Question 1

How do children with autism sometimes compensate for not being able to imitate adult speech and learn communication forms through natural enforcers?

Accepted Answer

A)  They provide one-word answers even when two to three sentences would be socially appropriate. 
B)  They employ mitigated echolalia. 
C)  They convey meaning through a wide range of behavior. 
D)  They emphasize semantic content. 
A)  They provide one-word answers even when two to three sentences would be socially appropriate. 
B)  They employ mitigated echolalia. 
C)  They convey meaning through a wide range of behavior. 
D)  They emphasize semantic content. C

Question 2

Give one to two specific examples of manifestations of language difficulties students with autism often experience in each of the following areas: receptive language, expressive language, pragmatics, and language form.

Accepted Answer

Answers will vary buy may include some of the following: 
Receptive language: trouble understanding sentences; trouble learning to attend to the spoken word 
Expressive language: perseveration; trouble with verb tenses and articles 
Pragmatics: trouble reciprocating in speech; trouble taking turns in conversations 
Language form: use of idiosyncratic topographies of communication; use of a wide range of behavior (rather than language) to convey meaning

Question 3

Anna repeats the same words over and over. Her teacher accurately calls this ____________.

Accepted Answer

A)  morphology 
B)  echolalia 
C)  prosody 
D)  perseveration 
A)  morphology 
B)  echolalia 
C)  prosody 
D)  perseveration D

Question 4

Informal language assessment often includes ____________.

Accepted Answer

A)  VB-MAPP and PEAK 
B)  criterion-referenced assessments 
C)  comprehensive, skill-based assessments 
D)  interviews, direct observations, and ecological assessment 
A)  VB-MAPP and PEAK 
B)  criterion-referenced assessments 
C)  comprehensive, skill-based assessments 
D)  interviews, direct observations, and ecological assessment

Question 5

Visual communication systems are ____________ systems, while sign language and speech are ____________ systems.

Accepted Answer

A)  motivational; prompted 
B)  prompted; motivational 
C)  unaided; aided 
D)  aided; unaided 
A)  motivational; prompted 
B)  prompted; motivational 
C)  unaided; aided 
D)  aided; unaided

Question 6

Mrs. Lopez's goal as she works to teach functional language to her students with autism is to move from ____________ to ____________.

Accepted Answer

A)  working on articulation; using portable AAC systems 
B)  imitation; reception 
C)  elicited intraverbal responses; prompted tacts, mands, and intraverbals 
D)  pragmatic functions; syntax 
A)  working on articulation; using portable AAC systems 
B)  imitation; reception 
C)  elicited intraverbal responses; prompted tacts, mands, and intraverbals 
D)  pragmatic functions; syntax

Question 7

Researchers continue to debate best practices for teaching language and communication skills to students with autism.

Accepted Answer

A) True 
 B)False

Question 8

Jacob's teachers are working to increase his ability to produce a message that others understand-that is, they are trying to help Jacob develop ____________.

Accepted Answer

A)  expressive language 
B)  phonemes 
C)  morphemes 
D)  receptive language 
A)  expressive language 
B)  phonemes 
C)  morphemes 
D)  receptive language

Question 9

List three to four specific structural goals for early language development in a child with autism.

Accepted Answer

Answers will vary but may include some o

Question 10

In which domains should language be assessed for students with autism?

Accepted Answer

Social, communicativ

Question 11

Which of the following children would you be most likely to think has a problem with pragmatics? Mateo, who seems to interpret and produce language literally rather than attending and responding to the speech of others
Jean, who appears to have "robotic" speech and flat affect
Alison, whose teacher tells her, "Get your snack and take it to the table" and Alison repeats, "Take it to the table"
Gavin, who has a large vocabulary and syntactic awareness

Accepted Answer

A)  Mateo 
B)  Jean 
C)  Alison 
D)  Gavin 
A)  Mateo 
B)  Jean 
C)  Alison 
D)  Gavin

Question 12

____________ are necessary to stimulate spontaneous interactions in children.

Accepted Answer

A)  Formal language assessments 
B)  Prosody and pragmatics 
C)  Social contexts and responsive communication partners 
D)  Recordings of the child in a comfortable environment 
A)  Formal language assessments 
B)  Prosody and pragmatics 
C)  Social contexts and responsive communication partners 
D)  Recordings of the child in a comfortable environment

Question 13

The ability to follow another's gaze and share attention is called telegraphic speech.

