BCAT EXAM STUDY SHEET VERIFIED A+
Deficits in Autism
1. Deficits in Social-Emotional Reciprocity
These can range from atypical social approaches and an inability to engage in normal conversational
exchanges to reduced sharing of interests and emotions, and a failure to initiate or respond...
BCAT EXAM STUDY SHEET VERIFIED A+
Deficits in Autism
1. Deficits in Social-Emotional Reciprocity
These can range from atypical social approaches and an inability to engage in normal conversational
exchanges to reduced sharing of interests and emotions, and a failure to initiate or respond to social
interactions.
2. Deficits in Nonverbal Communicative Behaviors for Social Interaction
This is characterized by a lack, reduction, or unusual use of eye contact (considering cultural norms),
gestures, facial expressions, body postures, or variations in speech intonation.
3. Deficits in Developing, Maintaining, and Understanding Relationships
Individuals may struggle with adapting behavior to fit various social contexts, may find it difficult to
engage in imaginative play or make friends, and may show little interest in interacting with peers.
4. Stereotyped or Repetitive Motor Movements, Use of Objects, or Speech
This includes simple motor stereotypes, such as repetitive actions or toy organization, echolalia, and
idiosyncratic phrases that have special meanings known only to those familiar with the context.
5. Insistence on Sameness, Inflexible Adherence to Routines, or Ritualized Behaviors
Individuals may experience significant distress with small changes, have trouble transitioning, engage
in rigid thinking, follow specific greeting rituals, or insist on taking the same route or eating the same
foods daily.
6. Highly Restricted, Fixated Interests Abnormal in Intensity or Focus
This may manifest as strong attachments or fixations on unusual objects or exhibiting excessively
narrow or perseverative interests.
7. Hyper or Hypo Reactivity to Sensory Input or Unusual Sensory Interests
, This may involve apparent indifference to pain or temperature, adverse reactions to specific sounds or
textures, excessive engagement in smelling or touching objects, or visual fascination with lights or
movement.
8. Levels of Severity for Social Communication and Restrictive, Repetitive Behaviors
- Level 1: Requires support
- Level 2: Requires substantial support
- Level 3: Requires very substantial support
### Reinforcement and Punishment Concepts
1. Positive Reinforcement
For example, when Sally independently removes her shoe and her mother praises her with clapping
and encouraging words, this positive reinforcement increases the likelihood that Sally will take her shoes
off independently again the next day.
2. Negative Reinforcement
An example includes a car that emits an annoying sound when started. This noise stops when the
seatbelt is fastened; therefore, the next time the driver enters the car, they buckle up before starting
the engine to avoid the noise.
3. Positive Punishment
For instance, when Jose hits Lisa to get her attention, the teacher reprimands him, which leads to Jose
choosing to ask Lisa to play nicely the next day instead.
4. Research Regarding Treatment Intensity
This indicates that effective interventions involve comprehensive programs that engage the entire
family along with a team of professionals, usually consisting of 30-40 hours of one-on-one treatment per
week.
5. Early Intensive Behavioral Intervention Research
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