ASD 2024 EXAM QUESTIONS WITH 100% CORRECT ANSWERS (ALREADY PASSED)
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ASD
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ASD
ASD 2024 EXAM QUESTIONS WITH 100% CORRECT ANSWERS (ALREADY PASSED)
According to the assigned text chapter by Mesibov and Schea, all but which of the following are characteristics of the thinking style of students with ASD. - Answer- Lack of concept of meaning
Excessive focus on details and diffi...
ASD 2024 EXAM QUESTIONS WITH
100% CORRECT ANSWERS
(ALREADY PASSED)
According to the assigned text chapter by Mesibov and Schea, all but which of the
following are characteristics of the thinking style of students with ASD. - Answer- Lack
of concept of meaning
Excessive focus on details and difficulty prioritizing relevance
Difficulty combining or integrating ideas
----Excessive anxiety
All prompting procedures contain - Answer- All prompting procedures include three
main components: the antecedent (i.e., target stimulus and cue/task
direction), the target skill, and the consequence. These elements help learners acquire
target skills without becoming
dependent upon others.
With least-to-most prompting, teachers/practitioners provide learners with minimal
support to use target skills correctly before
providing additional assistance. - Answer- True. With the least-to-most prompting
procedure, teachers/practitioners start by providing learners with the least amount of
assistance they need to use the target skill correctly. If learners do not use the skill
correctly or do not respond to the target
stimulus, teachers/practitioners increase the amount of support.
Which of the following is NOT a prompting procedure used with learners with ASD? -
Answer- Most-to-least prompting. Most-to-least prompting is not generally used with
learners with ASD to teach target skills.
When using simultaneous prompting, teachers/practitioners use probe sessions to
teach target skills to learners with ASD. - Answer- False. Probe sessions are used to
monitor a learner's acquisition of the target skill. No instruction takes place at these
times.
Instructional sessions are implemented to teach target skills. During these teaching
episodes, teachers/practitioners deliver the
target stimulus and controlling prompt at the same time.
Which of the following is NOT an example of a cue? - Answer- Dirty hands. This
example illustrates a target stimulus. A cue (or task direction) tells learners the skills or
behaviors they should
, be using. A target stimulus, on the other hand, is the "thing" or "situation" to which we
want learners with ASD to respond by
performing the target skill.
A controlling prompt is the prompt that ensures that a learner with ASD uses the target
skill correctly - Answer- True. When implementing prompting procedures,
teachers/practitioners identify a controlling prompt for individual learners with
ASD, which ensures that they use the target skill correctly. The controlling prompt
reduces the number of errors committed by
learners with ASD, thus ensuring the acquisition of target skills.
Reinforcement is used to both increase and decrease target skills. - Answer- False.
Reinforcement is used only to increase a learner's use of skills. Punishment and
extinction are two mechanisms often
used to decrease target skills.
Which type of reinforcer is most effective in helping learners with ASD generalize the
use of skills? - Answer- Natural reinforcers. Natural reinforcers are most effective in
helping learners with ASD generalize the use of skills across
settings and individuals because they are explicitly linked to the teaching activity.
Examples including getting a good grade on
an assignment, getting milk after asking for it, and receiving help after asking for it.
Which of the following is NOT a reinforcement procedure? - Answer- Response cost.
Response cost programs are used to decrease interfering behaviors. All reinforcement
procedures focus on
increasing a desired behavior or skill.
When using a primary reinforcer, teachers/practitioners should always pair it with a
secondary reinforcer to teach a learner with ASD a new skill. - Answer- True. Primary
reinforcers should always be paired with secondary reinforcers so that learners with
ASD learn the value of more
conventional forms of reinforcement such as praise and attention.
Which of the following is NOT an example of positive reinforcement? - Answer- Being
allowed to leave a nonpreferred activity after staying seated for 5 minutes. This is an
example of negative reinforcement
because an aversive object or activity is taken away after the learner with ASD uses the
target skill.
Which of the following is NOT an example of a secondary reinforcer? - Answer- Food.
Food and other edibles (e.g., juice, candy) are primary reinforcers
During the first years of life, cognitive development is demonstrated through: - Answer-
Cognitive development impacts multiple areas including motor, communication, social,
and emotional development.
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