Accepted Answer

A) True 
 B)False

Question 14

Visual communication systems, SGDs, and sign language are ____________.

Accepted Answer

A)  forms of alternative and augmentative forms of communication 
B)  communication crutches 
C)  language supports a child can use in the home environment 
D)  not appropriate to use in a mainstream classroom 
A)  forms of alternative and augmentative forms of communication 
B)  communication crutches 
C)  language supports a child can use in the home environment 
D)  not appropriate to use in a mainstream classroom

Question 15

What is a proposed reason for why students with autism often have trouble with verb tenses and articles, even if they have syntactic awareness and are able to use the common grammatical morphemes?

Accepted Answer

A)  The students can memorize what words mean but may fail to use that vocabulary for a variety of functions 
B)  The students are not able to duplicate appropriate intonation, pitch, and articulation patterns 
C)  Referents change according to the speaker's point of view 
D)  Lack of mastery of pragmatics 
A)  The students can memorize what words mean but may fail to use that vocabulary for a variety of functions 
B)  The students are not able to duplicate appropriate intonation, pitch, and articulation patterns 
C)  Referents change according to the speaker's point of view 
D)  Lack of mastery of pragmatics

Question 16

Some children with autism who have problems with receptive language seem to emphasize ____________ (i.e., grammar) rather than ____________ (i.e., meaning).

Accepted Answer

A)  semantic context; syntactic structure 
B)  syntactic structure; semantic context 
C)  morphology; echolalia 
D)  echolalia; morphology 
A)  semantic context; syntactic structure 
B)  syntactic structure; semantic context 
C)  morphology; echolalia 
D)  echolalia; morphology

Question 17

Why is it sometimes necessary to teach the same word as a mand, a tact, and an intraverbal?

Accepted Answer

A)  Doing so helps students comment on something new or unusual in their environment 
B)  Because students must be able to satisfy needs such as obtaining food or help with a task 
C)  Because sometimes even if a student is able to use a word in one context, he may not be able to use the same word in a different context 
D)  To help them initiate and maintain social interactions such as by sustaining a conversation by staying on topic 
A)  Doing so helps students comment on something new or unusual in their environment 
B)  Because students must be able to satisfy needs such as obtaining food or help with a task 
C)  Because sometimes even if a student is able to use a word in one context, he may not be able to use the same word in a different context 
D)  To help them initiate and maintain social interactions such as by sustaining a conversation by staying on topic

Question 18

How can an ecological assessment be used when assessing a student's language and communication?

Accepted Answer

A)  Use the second step of the ecological assessment to help determine which language and communication skills the student has already mastered. 
B)  Use the first step of the ecological assessment to help assess the student's cognitive domain. 
C)  The ecological assessment allows for the establishment of familiar routines. 
D)  After interviewing parents as part of the ecological assessment, the teacher will have a more complete understanding of the child's home environment. 
A)  Use the second step of the ecological assessment to help determine which language and communication skills the student has already mastered. 
B)  Use the first step of the ecological assessment to help assess the student's cognitive domain. 
C)  The ecological assessment allows for the establishment of familiar routines. 
D)  After interviewing parents as part of the ecological assessment, the teacher will have a more complete understanding of the child's home environment.

Question 19

The text recommends using ____________ to teach language skills at the ____________.

