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Answer questions. Then click the "Check Your Score" button. When you get a score of 80% or higher, and place a credit card order, you can download a Certificate for 6 CE's. Click for Psychologist Posttest.

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Course Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.


1. What are symptoms of Autism Spectrum Disorder?
2. What are ways to structure family life?
3. How can many sensory difficulties be overcome in children with Autism Spectrum Disorder?
4. What are ways to cope with an intense interest on the part of a child with Autism Spectrum Disorder?
5. What are ways to build basic social skills?
6. What are discipline techniques to avoid?
7. What are things to consider when choosing a classroom for a child with Autism Spectrum Disorder?


A. Predictability, responsibility and flexibility
B. Control access to the interest and use the interestconstructively
C. yelling, overuse of time-out, subtle consequences and sulking
D. difficulties with social interactions, impaired communication, unusual or unusually rigid behaviors and interests, and unusual responses to stimulation and environment.
E. Acclimation and being prepared ahead of time
F. Being specific, observing social signals, using pictures, teaching emotional vocabulary and teaching behaving differently with different people.
G. A small setting, orderly and predictable environment, real-life settings, learning by rote and part-to-whole sequences

Course Article Questions
The answer to Question 8 is found in Section 8 of the Course Content. The Answer to Question 9 is found in Section 9 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.


8. What is video self-modeling (VSM)? 
9. What is the difficulty with sensory processing for children who have Autism Spectrum Disorder? 
10. What is a problem for an Autism Spectrum Disorder child in school who is over-responsive to touch sensations? 
11. What are the categories of Autism Spectrum Disorder students' understandings of friendship in this study?
12. Why do adolescents with Autism Spectrum Disorder masquerade? 
13. What was done to the social story used to address Ben’s refusal to do his homework in favor of a preferred activity? 
14. What are social stories and comic strip conversations and how are they helpful for an adolescent with Autism Spectrum Disorder? 
15. What was the result of teaching the two males to offer objects during a social script? 
16. What is the Picture Exchange Communication System (PECS)?
17. What are the intervention techniques used to change peer expectancies and increase the social interaction behaviors of children with autism?
18. What are suggestions to foster relevant skills in communication and social skills?


A.  High school students with Autism Spectrum Disorder may be aware that they do not fit in and try to mask their deficits.
B.  Social stories use a brief narrative that describes a situation, relevant social cues, and responses. Comic strip conversations promote social understanding by incorporating simple figures and other symbols in a comic strip format. An educator can draw or assist a student who illustrates a social situation in order to facilitate understanding.
C. For the child over-responsive to touch sensations, unexpected bumping by other students within cooperative learning activities, in lines, or during passing periods creates anxiety and irritation that can lead to a meltdown. The effective modulation of sensations that is required by increased sensory demands is difficult for the individual with ASD in school, where sensation is not as familiar or readily changeable.
D. For children who have ASD, the sensory input structures are usually intact; the difficulty with sensory processing occurs as the child tries to use that sensory input (i.e., process it) to respond to task and environmental demands.
E.  Teaching them to offer the objects during a social script resulted in increased social initiations and interaction that generalized across persons and time but not across settings.
F.  (1) understanding of concepts or language regardingfriendships, (2) description of what is not a friend, (3) description of what is a friend, (4) description of an acquaintance, and (5) using masquerading to cope with social deficits.
G.  PECS  is a structured behavioral intervention program designed to teach the use of visual-graphic symbols for communication.
H.  Thinking about Ben's needs for additional input, the family recorded the story on videotape using animated voices. They added sounds effect, such as his dog barking, to affirm a point, or a favorite song in the background to emphasize responses. Because it increased the visual and auditory input, the story matched Ben's high thresholds and he was more successful at using his social story to guide him.
I.  a specific application of video modeling that allows the child with Autism Spectrum Disorder to imitate targeted behaviors by observing herself or himself successfully performing a behavior.
J.  Intervention techniques included (a) arranging the situation or contingencies to promote optimal peer effort, (b) promoting peer effort by teaching peers skills for initiating with and reinforcing children with autism, and (c) changing peer expectancies by teaching social skills to the children with autism
K. explicit verbal instructions on how to interpret other people’s social behavior should be taught and exercised in a rote fashion; individual with ASD should be taught to monitor his/her own speech style; effort to develop individual’s skills with peers in terms of managing social situation; help to recognize and use range of different means to interact, mediate, negotiate, persuade, discuss, and disagree through verbal means

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Additional post test questions for Psychologists, Ohio Counselors, and Ohio MFT’s