ASD EXAM 3 2025 SUMMER || ACTUAL SOLUTIONS
ALREADY GRADED A+.
models- CORRECT ANSWER - the big picture: this is how we are going to organize our intervention
holistically
types of models- CORRECT ANSWER - developmental Model (SCERTS)
structured teaching model (TEACCH)
ABA therapy
approaches- CORRECT ANSWER - more specific than models
are often published
types of approaches- CORRECT ANSWER - joint attention training
milieu communication strategy
PECS
DIR
RDI
pivotal response training
video modeling
peer training
story based intervention
techniques- CORRECT ANSWER - the most specific
things we know to do
many different techniques can work towards an approach but it is not designed by anyone
types of techniques- CORRECT ANSWER - social routines
visuals
figure-ground reversal illusions
Stroop-like tasks
barrier games
behavior strategies
different treatment approaches- CORRECT ANSWER - 1. medical
behavioral
developmental/social-relational approaches
considerations for choosing an intervention program- CORRECT ANSWER - 1. no single approach
should be primary or the only recommendation used
comparisons have not been made between available interventions
benefits are variable for independent children
design problems plague the research
no clear method is used to determine intervention intensity
,overlapping methods exist across interventions
some interventions fail to address the core deficits in ASD
process for evaluating valued outcomes over time is poorly defined
what do you look for when choosing an intervention plan with the family? - CORRECT ANSWER -
research based
family involvement, 20-40 hours per week
strengths and weaknesses
speech: choose goals based on trajectory, functionality, and strengths and weaknesses
elements of a successful intervention program- CORRECT ANSWER - 1. supports attention,
opportunities for imitation, comprehensive use of language, appropriate play with toys, social interactions
with adults and peers, and support for motor planning and sensory input
highly supportive teaching environments and opportunities to generalize skills with decreased adult
support
promotes predictability and routines
functional approach to managing behaviors that demonstrates an understanding of why the behavior may
be occurring and what skills need to be developed to handle the behavior
a plan for implementing transitions
ways to involve families
program of intense intervention: 20-40 hours of intervention a week and use of parents to carry over
intervention in the home (any type of therapy counts towards this time)
components of effective early intervention: what to take into consideration when writing a therapy plan-
CORRECT ANSWER - 1. functional spontaneous communication
social instruction
cognition and play
behavior
adult support
goal setting on the therapeutic trajectory- CORRECT ANSWER - SLPs have control over all of these and
should take these into consideration:
- nonverbal
social awareness/orientation
means-end causality
social reciprocity
anticipation
nonverbal intentional communication: functions and means chart
joint attention
- verbal
imitations: physical, environmental sounds, words
words/verbal turn-taking: verbal intentional communication
, verbal choice making
generalization of words to novel situations
social communication skills/theory of mind
3 criteria when determining goals- CORRECT ANSWER - 1. must be functional
2. must address family priorities
3. must be developmentally appropriate
models/framework for intervention- CORRECT ANSWER - 1. developmental model: SCERTS
2. structured teaching model: TEACCH
developmental intervention model: SCERTS- CORRECT ANSWER - social communication, emotional
regulation, transactional support
based on developmental research in language, social communication and socio- emotional capacities such
as emotional regulation as well as on positive behavioral supports in contemporary ABA literature
focuses on child's development in everyday routines in a variety of social situations, not with a child in
isolation
SCERTS 3 areas of focus- CORRECT ANSWER - 1. social communication
emotional regulation
transactional support
social communication- CORRECT ANSWER - communicating and playing with others in everyday
activities and sharing joy and pleasure in social relationships
focuses on joint attention and symbol use
emotional regulation- CORRECT ANSWER - supporting the child's ability to regulate emotional arousal
teach ability to:
seek assistance and respond to others' attempts to provide support when faced with stressful, over
stimulating, or emotionally dysregulation circumstances (referred to as mutual regulations)
remain organized and well-regulated in the face of potentially stressful circumstances (referred to as self-
regulation)
recover from being pushed over the edge into states of emotional dysregulation or shutdown, through
mutual and send regulatory strategies (referred to as recover from extreme dysregulation)
transactional support- CORRECT ANSWER - interpersonal support, learning opportunities that include:
interpersonal supports: adjustments made by communicative partners in language use, emotional
expression, and interactive style that will increase child's ability to process language, participate in social
interaction, experience social activities as emotionally satisfying, and maintain well-regulated states
ALREADY GRADED A+.
