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EP - Asperger: Practical Interventions to Build Basic Social Skills Post Test

Psychologist, Ohio MFT and Counselor Post Test:
Only Psychologists, Ohio MFT's and Ohio Counselors taking this course for credit need to complete these additional questions below to be in compliance with their Boards. requirements. If you are not a psychologist, Ohio MFT or Ohio Counselor please return to the original Answer Booklet. You do not need to complete the additional questions below.

Audio 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.
Important Note! Underlined numbers below are links to that Section. If you leave this page, use your "Back" button to return to your answers, rather than clicking on a new "Answer Booklet" link. Or use Ctrl-N to open a new window and use a separate window to review content.

Please note every section does not have an additional question below. Some sections may have more than one question.

Questions:

1.1 Why might children with Asperger Syndrome have difficulty in communicating their emotional state when they get older?
2.1 How might chores be assigned to a child with Asperger Syndrome in order to teach responsibility?
4.1 What does constructive application of an interest mean?
5.1 How can a parent of a child with Asperger Syndrome help build the child’s social skills in a situation involving other children?
6.1 Why is physical punishment often unhelpful in communicating desired messages to children with Asperger Syndrome?
7.1 What may be an effective technique for teaching basic content to children with Asperger Syndrome?
Answers:

A. Assign them according to the child’s ability rather than the child’s usefulness
B. because they become more aware of their isolation and be prone to depression
C. Structure the rules of engagement with other children
D. Looking for ways for the child’s interest to become a strength
E. Having facts stated and then repeated
F. Because Asperger Syndrome is a disability related to understanding social signals of other people

Course Content Manual Questions The answer to Question 7 is found in Section 7 of the Course Content. The Answer to Question 8 is found in Section 8 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question

Please note every section does not have an additional question below. Some sections may have more than one question.

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?
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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