According to DSM-5, Autism Spectrum Disorder is characterized by:
Difficulties in social comm. and restricted, rep. behaviors
Language delay without behavioral symptoms
Speech sound production errors only
Emotional regulation difficulties only
The term “spectrum” reflects that ASD:
Refers only to language differences
Includes a wide range of symptom severity and presentations
Is identical in all individuals
Applies only to childhood-onset disorders
Early behavioral red flags for ASD often include:
Limited eye gaze and joint attention
Strong interest in peers
Frequent turn-taking
Biting peers
Joint attention typically emerges around:
18 months
9-12 months
7-8 months
5-6 months
A hallmark deficit of ASD is difficulty with:
Phonological awareness
Social reciprocity and perspective-taking
Motor coordination
Auditory sensitivity
Echolalia that is immediate or delayed serves the function of:
Automatic imitation
Communicative attempt to maintain interaction
Meaningless repetition
Random scripting behavior
A child who says “You want cookie?” when requesting a cookie demonstrates:
Pronoun reversal
Echolalia
Fast mapping
Overregularization
Many children with ASD show relative strength in:
Figurative language
Auditory comprehension
Perspective-taking
Visual-spatial processing
Pragmatic deficits often include difficulty with:
Grammatical agreement
Vocabulary expansion
Phoneme discrimination
Turn-taking, topic maintenance, and conversational repair
Children with ASD may have hyper- or hypo-sensitivity to:
Tactile and auditory stimuli
Orthographic patterns
Cranial nerve function
Fine-motor cues
The ADOS-2 is used primarily to:
Evaluate swallowing
Assess social communication and behavior for ASD diagnosis
Screen for phonological awareness
Measure articulation accuracy
Dynamic assessment helps SLPs:
Diagnose hearing loss
Label severity levels only
Replace standardized testing
Determine learning potential and responsiveness to support
A functional communication assessment emphasizes:
Word list recall
Pragmatic skills across natural contexts
Motor sequencing tasks
Grammar drills
When testing a minimally verbal child with ASD, the SLP should:
Focus only on articulation
Use play-based and caregiver-assisted observation
Exclude parental input
Rely on standardized scores
Which of the following would NOT be an appropriate pragmatic goal?
Interpreting nonverbal cues
Improving fine-motor writing
Initiating conversation
Maintaining topic
Social Stories™ are used to:
Develop literacy decoding
Strengthen phonological memory
Teach expected social behaviors in specific situations
Increase grammatical complexity
