a social experience shared by two or more people and often initiated by one person 
C)  is the ultimate goal of socialization training 
D)  often occurs despite well-planned and comprehensive interventions

Question 10

______ is a skill that can be naturally reinforced in target environments to promote generalization.

Accepted Answer

A)  Washing hands 
B)  Returning books to the library 
C)  Cutting vegetables 
D)  Smiling 
A)  Washing hands 
B)  Returning books to the library 
C)  Cutting vegetables 
D)  Smiling

Question 11

List at least five general considerations for socialization interventions.

Accepted Answer

Answers will vary but should include som

Question 12

Describe socialization characteristics present in many children with autism. What are the implications of those characterizes related to social functioning?

Accepted Answer

Children with autism often exhibit socia

Question 13

Discuss at least three potential problems with inclusion.

Accepted Answer

1. Lack of resources: Inclusion often re

Question 14

What is autistic leading?

Accepted Answer

A)  Modeling appropriate behavior for students to follow 
B)  Prompting students to follow the steps designated in a task analysis 
C)  Moving students further along the road to their goals 
D)  Leading someone by the hand to help obtain a desired object 
A)  Modeling appropriate behavior for students to follow 
B)  Prompting students to follow the steps designated in a task analysis 
C)  Moving students further along the road to their goals 
D)  Leading someone by the hand to help obtain a desired object

Question 15

To help with generalizing social skills, children with autism should learn to recognize reinforcers used by general educators.

Accepted Answer

A) True 
 B)False

Question 16

Name at least five strategies that can promote generalization in relation to social skills.

Accepted Answer

Answers will vary but should include at

Question 17

What is one significant way to increase the effectiveness of direct-instruction social skills lessons?

Accepted Answer

A)  Include several other students who are working on learning the same skill 
B)  Include typically developing same-age peers who are skilled in the behavior being taught 
C)  Incorporate either the ACCEPTS or the ACCESS curriculum 
D)  Have other students clap after each role play attempt 
A)  Include several other students who are working on learning the same skill 
B)  Include typically developing same-age peers who are skilled in the behavior being taught 
C)  Incorporate either the ACCEPTS or the ACCESS curriculum 
D)  Have other students clap after each role play attempt

Question 18

What is an example of general case programming?

Accepted Answer

A)  Varying the components of the instructional lesson, such as conducting the lesson at different times and in different settings. 
B)  Many examples of the skill to be taught are used. 
C)  Students learn to provide their own reinforcers. 
D)  The training situation is made as much like real life as possible. 
A)  Varying the components of the instructional lesson, such as conducting the lesson at different times and in different settings. 
B)  Many examples of the skill to be taught are used. 
C)  Students learn to provide their own reinforcers. 
D)  The training situation is made as much like real life as possible.

Question 19

______ describe feelings of individuals involved in a particular situation, ______ provide information about the social context in a particular situation, and ______ tell the student what to do in a particular situation.

Accepted Answer

A)  Perspective sentences; descriptive sentences; directive sentences 
B)  Descriptive sentences; perspective sentences; directive sentences 
C)  Directive sentences; descriptive sentences; perspective sentences 
D)  Directive sentences; perspective sentences; descriptive sentences 
A)  Perspective sentences; descriptive sentences; directive sentences 
B)  Descriptive sentences; perspective sentences; directive sentences 
C)  Directive sentences; descriptive sentences; perspective sentences 
D)  Directive sentences; perspective sentences; descriptive sentences

Question 20

What is the correct order of the steps to take to determine the demands of a target environment? i. Determine the target environments where students will have opportunities for social interaction.
ii. Conduct ecological assessments in the target environments.
iii. Interview teachers and other adults who supervise students in the target environments.
iv. Conduct direct observations of typically developing peers in the target environments.

Accepted Answer

A)  i, iii, v, ii 
B)  iv, ii, iii, i 
C)  ii, iv, iii, i 
D)  i, iii, ii, iv 
A)  i, iii, v, ii 
B)  iv, ii, iii, i 
C)  ii, iv, iii, i 
D)  i, iii, ii, iv

What two types of teacher-mediated interventions are used to increase social behavior in children with autism?

Direct-observation techniques use ______ to measure the rate or percentage of discrete skills.

Why is distinguishing between social skills and social competency important?

What is the MOST important reason we teach social skills?

Considering the correlation between socialization, cognition, and communication and the predictive aspects of socialization, when is the best time to begin interventions to improve socialization?

What are pivotal behaviors?

The term refers to discrete social behavior that are typically exhibited by socially competent individuals, while the term refers to other people's perceptions of an individual's social performance.

Lack of generalization is especially problematic for improving social behavior and social interactions in students with autism. How can educators facilitate generalization of newly learned skills?

Joint attention ______.

______ is a skill that can be naturally reinforced in target environments to promote generalization.

List at least five general considerations for socialization interventions.

Describe socialization characteristics present in many children with autism. What are the implications of those characterizes related to social functioning?

Discuss at least three potential problems with inclusion.

What is autistic leading?

To help with generalizing social skills, children with autism should learn to recognize reinforcers used by general educators.

Name at least five strategies that can promote generalization in relation to social skills.

What is one significant way to increase the effectiveness of direct-instruction social skills lessons?

What is an example of general case programming?

describe feelings of individuals involved in a particular situation, provide information about the social context in a particular situation, and __ tell the student what to do in a particular situation.

Overview of Autism

Basic Behavioral Principles and Strategies for Changing Behavior

Reducing Challenging Behaviors

Deciding What to Teach: Curriculum Development

Teaching: General Strategies

Remediating Deficits in Speech and Language

Remediating Deficits in Life Skills

Understanding Intervention Controversies

Filters

Exam 7: Remediating Deficits in Socialization

What two types of teacher-mediated interventions are used to increase social behavior in children with autism?

Direct-observation techniques use ______ to measure the rate or percentage of discrete skills.

Why is distinguishing between social skills and social competency important?

What is the MOST important reason we teach social skills?

Considering the correlation between socialization, cognition, and communication and the predictive aspects of socialization, when is the best time to begin interventions to improve socialization?

What are pivotal behaviors?

The term ______ refers to discrete social behavior that are typically exhibited by socially competent individuals, while the term ______ refers to other people's perceptions of an individual's social performance.

Lack of generalization is especially problematic for improving social behavior and social interactions in students with autism. How can educators facilitate generalization of newly learned skills?

Joint attention ______.

______ is a skill that can be naturally reinforced in target environments to promote generalization.

List at least five general considerations for socialization interventions.

Describe socialization characteristics present in many children with autism. What are the implications of those characterizes related to social functioning?

Discuss at least three potential problems with inclusion.

What is autistic leading?

To help with generalizing social skills, children with autism should learn to recognize reinforcers used by general educators.

Name at least five strategies that can promote generalization in relation to social skills.

What is one significant way to increase the effectiveness of direct-instruction social skills lessons?

What is an example of general case programming?

______ describe feelings of individuals involved in a particular situation, ______ provide information about the social context in a particular situation, and ______ tell the student what to do in a particular situation.

Overview of Autism

Basic Behavioral Principles and Strategies for Changing Behavior

Reducing Challenging Behaviors

Deciding What to Teach: Curriculum Development

Teaching: General Strategies

Remediating Deficits in Speech and Language

Remediating Deficits in Life Skills

Understanding Intervention Controversies

Filters

The term refers to discrete social behavior that are typically exhibited by socially competent individuals, while the term refers to other people's perceptions of an individual's social performance.

describe feelings of individuals involved in a particular situation, provide information about the social context in a particular situation, and __ tell the student what to do in a particular situation.