Autism Spectrum Disorder (ASD) and Pragmatic Language Issues | Baamboozle - Baamboozle

Social communication disorder (SCD) differs from ASD because:

SCD lacks restricted/repetitive behaviors

SCD includes sensory hypersensitivity

SCD excludes pragmatic deficits

SCD always co-occurs with intellectual disability

A student with ASD laughs inappropriately and changes topics abruptly. The SLP should target:

Social cognition and context-appropriate responses

Morphological development

Auditory discrimination

Speech sound perception

When collaborating in an IEP meeting for a student with ASD, the SLP’s role is to:

Develop functional communication goals across settings

Report standardized test results only

Focus on articulation accuracy only

Recommend placement decisions independently

Pragmatic language intervention for children with ASD should emphasize:

Increasing comm. intent and conversational reciprocity

Grammar correction drills

Oral-motor strengthening

Phonemic awareness

A child with ASD who repeatedly quotes movie lines may be using:

Delayed echolalia

Palilalia

Stuttering

Perseverative stammering

Which of the following is a strength often observed in children with ASD?

Visual processing and rote memory

Inferential language

Perspective-taking

Narrative cohesion

An SLP using Milieu teaching with a child with ASD is:

Embedding comm. teaching opportunities w/in play routines

Training articulation placement

Practicing phoneme repetition

Conducting discrete-trial drills

The SLP’s primary goal when working with pragmatic deficits in ASD is to:

Increase social communication competence across contexts

Focus solely on syntax accuracy

Teach reading fluency

Eliminate all echolalia

Naturalistic Developmental Behavioral Interventions (NDBIs) combine:

ABA principles with child-led social interaction

Auditory-verbal and oral-motor therapy

Speech perception training

Traditional articulation practice

Collaboration for children with ASD often involves:

Interdisciplinary team incl. OT, PT, psychologist, & family

SLPs working independently

Only the SLP and teacher

Restricting input from parents

Under IDEA, children with ASD may qualify for services under which category?

Autism

Emotional Disturbance

Speech or Language Impairment

Developmental Delay only

Deficits in nonverbal communication may include:

Limited use of gestures, facial expressions, or eye contact

Weak vocabulary recall

Speech sound errors

Visual processing errors

Turn-taking emerges during early development through:

Caregiver–infant vocal play and games

Babbling cycles

Motor imitation

Reflexive crying

A student who interrupts frequently and shifts topics abruptly shows difficulty with:

Discourse management

Syntax

Phonotactics

Morphology

Perspective-taking allows a child to:

Understand another person’s point of view

Memorize routines

Recognize phoneme contrasts

Produce multisyllabic words

Theory of Mind (ToM) refers to the ability to:

Attribute mental states to others

Name emotions in pictures

Repeat verbal phrases

Understand one’s own sensory needs

Discrete-Trial Training (DTT) is characterized by:

Structured, teacher-directed trials with reinforcement

Child-led free play

Whole-language immersion

Naturalistic conversational teaching

Video modeling helps children with ASD by:

Teaching visual imitation of desired social behaviors

Targeting only articulation

Focusing on auditory sequencing

Reducing visual attention

The SCERTS model emphasizes:

Social comm., emotional regulation, & transactional support

Grammar expansion

Speech intelligibility training

Phonological remediation

Social Stories™ are used to:

Teach expected social behaviors in specific situations

Develop literacy decoding

Strengthen phonological memory

Increase grammatical complexity

Which of the following would NOT be an appropriate pragmatic goal?

Improving fine-motor writing

Initiating conversation

Interpreting nonverbal cues

Maintaining topic

When testing a minimally verbal child with ASD, the SLP should:

Use play-based and caregiver-assisted observation

Exclude parental input

Focus only on articulation

Rely on standardized scores

A functional communication assessment emphasizes:

Pragmatic skills across natural contexts

Word list recall

Motor sequencing tasks

Grammar drills

Dynamic assessment helps SLPs:

Determine learning potential and responsiveness to support

Replace standardized testing

Label severity levels only

Diagnose hearing loss

The ADOS-2 is used primarily to:

Assess social communication and behavior for ASD diagnosis

Evaluate swallowing

Screen for phonological awareness

Measure articulation accuracy

Children with ASD may have hyper- or hypo-sensitivity to:

Tactile and auditory stimuli

Orthographic patterns

Fine-motor cues

Cranial nerve function

Pragmatic deficits often include difficulty with:

Turn-taking, topic maintenance, and conversational repair

Grammatical agreement

Vocabulary expansion

Phoneme discrimination

Many children with ASD show relative strength in:

Visual-spatial processing

Perspective-taking

Figurative language

Auditory comprehension

A child who says “You want cookie?” when requesting a cookie demonstrates:

Pronoun reversal

Fast mapping

Overregularization

Echolalia

Echolalia that is immediate or delayed serves the function of:

Communicative attempt to maintain interaction

Automatic imitation

Meaningless repetition

Random scripting behavior

A hallmark deficit of ASD is difficulty with:

Social reciprocity and perspective-taking

Motor coordination

Auditory sensitivity

Phonological awareness

Joint attention typically emerges around:

9-12 months

7-8 months

5-6 months

18 months

Early behavioral red flags for ASD often include:

Limited eye gaze and joint attention

Frequent turn-taking

Strong interest in peers

Biting peers

The term “spectrum” reflects that ASD:

Includes a wide range of symptom severity and presentations

Refers only to language differences

Applies only to childhood-onset disorders

Is identical in all individuals

According to DSM-5, Autism Spectrum Disorder is characterized by:

Difficulties in social comm. and restricted, rep. behaviors

Speech sound production errors only

Language delay without behavioral symptoms

Emotional regulation difficulties only