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MTTC ASD QUESTIONS AND ANSWERS FULLY SOLVED
Exam of 21 pages for the course asd at asd (MTTC ASD)
[Meer zien]Voorbeeld 3 van de 21 pagina's
Voorbeeld 3 van de 21 pagina's
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Voorbeeld van de inhoud
MTTC ASD1. Young children who have mild cognitive impairments are more likely to exhibit which
of the following characteristics in comparison to their typically developing peers?
A. experiencing delayed acquisition of communication skills
B. regulating their moods and frustration levels
C. having difficulty with turn-taking in play situations
D. demonstrating greater separation anxiety from caregivers - answerA
2. A first-grade student with difficulties in visual-perceptual motor integration would most
likely need support with which of the following tasks?
A. identifying letters on a page
B. copying words from the board
C. moving in relation to music
D. responding to verbal directions - answerB
3. A developmental characteristic common to both students with autism spectrum
disorder (ASD) and neurotypical peers is they:
A. fluctuate between stages of cognitive growth before developing abstract thinking.
B. achieve grade-level curriculum standards when permitted to work at their own pace.
C. learn most effectively when academic tasks are presented at their instructional level.
D. remain at a sensorimotor level of development until they are five years of age. -
answerC
4. During middle school, typical young adolescents most commonly experience
difficulties with which of the following skills?
A.developing sympathy and caring for others
B. fostering a self-identity separate from their parents/guardians
C. understanding the function and role of authority
D. finding peer groups with whom to comfortably associate - answerD
5. Which of the following best describes a core characteristic of students with autism
spectrum disorder (ASD)?
A. having difficulty communicating reciprocally with others
B. experiencing hyperactivity and need for movement
C. being unable to express desires and needs
D. feeling guilty and worrying often about the feelings of peers - answerA
6. A preschool teacher regularly observes students during outdoor and unstructured
play activities to assess their developmental progress. Which of the following behaviors
would the teacher be most likely to notice in a student with autism spectrum disorder
(ASD)?
,A.moving quickly from blocks to clay to puzzles without focusing on one activity
B. organizing a game of tag with classmates and deciding who will be "it" first
C. interfering with a make-believe game of "restaurant" to take over the direction of play
D. arranging rocks in the sandbox in a line from smallest to largest and removing all
gray rocks - answerD
7. Which of the following demonstrated characteristics may be considered criteria for
determining a qualitative impairment in communication in the determination of a student
with autism spectrum disorder (ASD)?
A. stereotyped and repetitive use of language or idiosyncratic language
B. expressive language performance is at least two grade levels above receptive
language performance
C. word articulation ability exceeds vocabulary comprehension ability
D. gestures and other alternative modes of communication are regularly used to
supplement spoken language - answerA
8. The Individuals with Disabilities Education Improvement Act (IDEA 2004) suggests
which of the following behavioral characteristics commonly associated in the
identification of students with autism spectrum disorder (ASD)?
A. persistent defiant actions toward adults
B. resistance to environmental change
C. general pervasive mood of depression
D. increased social phobia with familiar people - answerB
9. Activities in a kindergarten class that effectively promote self-regulation skills should
focus primarily on:
A. helping students demonstrate compliance when presented with a teacher-given
directive.
B. prompting students to accept support to complete a task at their instructional level.
C. assisting students to respond to extrinsic motivation sources to adjust their
interactive conduct.
D. supporting students to manage their behaviors and emotions in various
environmental contexts. - answerD
10. A high school student with autism spectrum disorder (ASD) attends general
education classes. The student is very passionate and knowledgeable about U.S.
history and government, and he becomes frustrated when others want to speak and the
classroom discussion veers away from his viewpoint on a topic. When this happens, he
uses repetitive verbal arguments and unrelated examples trying to convince others of
his opinions and beliefs. Which of the following strategies should the teacher implement
to address this situation?
A. letting the student speak first about his views on the topic if he agrees not to interrupt
or become upset with others
B. allowing the student to work in smaller discussion groups
C. asking the student to write down what others are saying to help him focus on letting
them speak
, D. instructing the student to use a series of scripted responses and nonverbal cues he
can choose from - answerD
11. Michael, a seventh grader with autism spectrum disorder (ASD), attends frequent
doctor's appointments. He has a lot of difficulty waiting in the waiting area prior to his
appointment, often reverting to extreme rocking and humming. His parents ask a
teacher of students with ASD for support in addressing this issue. Michael's parents and
the teacher of students with ASD develop the following choice board for Michael to use
in the waiting area, similar to one that he uses at school during free-choice times.
The choice board primarily supports Michael by providing:
A. an alternative means for expressing anxieties or frustrations he may be experiencing.
B. a sense of structure and order during unstructured time.
C. a way to understand the purpose of the event that is going to take place.
D. a similar type of sensory input from more appropriate activities. - answerB
12. Michael, a seventh grader with autism spectrum disorder (ASD), attends frequent
doctor's appointments. He has a lot of difficulty waiting in the waiting area prior to his
appointment, often reverting to extreme rocking and humming. His parents ask a
teacher of students with ASD for support in addressing this issue. Michael's parents and
the teacher of students with ASD develop the following choice board for Michael to use
in the waiting area, similar to one that he uses at school during free-choice times.
In this scenario, the parents' concerns are most closely related to which of the following
characteristics that may be exhibited by children with ASD?
A. difficulty interpreting social cues
B. adherence to fixated preferences
C. engagement in repetitive behaviors
D. resistance to change of routines - answerC
13. Michael, a seventh grader with autism spectrum disorder (ASD), attends frequent
doctor's appointments. He has a lot of difficulty waiting in the waiting area prior to his
appointment, often reverting to extreme rocking and humming. His parents ask a
teacher of students with ASD for support in addressing this issue. Michael's parents and
the teacher of students with ASD develop the following choice board for Michael to use
in the waiting area, similar to one that he uses at school during free-choice times.
Which of the following questions is most important to consider when determining
activities to include on Michael's choice board?
A. Does Michael enjoy these activities and can he complete them with little assistance?
B. Do the activities relate to Michael's previously achieved Individualized Education
Program (IEP) goals?
C. Does Michael currently complete these activities in the classroom setting?
D. Do the ac - answerA
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