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Autism: Family Life - Getting Normal Again
Autism continuing education social worker CEUs

CEU Answer Booklet
Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs

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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. Do not add any spaces.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
1. What are four steps to teaching Rachel table manners?
2. What are 4 sleep issues?
3. What are the seven steps to toilet training in a week?
4. What is the long-term solution of tantrums or meltdowns?
5. What are three things that can help an autistic child on a long trip?
6. What are three sibling coping mechanisms toward an autistic child?
7. What are two ways to take a break?

Answers:
A. Pick a date; give the child plenty of liquids; take the child to the toilet every 20-30 minutes; reward successes; reward dry pants; if an accident happens, practice going from the spot to the toilet; and be vigilant
B. To improve the child’s ability to communicate and solve problems
C. getting Rachel to sit down and eat, eating pace, insisting on proper utensil use and cutting down the mess
D. Dates and support groups
E. the parentified child, the family mascot and the withdrawn child. 
F. Staying awake during the day, bedtime routines, not giving in and dark versus light
G. Priming, bringing help and finding activities the child will enjoy

Course Content Manual Questions 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.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
8. What are the three advantages to VOCAs? 
9. During the PATH process, what did the team determine were priority target areas?  
10. According to Pargament et al., what are the three different approaches to responsibility and coping in a stressful situation?
11. According to Bristol's study, what are the most important sources of support for mothers that led to lower stress levels?
12. Why is humor and laughter in children with autism of particular relevance? 
13. What is the rationale behind the use of natural, direct reinforcers?
14. What are the advantages of a child with autism playing music in an ensemble?
15. What is one of the goals of language intervention for children with autism who are using single-word or single-symbol utterances? 
16. What four approaches are used to increase interactions of school-age children with adults? 
17. According to DiSalvo, what is pivotal response training?
18. What are five ways that diagnosing older children or individuals may differ from evaluation of young children in a number of important ways?

Answers
A.  Playing music in an ensemble is good for working on cooperation with others, coordination, and a sense of accomplishment.
B.  PRT involves using role-play techniques to teach peers how to provide target children with social reinforcement, including paying attention, letting the child choose, varying toys, modeling appropriate social behavior, reinforcing attempts,encouraging conversation, extending conversation, taking turns, providing narration for play activities, and teaching responsivity to multiple cues.
C. 1) auditory (i.e., spoken) feedback enhances learning efficiency with regard to spelling  2) because they provide speech output, they have the potential to be easily integrated into everyday environments with unfamiliar people 3) their ability to facilitate natural interpersonal interactions and socialization by virtue of the speech output they provide
D. Increase Dustin's mean length of utterances, teaching him to follow directions, increasing his ability to toilet independently, and decreasing his outbursts.
E.  1) self-management strategies, 2) teaching sociodramatic role-play using pivotal teaching responses, and 3) video- modeling techniques, 4) straightforward adult instruction
F.  1) the self-directing approach, in which the individual relies on self rather than on God 2)the deferring approach, where the individual places the responsibility for coping on God, and 3) the collaborative coping approach, where the individual and God are both active partners in coping.
G.  Natural, direct reinforcers can teach the children that there is a direct relation between their response and reinforcement and may shorten the delay between a response and reinforcement, resulting in the stimuli and reinforcer becoming more salient.
H. Train them to comprehend and express, either using speech or using AAC, word combinations they have never heard or been taught before.
I.  Their difficulties centre specifically around relating to other people, sharing cultural conventions and understanding others' emotional, attentional and intentional states.
J.  spouses, the mothers' relatives, and other parents of children with disabilities.
K.  increasing possibilities for alternative diagnoses and long-term effects of environmental interactions; Aspergerís will emerge more frequently as potential diagnosis because features of disorder are generally more salient or more apparent; establishing early developmental history is more challenging; clinician may have opportunities for direct interview of child with adequate language skills in addition to observation and interviewing parents or caregivers; and collaboration with service providers, schools, and other healthcare entities.


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