Which of the following is a strength often observed in children with ASD?
Visual processing and rote memory
Perspective-taking
Inferential language
Narrative cohesion
Social communication disorder (SCD) differs from ASD because:
SCD lacks restricted/repetitive behaviors
SCD always co-occurs with intellectual disability
SCD excludes pragmatic deficits
SCD includes sensory hypersensitivity
Theory of Mind (ToM) refers to the ability to:
Repeat verbal phrases
Name emotions in pictures
Attribute mental states to others
Understand one’s own sensory needs
Pragmatic deficits often include difficulty with:
Grammatical agreement
Turn-taking, topic maintenance, and conversational repair
Phoneme discrimination
Vocabulary expansion
Early behavioral red flags for ASD often include:
Strong interest in peers
Frequent turn-taking
Limited eye gaze and joint attention
Biting peers
Naturalistic Developmental Behavioral Interventions (NDBIs) combine:
Traditional articulation practice
Speech perception training
ABA principles with child-led social interaction
Auditory-verbal and oral-motor therapy
A child with ASD who repeatedly quotes movie lines may be using:
Palilalia
Stuttering
Delayed echolalia
Perseverative stammering
Children with ASD may have hyper- or hypo-sensitivity to:
Tactile and auditory stimuli
Orthographic patterns
Fine-motor cues
Cranial nerve function
Joint attention typically emerges around:
7-8 months
5-6 months
18 months
9-12 months
Discrete-Trial Training (DTT) is characterized by:
Structured, teacher-directed trials with reinforcement
Whole-language immersion
Naturalistic conversational teaching
Child-led free play
Social Stories™ are used to:
Teach expected social behaviors in specific situations
Develop literacy decoding
Strengthen phonological memory
Increase grammatical complexity
Dynamic assessment helps SLPs:
Replace standardized testing
Diagnose hearing loss
Determine learning potential and responsiveness to support
Label severity levels only
Turn-taking emerges during early development through:
Babbling cycles
Reflexive crying
Motor imitation
Caregiver–infant vocal play and games
When collaborating in an IEP meeting for a student with ASD, the SLP’s role is to:
Develop functional communication goals across settings
Focus on articulation accuracy only
Report standardized test results only
Recommend placement decisions independently
When testing a minimally verbal child with ASD, the SLP should:
Rely on standardized scores
Exclude parental input
Focus only on articulation
Use play-based and caregiver-assisted observation
Under IDEA, children with ASD may qualify for services under which category?
Autism
Emotional Disturbance
Developmental Delay only
Speech or Language Impairment
A child who says “You want cookie?” when requesting a cookie demonstrates:
Overregularization
Pronoun reversal
Echolalia
Fast mapping
Video modeling helps children with ASD by:
Reducing visual attention
Targeting only articulation
Focusing on auditory sequencing
Teaching visual imitation of desired social behaviors
Many children with ASD show relative strength in:
Auditory comprehension
Figurative language
Visual-spatial processing
Perspective-taking
A functional communication assessment emphasizes:
Motor sequencing tasks
Grammar drills
Word list recall
Pragmatic skills across natural contexts
The term “spectrum” reflects that ASD:
Is identical in all individuals
Applies only to childhood-onset disorders
Refers only to language differences
Includes a wide range of symptom severity and presentations
Deficits in nonverbal communication may include:
Visual processing errors
Speech sound errors
Limited use of gestures, facial expressions, or eye contact
Weak vocabulary recall
Echolalia that is immediate or delayed serves the function of:
Random scripting behavior
Meaningless repetition
Communicative attempt to maintain interaction
Automatic imitation
Perspective-taking allows a child to:
Recognize phoneme contrasts
Understand another person’s point of view
Memorize routines
Produce multisyllabic words
Collaboration for children with ASD often involves:
Only the SLP and teacher
Interdisciplinary team incl. OT, PT, psychologist, & family
SLPs working independently
Restricting input from parents
An SLP using Milieu teaching with a child with ASD is:
Conducting discrete-trial drills
Practicing phoneme repetition
Embedding comm. teaching opportunities w/in play routines
Training articulation placement
The SCERTS model emphasizes:
Speech intelligibility training
Phonological remediation
Social comm., emotional regulation, & transactional support
Grammar expansion
Which of the following would NOT be an appropriate pragmatic goal?
Maintaining topic
Initiating conversation
Improving fine-motor writing
Interpreting nonverbal cues
Pragmatic language intervention for children with ASD should emphasize:
Oral-motor strengthening
Grammar correction drills
Increasing comm. intent and conversational reciprocity
Phonemic awareness
The ADOS-2 is used primarily to:
Screen for phonological awareness
Evaluate swallowing
Assess social communication and behavior for ASD diagnosis
Measure articulation accuracy
According to DSM-5, Autism Spectrum Disorder is characterized by:
Speech sound production errors only
Emotional regulation difficulties only
Difficulties in social comm. and restricted, rep. behaviors
Language delay without behavioral symptoms
The SLP’s primary goal when working with pragmatic deficits in ASD is to:
Focus solely on syntax accuracy
Eliminate all echolalia
Increase social communication competence across contexts
Teach reading fluency
A student who interrupts frequently and shifts topics abruptly shows difficulty with:
Morphology
Phonotactics
Discourse management
Syntax
A student with ASD laughs inappropriately and changes topics abruptly. The SLP should target:
Speech sound perception
Morphological development
Social cognition and context-appropriate responses
Auditory discrimination
A hallmark deficit of ASD is difficulty with:
Motor coordination
Phonological awareness
Auditory sensitivity
Social reciprocity and perspective-taking