Communication Strategies for Students with Autism Spectrum Disorder Chapter Exam

Exam Instructions:

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

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Question 1 1. People with autism have an especially difficult time with:

Question 2 2. As it applies to teaching social cues to students with autism, what is task analysis?

Question 3 3. Many students with autism struggle with recognizing facial expressions. Teachers may help them learn this skill through practice all of the following except:

Question 4 4. Teachers may help autistic students practice using eye contact consistently by using:

Question 5 5. Which of the following is not a skill that may be challenging for a student on the autism spectrum?

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Question 6 6. Why might you need to teach non-verbal students with ASD in advance about the images you use on communication boards?

Question 7 7. What is a communication board?

Question 8 8. Which statement is true about non-verbal students with ASD?

Question 9 9. On a communication board, why should you use pictures that are the same font, style and size?

Question 10 10. What is echolalia?

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Question 11 11. What is the key to helping English language learners who need special education?

Question 12 12. While you make a presentation to ELL students, a student who is sitting in the back of the class tells you he has poor vision. This is the adjustment you can do on the spot to help the student.

Question 13 13. Collaboration with the special education team is very important to teach ELLs with special education needs. That team can provide you all the following information EXCEPT:

Question 14 14. Dysphasia/aphasia is a common learning disability that affects the ability to comprehend and to produce spoken language. This definition allows us to infer that the main language skills this disability affects are:

Question 15 15. Often, students with special education needs have trouble following directions. You are teaching reading skills and this is a teaching strategy to help the student to concentrate.

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Question 16 16. Jenna is a fourth grade student with autism. She has never been able to make verbal requests or communicate her needs through spoken language. As she learns to use a voice output device, her parents notice that she is actually saying intelligible words that seem to make sense in context. Why might this be happening?

Question 17 17. What is a communication board?

Question 18 18. AAC may benefit which one of the following?

Question 19 19. Which one of the following best describes the benefits of an AAC device?

Question 20 20. Which of the following is NOT an example of AAC?

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Question 21 21. The component of language that involves two parts, syntax and morphology is known as _____ development.

Question 22 22. The component of language that involves the rules of structure and speech sounds is called _____.

Question 23 23. Josh is talking with his teacher; each time the teacher is talking, Josh waits for him to stop before he starts talking again. Which component of language is represented in this example?

Question 24 24. Which theory places the most emphasis on social interaction in the development of language?

Question 25 25. Who proposed that children are born with a language acquisition device?

Communication Strategies for Students with Autism Spectrum Disorder Chapter Exam Instructions

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

MTTC Autism Spectrum Disorder (064): Practice & Study Guide  /  Social Science Courses
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