Exam (elaborations)
ASD Exam 2 study guide
ASD Exam 2 study guide
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Autism
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Autism
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ASD Exam 2 study guide
which iiof iithe iifollowing iiissues iihave iibeen iiidentified iito iisig. iiaffect iioutcomes iifor iian
iiindividual iiwith iiautism? ii- iiAnswers ii-behavioral iiissues iiand iisig. iilanguage iiimpairment
before iiyou iiaccept iiyour iifirst iiadolescent iior iiadult iiclient iiwith iiautism, iiwhich iiof iithe
iifollowing iishould iiyou iido? ii- iiAnswers ii-understand iiresearch, iidefine iithe iipractical
iiparameters, iiprepare iistaff iiand iiresources
the iiassessment iiof iifunctional iiliving iiskills ii(AFLS) iihelps iito iimeasure ii- iiAnswers ii-
functional iiand iipractical iiskills
which iiof iithe iifollowing iiis iia iiway iito iievaluate iiyour iiservices iito iiadolescents iiand
iiadults ii- iiAnswers ii-satisfaction iisurveys, iistaff iifeedback, iiand iioverall iiclient iidata
The iinumber iiof iiindividuals iidiagnosed iiwith iiautism iihas ii___ iiover iithe iipast iifew
iidecades ii- iiAnswers ii-increased
in iia iistudy iithat iiaddressed iipool iiexiting iibehavior, iidifferential iireinforcement iiof
iialternative iibehavior iiwas iiused iito iireduce ii- iiAnswers ii-refusal iibehavior
behavior iiskills iitraining iihas iibeen iiused iito iitrain iiyoung iiadult iito ii- iiAnswers ii-ask iifor iia
iimodel iiof iihow iito iicomplete iia iitask
why iiis iistaffing iia iimajor iiconsideration iiwhen iiplanning iito iiprovide iiservices iito
iiadolescents iiand iiadults ii- iiAnswers ii-payers iimay iihave iirestrictions iion iicertain iiratios
iifor iicertain iiservices
promoting iithe iiemrgence iiof iiadvanced iiknowledge iirelational iitraining ii(PEAK) ii-
iiAnswers ii-is iiboth iian iiassessment iiand iia iiprogram iiguide
generalization iitraining iiis iieffective iiwhen iiit iiis iitaught ii- iiAnswers ii-across iipeople,
iisettings, iiand iicircumstances
peter iialways iisays, ii"this iijob iiis iitoo iiimportant iinot iito iilove iiit, iiso iigo iibig iior iihome.
iiReally-" iiwhat iidoes iihe iimean iiby iithis ii- iiAnswers ii-think iiin iibigger iiterms iiin iiregards
iito iiyour iiclients, iido iinot iilimit iithem iiwith iipercieved iinotions iiof iiwhat iitheir iimaximum
iioutcomes iiare
peter iirecommends iimaking iiorganization iimission iistatements iithat iiare iispecific iiand
iimeaningful iito iiclient/student iioutcomes; iithat iiclients/students iigraduate iifrom iithe
, iiprogram iiand iithey iiare ii- iiAnswers ii-all iiof iithe iiabove ii(all iigoals iilisted iifrom iirelias iiare
iiimportant iigoals)
Response iiefficiency iiis iithe iicase iiwith iiwhich iitask ii(desirable iior iinot) iican iibe
iiaccurately iiaccomplished. iia iiresponse iiefficient iiintervention iimay iibe iiwhich iiof iithe
iifollowing ii- iiAnswers ii-all iiof iithe iiabove
which iiof iithe iifollowing iiis iia iitrue iistatement ii- iiAnswers ii-identifying iisymbol/word iion iia
iipedestrian iilight iimeans iistop iiin iian iiacademic iibehavior iibut iiactually iistopping iiin
iiresponse iito iipedestrain iilight iiis iiadaptive iibehavior
the iisingle iimost iiimportant iireason iiwe iishould iiteach iisexual iieducation iito iiindividuals
iiwith iiASD iiis ii- iiAnswers ii-help iiprevent iisexual iiabuse
what iiintervention iiis iione iiof iithe iimost iiresearched iiinterventions iifor iiadults iiwith iiASD
iithat iiincreases iiindepedence iiand iiself iiinitiation ii- iiAnswers ii-self iimonitoring
what iiis iithe ii5 iiyear iirule iiof iipersonal iiand iisexual iisafety ii- iiAnswers ii-teach iiskills iito
iiindividuals iiwith iiautism iiin iiregards iito iipersonal iisafety, iihygiene, iiand iisexuality iithat
iithey iiwill iineed iito iihave iimastered iiin ii5 iiyears
what iiare ii5 iiparameters iiof iieffective iiadaptive iibehavior iiintervention ii- iiAnswers ii-
context, iiintensity, iiefficiency, iitransfer iiof iicontrol, iivalue
what iiis iithe iibest iidefinition iiof iiadaptive iibehavior? iiadaptive iibehavior iiis iidefined iias ii-
iiAnswers ii-those iiskills iithat iienable iithe iiindividual iito iimeet iistandards iiof iipersonal
iiindependence iithat iiwould iibe iiexpected iiof iihis iiown iiage iiand iisocial iigroup
social iicontext iiof iiurinals iiis iia iiclassic iiexample iiof ii- iiAnswers ii-how iicomplex iisocial
iirules iican iibe iiin iidifferent iicontexts
do iinot iiexpect iiparent's iibehavior iito iichange iiovernight, iito iiassist iichanging iiparent
iibehavior iiuse ii- iiAnswers ii-reinforcement, iishaping iiand iipatience
what iidoes iithe iifunctionality iiindex iido iito iihelp iieducators ii- iiAnswers ii-assists
iieducators iito iiidentify iiwhat iiskills iiare iithe iimost iifunctional iifor iitheir iistudents iito iilearn
designate iiwhere iiit iiis iiok iito iimasturbate, iiwhat iiplace iishould iibe iidesignated iias iiokay
ii- iiAnswers ii-their iibedroom iiat iihome
complete iithe iiquote iibelow: ii"A iimajor iidifficulty iiconfronting iithose iiinterested iiin
iiadolescents iiand iiadult iiwith iiautism iiis ii___" ii- iiAnswers ii-a iilack iiof iiempirical iidata
what iiare iisome iiskill iiexcesses iiof iideficits iithat iithe iicommunity iiwill iinot iiaccept iiin
iiregards iito iiemployment iithat iiPeter iidiscussed ii- iiAnswers ii-extreme iiaggression, iipoor
iibathroom iiskills, iiand iieating iibehavior