models- CORRECT ANSWER - the big picture: this is how we are going to organize our intervention
holistically
types of models- CORRECT ANSWER - developmental Model (SCERTS)
structured teaching model (TEACCH)
ABA therapy
approaches- CORRECT ANSWER - more specific than models
are often published
types of approaches- CORRECT ANSWER - joint attention training
milieu communication strategy
PECS
DIR
RDI
pivotal response training
video modeling
peer training
story based intervention
techniques- CORRECT ANSWER - the most specific
things we know to do
many different techniques can work towards an approach but it is not designed by anyone
types of techniques- CORRECT ANSWER - social routines
visuals
figure-ground reversal illusions
Stroop-like tasks
barrier games
behavior strategies
different treatment approaches- CORRECT ANSWER - 1. medical
behavioral
developmental/social-relational approaches
considerations for choosing an intervention program- CORRECT ANSWER - 1. no single approach
should be primary or the only recommendation used
comparisons have not been made between available interventions
benefits are variable for independent children
design problems plague the research
no clear method is used to determine intervention intensity
,overlapping methods exist across interventions
some interventions fail to address the core deficits in ASD
process for evaluating valued outcomes over time is poorly defined
what do you look for when choosing an intervention plan with the family? - CORRECT ANSWER -
research based
family involvement, 20-40 hours per week
strengths and weaknesses
speech: choose goals based on trajectory, functionality, and strengths and weaknesses
elements of a successful intervention program- CORRECT ANSWER - 1. supports attention,
opportunities for imitation, comprehensive use of language, appropriate play with toys, social interactions
with adults and peers, and support for motor planning and sensory input
highly supportive teaching environments and opportunities to generalize skills with decreased adult
support
promotes predictability and routines
functional approach to managing behaviors that demonstrates an understanding of why the behavior may
be occurring and what skills need to be developed to handle the behavior
a plan for implementing transitions
ways to involve families
program of intense intervention: 20-40 hours of intervention a week and use of parents to carry over
intervention in the home (any type of therapy counts towards this time)
components of effective early intervention: what to take into consideration when writing a therapy plan-
CORRECT ANSWER - 1. functional spontaneous communication
social instruction
cognition and play
behavior
adult support
goal setting on the therapeutic trajectory- CORRECT ANSWER - SLPs have control over all of these and
should take these into consideration:
- nonverbal
social awareness/orientation
means-end causality
social reciprocity
anticipation
nonverbal intentional communication: functions and means chart
joint attention
- verbal
imitations: physical, environmental sounds, words
words/verbal turn-taking: verbal intentional communication
, verbal choice making
generalization of words to novel situations
social communication skills/theory of mind
3 criteria when determining goals- CORRECT ANSWER - 1. must be functional
2. must address family priorities
3. must be developmentally appropriate
models/framework for intervention- CORRECT ANSWER - 1. developmental model: SCERTS
2. structured teaching model: TEACCH
developmental intervention model: SCERTS- CORRECT ANSWER - social communication, emotional
regulation, transactional support
based on developmental research in language, social communication and socio- emotional capacities such
as emotional regulation as well as on positive behavioral supports in contemporary ABA literature
focuses on child's development in everyday routines in a variety of social situations, not with a child in
isolation
SCERTS 3 areas of focus- CORRECT ANSWER - 1. social communication
emotional regulation
transactional support
social communication- CORRECT ANSWER - communicating and playing with others in everyday
activities and sharing joy and pleasure in social relationships
focuses on joint attention and symbol use
emotional regulation- CORRECT ANSWER - supporting the child's ability to regulate emotional arousal
teach ability to:
seek assistance and respond to others' attempts to provide support when faced with stressful, over
stimulating, or emotionally dysregulation circumstances (referred to as mutual regulations)
remain organized and well-regulated in the face of potentially stressful circumstances (referred to as self-
regulation)
recover from being pushed over the edge into states of emotional dysregulation or shutdown, through
mutual and send regulatory strategies (referred to as recover from extreme dysregulation)
transactional support- CORRECT ANSWER - interpersonal support, learning opportunities that include:
interpersonal supports: adjustments made by communicative partners in language use, emotional
expression, and interactive style that will increase child's ability to process language, participate in social
interaction, experience social activities as emotionally satisfying, and maintain well-regulated states
