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ASD FINAL EXAM 2024 ACTUAL EXAM 2 VERSIONS (VERSION A AND B) COMPLETE ACCURATE EXAM QUESTIONS WITH DETAILED VERIFIED ANSWERS (100% CORRECT ANSWERS) /ALREADY GRADED A+,
ASD FINAL EXAM 2024 ACTUAL EXAM 2 VERSIONS
(VERSION A AND B) COMPLETE ACCURATE EXAM
QUESTIONS WITH DETAILED VERIFIED ANSWERS
(100% CORRECT ANSWERS) /ALREADY GRADED A+
ASD FINAL EXAM 2024 ACTUAL EXAM 2 VERSIONS
(VERSION A AND B) COMPLETE ACCURATE EXAM
QUESTIONS WITH DETAILED VERIFIED ANSWERS
(100% CORRECT ANSWERS) /ALREADY GRADED A+
VERSION A
How well do children with ASD, as a group, regulate their emotions? - ANSWER-Sig more
difficulty managing their emotions -> impairing function & leading to behavioral
problems
What appears is the primary contributor/correlate of dysregulation in children with ASD?
- ANSWERChildren w/ ASD engage in fewer beneficial strategies & strategies are less
effective overall
What is internalization of co-regulation? What does research suggest about how this
process operates for children with ASD? - ANSWER-when the child can regulate
themselves based on the strategies their parents used to help the regulate emotions
-does not occur until 8 years of age
What are some of the potential consequences of emotion dysregulation in this
population? - ANSWER-behavioral problems
About how common are externalizing (behavior) disorders in children with ASD? -
ANSWER-prevalence = 8 - 68%
What could at least partially contribute to the sex difference in individuals with ASD? -
ANSWER-female protective effect: girls w/ less severe symptoms either 1) mask better 2)
girls are innately better at language & social skills
What is meant by the term "evidence-based" or "empirically-supported"
practice/treatment? - ANSWER-integration of best available research with clinical
expertise
-must contain: 1) experimental control 2) manipulation of IV, random assignment
What is the difference between efficacy and effectiveness? - ANSWER-Efficacy: validity
of treatment
-Effectiveness (clinical utility): is the treatment generalizable, applicable, feasible, useful
,What does it mean to consider individual differences in treatment selection? - ANSWER-
determine what approach/services are likely to work given the child's age /
developmental functioning/ specific problems/ strengths / personality characteristics /
language / socio cultural context
How is it recommended that one balance utilizing the best available research vs. clinical
experience in their practice? - ANSWER-start w/ best research, then use clinical
expertise, if have specific reason for changing use of it (ex: ABA treatment going from 35
hrs. a week to 20hrs a week)
What are some of the main agreed upon goals of interventions for ASD? -
ANSWER1)Minimize core deficits & co-occuring associated impairments
2) Maximize functional independence by facilitating learning & acquisition of adaptive
skills
3) eliminate/minimize/prevent problem behaviors that interfere w/ functional skills
What are some recommended elements that all good interventions for ASD should
include? - ANSWER-treatments should be individualized, developmentally appropriate &
intensive w/ performance data relevant to treatment goals to evaluate & adjustment
intervention
What is the difference between a "comprehensive" vs. "focused" intervention in ASD?
What are some examples of each? - ANSWER-CTM: address broad array of symptoms
over long period of time (ex: ABA)
-FTM: limited in range of skills & delivered over short period of time (JASPER)
What is the National Autism Center's National Standards Project trying to do? -
ANSWER-designed to gather all ASD treatments and determine how efficacious they are
-established: well-studied, good evidence
-emerging: some studies, some evidence
-unestablished: either no studies, or no evidence
What do most of the interventions designated as "established" have in common? -
ANSWER-all rooted in behavioral principles (use behavioral techniques)
What are supplemental interventions for autistic individuals and what are a few of them?
- ANSWER-interventions with specific/limited goals
-Peer-mediated instruction & intervention
-video modeling
-social stories
-JASPER
-parent management training
What is facilitated communication and what has the investigation of this taught us about
the importance of researching treatments? - ANSWER-fraudulent research
-non-verbal individual placed in front of key-board, facilitator guides their hand to "help
them type" -> indicated children knew language but could not communicate their needs
-actuality: facilitator is source of message
, What areas of development/functioning tend to be the focus of most interventions? What
types of outcomes tend not to be addressed as much? - ANSWER-IQ & educational
success
-quality of life, employment, independent living, relationship skills
Around what decade(s) did behavioral interventions start to develop for autistic
children? - ANSWER-1970's
Who conducted the first large-scale study of intervention for children with ASD -
ANSWER-Ivar Loovas
How did the first few children treated by Lovaas' UCLA Young Autism Project (Pam and
Ricky) turn out? What lessons were learned that helped to fine-tune the intervention? -
ANSWER-initially showed gains from ABA but when support was remove -> regression of
skills
-intervention should occur early
-must be intensive,
-comprehensive,
-involve parents,
-carefully controlled (1:1 interactions),
-hierarchal programming (teach basic skills -> once mastered, move on)
What were the key elements of the intervention described in Lovaas (1987)? - ANSWER-
40hrs of ABA per week
-year 1: rudimentary skills (easy to label basic needs (people & objects: mom/dad, car,
water)
-year 2:abstract labels (pronouns; emotions; time of day)
-year 3: basics of emotions are taught
What was the basic research design of the 1987 study and what were the main findings?
- ANSWER-quasi experimental (exp group = 40hr treatment; control group = 10hr
treatment)
-Results: 47% of G1 made sig gains in educational placement & outcomes
What did the 1993 (McEachin et al.) study look at and why was that important? -
ANSWER-long-term follow up study
-examined if maintained outcomes (& tested potential traumatic effects)
-maintained gains (esp in IQ & adaptive behavior)
Describe the diversity of outcomes demonstrated for the children in the treatment group
of the 1987 study (e.g., from lecture and the film). - ANSWER-3 groups resulted in
experimental group
-47% Recovered: normal range IQs and placed in regular education classroom
-42% Aphasic: average IQ = 70
-(n =2) Autistic/ Retarded: average IQ= 30
Why is replication important in treatment research? What have the various replications of
the Lovaas study found? (How well have they supported the initial findings?). What is the
current conclusion regarding the response rates to this treatment? - ANSWER-various
replications show that EIBI/ABA is more effective than generic special education
-Overall response rate: 1/3 best outcome, 1/3 sig gains, 1/3 small gains
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