1. Which Is the Most Common Characteristics in Students with Pervasive Development Disorders?

Chapter Six

Multiple Choice

1. Which is the most common characteristics in students with pervasive development disorders?

a. body rocking

b. perserveration with objects

c. difficulty communicating with others

d. resisting change in routines

2. Autism typically appears during what stage of a child’s life?

a. During the first three years of life

b. About the time they enter kindergarten

c. by the age of eight

d. at the onset of puberty

3. Rett Syndrome only affects

a. preschool children

b. females

c. males

d. students with cognitive disabilities

4. Individuals with Asperger’s Syndrome typically exhibit all of the following behaviors EXCEPT

a. impairment in social interactions

b. significant clinical delay in language

c. normal functioning cognitive abilities

d. lack of social reciprocity

5. When asked a question, Kara often repeats what she hears verbatim rather than providing an answer. This condition is referred to as

a. mimicking

b. perseveration

c. echolalia

d. receptive questioning

6. According to the Centers for Disease Control and Prevention (2005), the number of individuals diagnosed with Autism Spectrum Disorders has

a. doubled over the last ten years

b. remained constant over the last ten years

c. increased six-fold over the last ten years

d. decreased over the past ten years

7. According to the text, one of the most effective classroom strategies for individuals with Autism Spectrum Disorders or Pervasive Development Disorders is to

a. Establish a predictable classroom routine

b. Seat the child close to the teacher or educational assistant

c. Change the routine often to avoid boredom

d. Bring in extra lighting

8. Tabitha has been working on helping Ronnie, her student with Autism, identify five predetermined colors by pointing to them. She is repeating the same strategy with the same materials on a regular basis with the goal that he responds independently. What strategy is Tabitha using?

a. Temporal-sequential skills

b. inferential skills

c. massed trials

d. object awareness

9. According to the National Research Council (2001), what percent of students with autism do not develop functional speech?

a. fifty percent

b. one hundred percent

c. ten percent

d. seventy-five percent

10. Social stories are used to

a. assess how well students understood a concept

b. improve reading comprehension

c. improve social interactions

d. teach in the content area

11. The first step in managing problem behavior is to

a. implement an intervention

b. understand why the behaviors are occurring

c. assign a consequence for the behavior

d. Ignore the behavior until it affects other children in the room

12. What percentages of school-age children receive special services for communicative disorders?

a. 2 to 6 percent

b. 1 to 5 percent

c. 2.5 to 6 percent

d. 7 to 10 percent

13. The term that refers to interventions being implemented in a proactive manner rather than a traditional reactive manner is referred to as:

a. functional behavioral modifications

b. positive behavior supports

c. intrinsic behavior motivation

d. Promotion of social competence

True or False – Re-write the false statements to make them true

14. ___ Students with pervasive development disorder typically cannot receive their educational services within a general education classroom.

15. ___ Due to medical advances, the incidence of PDD has been decreasing sharply over the past 5 years.

16. ___ When working with students who have PDD, developing routines is a strategy teachers can implement in a general education classroom.

17. ___ To be diagnosed with autism a child must have documented deficits in cognitive abilities and display aggressive behavior to peers.

18. ___ Students with Autism typically do not have a formal communication system.

19. ___ Challenging behaviors are often a form of communication for students with disabilities.

20. ___ Direct assessments should be conducted for five school days.

21. ___ It is crucial that everyone involved in a behavior intervention is consistent so the student understands the desired expectations.

Essay/Case-Based Application

22. What role does the general education teacher play in modifying instruction for students with autism spectrum disorders or pervasive developmental disorders? Provide examples of strategies general education teachers can implement on a daily basis.

23. What can general education teachers do to facilitate communication in the classroom?

24. Why do educators use functional behavioral assessments? Describe the three steps to a FBA and relate why each step is important when addressing challenging behavior.

with disabilities typically engage in challenging behaviors.

25. What are positive behavioral supports? What types of positive behavioral supports do you think would be effective in a general education classroom to support students with disabilities?

Answers

1. C
2. A
3. B
4. C
5. C
6. C
7. A
8. C
9. A
10. C
11. B
12. D
13. B
14. F
15. F
16. T
17. F
18. T
19. T
20. T
21. T

22. Answer: Response should describe the role of the general education teacher in the identification of students with communication disorders (i.e., the general education teacher is an observer and listener of students; the general education teacher shares concrete findings and concerns with the school's speech

pathologist). In addition answer should list the three areas of possible difficulty in language (form, content, and use) and examples of questions teachers may ask to determine if problems exist.

23. Answer: Responses may include: the use of the speech and language pathologist as a source of information on what skills need to be reinforced; developing personal cueing systems for students who have difficulty responding in large groups; creating an accepting environment in the classroom; using

augmentative communication systems to compensate for impairments, etc.

24. Answer: Response should describe the three steps (Indirect assessments, direct assessments and functional analysis) and responses should include why students with disabilities typically engage in challenging behaviors.

25. Answer: Responses should list the key features of positive behavioral supports listed in the chapter, and stress that interventions are implemented in a proactive manner, rather than the traditional reactive manner.