Social Competencies 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!

Page 1

Question 1 1. After his teacher gives instructions for an assignment, Jeremy looks lost and starts visiting with his peers. How might the teacher prompt him in a way that will teach him to monitor his own actions?

Question 2 2. What is the purpose of behavior tracking?

Question 3 3. What related service provider can come into the classroom and help with the instruction of social skills for students with Autism?

Question 4 4. Which of the following social situation might be difficult for a student with an Autism Spectrum Disorder?

Question 5 5. Self-monitoring is defined as _____.

Page 2

Question 6 6. Bells, beeps, claps, and pictures are examples of _____.

Question 7 7. Why should teachers allow students to have input, jobs, and responsibilities in the classroom?

Question 8 8. How can listening to your student help build up his or her self-esteem?

Question 9 9. One of the ways to make working in a group task pleasant for autistic children is?

Question 10 10. According to the text, which type of activity allows autistic children to practice basic motor skills?

Page 3

Question 11 11. Why are sorting games a good way to teach students with ASD executive functioning skills?

Question 12 12. What are executive functioning skills?

Question 13 13. Which of the following describes a possible indicator of having difficulties with self-regulation?

Question 14 14. Which of the following does NOT describe a component of social competence?

Question 15 15. Being the building blocks for friendships, ________ give children the chance to ____ from their peers and learn how to be ____with those they meet in the future.

Page 4

Question 16 16. Why are social skills so important to teach children?

Question 17 17. Which of the following is characteristic of respectful self-advocacy?

Question 18 18. What should students do if they try self-advocacy once and nothing seems to change?

Question 19 19. What is self-management?

Question 20 20. The teachers and speech language pathologists in the lesson's examples involved multiple people, including students in their social skill instruction lessons. Why might this be a good idea?

Page 5

Question 21 21. One important item for the student to note when self-monitoring for academic learning is _____.

Question 22 22. What is the importance of developing student self-esteem in the special education classroom?

Question 23 23. Children with Autism have trouble working in group due to _____

Question 24 24. Which activity is a way to promote short-term memory recollection?

Question 25 25. Which of the following does NOT describe a component of emotional competence?

Page 6

Question 26 26. What is a way to teach social skills to children?

Question 27 27. What is the identification of feelings?

Question 28 28. The benefits of teaching self-management skills include all of the following EXCEPT?

Question 29 29. Which of the follwoing is NOT a reason to teach social skills in a method similar to academics for students with Autism?

Question 30 30. One reason a teacher may choose to use behavior self-monitoring is if a student is _____.

Social Competencies 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
Support