Accepted Answer

A)  DTT; acquisition and fluency levels 
B)  di; generalization level 
C)  milieu training; receptive and expressive levels 
D)  DI; academic and personal levels 
A)  DTT; acquisition and fluency levels 
B)  di; generalization level 
C)  milieu training; receptive and expressive levels 
D)  DI; academic and personal levels

Question 20

Discuss some of the specific factors that influence a child's language development. Include both factors that can help language development and those that can hinder it.

Accepted Answer

Answers will vary but may include the fo

How do children with autism sometimes compensate for not being able to imitate adult speech and learn communication forms through natural enforcers?

Give one to two specific examples of manifestations of language difficulties students with autism often experience in each of the following areas: receptive language, expressive language, pragmatics, and language form.

Anna repeats the same words over and over. Her teacher accurately calls this ____________.

Informal language assessment often includes ____________.

Visual communication systems are systems, while sign language and speech are systems.

Mrs. Lopez's goal as she works to teach functional language to her students with autism is to move from to .

Researchers continue to debate best practices for teaching language and communication skills to students with autism.

Jacob's teachers are working to increase his ability to produce a message that others understand-that is, they are trying to help Jacob develop ____________.

List three to four specific structural goals for early language development in a child with autism.

In which domains should language be assessed for students with autism?

____________ are necessary to stimulate spontaneous interactions in children.

The ability to follow another's gaze and share attention is called telegraphic speech.

Visual communication systems, SGDs, and sign language are ____________.

What is a proposed reason for why students with autism often have trouble with verb tenses and articles, even if they have syntactic awareness and are able to use the common grammatical morphemes?

Some children with autism who have problems with receptive language seem to emphasize (i.e., grammar) rather than (i.e., meaning).

Why is it sometimes necessary to teach the same word as a mand, a tact, and an intraverbal?

How can an ecological assessment be used when assessing a student's language and communication?

The text recommends using to teach language skills at the .

Discuss some of the specific factors that influence a child's language development. Include both factors that can help language development and those that can hinder it.

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 Socialization

Remediating Deficits in Life Skills

Understanding Intervention Controversies

Filters

Exam 6: Remediating Deficits in Speech and Language

How do children with autism sometimes compensate for not being able to imitate adult speech and learn communication forms through natural enforcers?

Give one to two specific examples of manifestations of language difficulties students with autism often experience in each of the following areas: receptive language, expressive language, pragmatics, and language form.

Anna repeats the same words over and over. Her teacher accurately calls this ____________.

Informal language assessment often includes ____________.

Visual communication systems are ____________ systems, while sign language and speech are ____________ systems.

Mrs. Lopez's goal as she works to teach functional language to her students with autism is to move from ____________ to ____________.

Researchers continue to debate best practices for teaching language and communication skills to students with autism.

Jacob's teachers are working to increase his ability to produce a message that others understand-that is, they are trying to help Jacob develop ____________.

List three to four specific structural goals for early language development in a child with autism.

In which domains should language be assessed for students with autism?

____________ are necessary to stimulate spontaneous interactions in children.

The ability to follow another's gaze and share attention is called telegraphic speech.

Visual communication systems, SGDs, and sign language are ____________.

What is a proposed reason for why students with autism often have trouble with verb tenses and articles, even if they have syntactic awareness and are able to use the common grammatical morphemes?

Some children with autism who have problems with receptive language seem to emphasize ____________ (i.e., grammar) rather than ____________ (i.e., meaning).

Why is it sometimes necessary to teach the same word as a mand, a tact, and an intraverbal?

How can an ecological assessment be used when assessing a student's language and communication?

The text recommends using ____________ to teach language skills at the ____________.

Discuss some of the specific factors that influence a child's language development. Include both factors that can help language development and those that can hinder it.

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 Socialization

Remediating Deficits in Life Skills

Understanding Intervention Controversies

Filters

Visual communication systems are systems, while sign language and speech are systems.

Mrs. Lopez's goal as she works to teach functional language to her students with autism is to move from to .

Some children with autism who have problems with receptive language seem to emphasize (i.e., grammar) rather than (i.e., meaning).

The text recommends using to teach language skills at the .