Autism Core Knowledge - QASP Exam Prep
1.Describe why Autism is considered a spectrum disorder: ASD is a neurodevelopmental
condition that is complex to define and diagnose. The rationale for using a dimensional rather than a categorical
concept of ASD is that a single umbrella term of ASD, with specific information about the level of expression, is more
accurate and consistent with the research literature and clinical experience.
2.Identify the historical definitions of Autism: Autism was considered to be an expression of schizophrenia or psychosis in
childhood and the cause to be the mother not loving the child
3.Identify the currently accepted prevalence rates of Autism: 1 in 59 children
4.Identify what is meant by the triad of impairments: social communication, social interaction, repetitive/restricted
(imagination)
5.Social Communication: Difficulties in communicating vary widely and they can be verbal and non-verbal. Many have a
literal understanding of language and therefore they think people always mean what they say. Something as simple
as body language can be totally alien to people with autism.
Problems with social communication may show: o not fully understanding the meaning of facial
expressions, common gestures or tone of voice o echolalia (repetition of what has been said in a
different context) o difficulties in understanding jokes and sarcasm o making up words
o unusual patterns of verbal
communicationo inappropriate tone of voice
o difficulty differentiating between "I" and
"you"o lack of gestures and facial expressions
o having a literal understanding of language,
for example, with sayings or expressions such as
"it is raining cats and dogs", or "kill two birds with
one stone".
6. Social Interaction: Problems with social interaction may show:
o a lack of interest in others
o being aloof, distant and not paying attentiono being alone and withdrawn
o using inappropriate or strange social behavior because they find it difficult to express
feelings, needs or emotionso a lack of social skills
o difficulties in making and maintaining friendshipso lack of understanding about
friendship or strangers.
7. Repetive/Restrictive (Imagination): Through social imagination we are able to predict and understand other people's
behaviour, thoughts and feelings, imagine situations outside our immediate daily routine or comprehend ideas that
might be a bit abstract.
Problems with social imagination may show: o difficulty in the development of imaginative play where a preference for
acting out the same scenes each time is noted o difficulty in understanding how others think, feel and react
o problems with imagination in general
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, Autism Core Knowledge - QASP Exam Prep
o problems with predicting actions or events in the futureo putting up with new or
unfamiliar situations o understanding concepts such as danger or threat.
8.Demonstrate an understanding of the possible causes of Autism: -Genetics
-Environment
-early childhood
-metabolism
-infections in pregnancy
9. Identify the common characteristics of Autism: -Persistent deficits in social communication and social interaction across
multiple contexts.
-Restricted, repetitive patterns of behavior, interests or activities.
-The symptoms are present in the early developmental period
-Clinically significant impairment in social, occupational, or other important areas of current functioning
-These disturbances are not better explained by intellectual disability or global developmental delay
10. Demonstrate an understanding of all the aspects of Autism: Social Reasoning-Use to be known as Asperger's
Language Abilities-unable to connect through oral-motor abilities
Cognition-intellectual impairment
Special Interests-perseverating
Sensory Sensitivity-sound, hearing etc.
Expression and Management of Emotions-express, label emotions, read facial expressions
11. Identify the common functions of behavior: -Sensory (Automatic Self-Stimulatory) -Escape
-Attention
-Tangible (Access)
12. Identify the Main Causes of Behavior: Access and Escape
13. Describe what a target behavior is:
14. Describe what is an observable and measurable behavior: Observable and measurable behavior can be seen,
counted, monitored by the same way all persons in a room
15. Identify the difference between classical conditioning and operant conditioning:
16. Identify the difference between primary and secondary reinforcers: Primary
reinforcers(unconditioned) unlearned- A stimulus change that increases the future frequency of behavior ex. Food,
water, shelter, sleep, and sexual stimulation
Secondary reinforcers(conditioned) learned- A stimulus reinforces, or strengthens, set behaviors through its association
with a primary reinforcer. Money is a conditioned reinforcer because it is paired with what it can get a person.
