Questions:
8.1 What are four of the intervention strategies developed to facilitate an individual with ASD?
9.1 What are the four basic patterns of sensory processing that are created?
10.1 What type of environment may be difficult for a child with ASD?
11.1 Semistructured interviews were used to collect data regarding students\' understanding of friendships. What may be the aim of providing questions to students the week before the conducted interviews?
12.1 According to Church, what do teenage friendships of those with Asperger Syndrome tend to revolve around?
13.1 What may be two of the ways to increase a clients sensory input during a morning routine?
14.1 What may be four of the difficulties children with Asperger Syndrome experience?
14.2 What is the difference between a social story and a comic strip conversation?
15.1 What technique is used in the TEACCH intervention approach?
16.1 What may be two techniques for communicative output?
16.2 What may be two examples of Visual-Spatial Symbols?
16.3 What is augmentative and alternative communication intervention?
17.1 What is one tactic for increasing attention in a child with autism?
18.1 What are two suggestions on how to approach behavioral management in the case of individuals with AS?
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Answers:
A. Low registration, sensation seeking, sensory sensitivity, sensation avoiding
B. Pivotal response training, adult prompting, environmental modifications, peer-mediated instruction
C. Enable discussion of the issues at home or private perusal of the subject
D. Environment of the middle school or high school which include multiple passing periods and classrooms, myriad hallways, lockers that continuously open and close, and a number of teachers with individual teaching styles and expectations
E. Turning up the volume on a radio, opening the blinds in bedroom
F. Computers, video games
G. Social stories are brief narratives that describe particular situations whereas comic strip conversations use illustrations to increase social understanding.
H. Understanding the beliefs of others, shifting attention, sharing attention with others, distinguishing relevant from irrelevant stimuli
I. Picture Exchange Communication System (PECS), Functional Communication Training (FCT)
J. The use of social skills groups for children and adults with autism
K. To assist individuals with severe communication disorders to become communicatively competent today in order to meet their current communication needs and to prepare them to be communicatively competent tomorrow in order to meet their future communication
L. Altering peer expectations so that peers make greater efforts to involve children with autism
M. Photographs, line drawings
N. Answer: Setting limits and helping the individual with AS make choices
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