Transition Planning 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. What is the purpose of the transition plan?

Question 2 2. Where should a statement of the postsecondary goals be listed?

Question 3 3. At what age should a student begin a transition plan?

Question 4 4. In what section would you find the student's class schedule from last year, the current year, and the upcoming year?

Question 5 5. What question might you ask your local high school to work on transitioning students with autism?

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Question 6 6. You can help families by making a(n) _____ for how they will approach new daily routines in high school.

Question 7 7. What might you do for students with autism who are likely to struggle with the social world of high school?

Question 8 8. How might you support families getting ready to transition their children with autism to high school?

Question 9 9. What education law defines special education transition planning?

Question 10 10. Which one of the following might be involved in the team-centered planning process?

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Question 11 11. Which of the following is the main reason behind transition planning for students with disabilities?

Question 12 12. Which of the following would NOT be considered a life skill?

Question 13 13. Who should be included in the IEP meeting?

Question 14 14. At what age should you address transition from middle school to high school in the Individual Education Plan?

Question 15 15. What should the IEP team consider when planning the related services section of the transition plan from middle school to high school?

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Question 16 16. Why is the Course of Study important to include in the transition plan?

Question 17 17. Which of the following might be important to plan with students with autism who hope to live independently?

Question 18 18. What exactly is transition planning?

Question 19 19. What might you advise a student with autism who is not really ready to live alone?

Question 20 20. To help students with autism enter the workforce, what might you teach them?

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Question 21 21. What kind of transition portfolio is a student most likely to bring with them to an assisted living center?

Question 22 22. What is the overarching purpose of a transition portfolio?

Question 23 23. What might you have in a transition portfolio of strengths, weaknesses, and needs?

Question 24 24. Which of the following might go into a collection of student work for a transition portfolio?

Question 25 25. Who is responsible for creating and implementing the transition plan?

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Question 26 26. What aspect of high school might be difficult for students with autism?

Question 27 27. What is student-focused planning?

Question 28 28. Which of the following is an example of a postsecondary goal for a student who wants to obtain employment as a cosmetologist?

Question 29 29. When students with autism socialize as young adults, they may need to _____ their own needs.

Question 30 30. What is one purpose of a collection of student work for a transition portfolio?

Transition Planning 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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