17. What is meant by the three-part contingency? How ABC analysis can be
applied.: Antecedent- Sd Behavior- Operant response Consequence- Reinforcer/Punishment
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1.Describe why Autism is considered a spectrum disorder: ASD is a neurodevelopmental
condition that is complex to define and diagnose. The rationale for using a dimensional rather than a categorical
concept of ASD is that a single umbrella term of ASD, with specific information about the level of expression, is more
accurate and consistent with the research literature and clinical experience.
2.Identify the historical definitions of Autism: Autism was considered to be an expression of schizophrenia or psychosis in
childhood and the cause to be the mother not loving the child
3.Identify the currently accepted prevalence rates of Autism: 1 in 59 children
4.Identify what is meant by the triad of impairments: social communication, social interaction, repetitive/restricted
(imagination)
5.Social Communication: Difficulties in communicating vary widely and they can be verbal and non-verbal. Many have a
literal understanding of language and therefore they think people always mean what they say. Something as simple
as body language can be totally alien to people with autism.
Problems with social communication may show: o not fully understanding the meaning of facial
expressions, common gestures or tone of voice o echolalia (repetition of what has been said in a
different context) o difficulties in understanding jokes and sarcasm o making up words
o unusual patterns of verbal
communicationo inappropriate tone of voice
o difficulty differentiating between "I" and
"you"o lack of gestures and facial expressions
o having a literal understanding of language,
for example, with sayings or expressions such as
"it is raining cats and dogs", or "kill two birds with
one stone".
6. Social Interaction: Problems with social interaction may show:
o a lack of interest in others
o being aloof, distant and not paying attentiono being alone and withdrawn
o using inappropriate or strange social behavior because they find it difficult to express
feelings, needs or emotionso a lack of social skills
o difficulties in making and maintaining friendshipso lack of understanding about
friendship or strangers.
7. Repetive/Restrictive (Imagination): Through social imagination we are able to predict and understand other people's
behaviour, thoughts and feelings, imagine situations outside our immediate daily routine or comprehend ideas that
might be a bit abstract.
Problems with social imagination may show: o difficulty in the development of imaginative play where a preference for
acting out the same scenes each time is noted o difficulty in understanding how others think, feel and react
o problems with imagination in general
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, Autism Core Knowledge - QASP Exam Prep
o problems with predicting actions or events in the futureo putting up with new or
unfamiliar situations o understanding concepts such as danger or threat.
8.Demonstrate an understanding of the possible causes of Autism: -Genetics
-Environment
-early childhood
-metabolism
-infections in pregnancy
9. Identify the common characteristics of Autism: -Persistent deficits in social communication and social interaction across
multiple contexts.
-Restricted, repetitive patterns of behavior, interests or activities.
-The symptoms are present in the early developmental period
-Clinically significant impairment in social, occupational, or other important areas of current functioning
-These disturbances are not better explained by intellectual disability or global developmental delay
10. Demonstrate an understanding of all the aspects of Autism: Social Reasoning-Use to be known as Asperger's
Language Abilities-unable to connect through oral-motor abilities
Cognition-intellectual impairment
Special Interests-perseverating
Sensory Sensitivity-sound, hearing etc.
Expression and Management of Emotions-express, label emotions, read facial expressions
11. Identify the common functions of behavior: -Sensory (Automatic Self-Stimulatory) -Escape
-Attention
-Tangible (Access)
12. Identify the Main Causes of Behavior: Access and Escape
13. Describe what a target behavior is:
14. Describe what is an observable and measurable behavior: Observable and measurable behavior can be seen,
counted, monitored by the same way all persons in a room
15. Identify the difference between classical conditioning and operant conditioning:
16. Identify the difference between primary and secondary reinforcers: Primary
reinforcers(unconditioned) unlearned- A stimulus change that increases the future frequency of behavior ex. Food,
water, shelter, sleep, and sexual stimulation
Secondary reinforcers(conditioned) learned- A stimulus reinforces, or strengthens, set behaviors through its association
with a primary reinforcer. Money is a conditioned reinforcer because it is paired with what it can get a person.
17. What is meant by the three-part contingency? How ABC analysis can be
applied.: Antecedent- Sd Behavior- Operant response Consequence- Reinforcer/Punishment
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