1.

Define autism spectrum disorder:

a. List the two primary characteristics of ASD.
1. Persistent deficits in individual’s social communication and
interaction
2. Restricted and repetitive patterns of behavior, interests, or
activities
b. Explain why ASD is referred to as a “spectrum disorder.”
1. Most may show the two primary characteristics, but they all
have a great range of strengths, abilities, and areas of need.
2. Identify and briefly describe the four steps educators can use to make an
informed decision when selecting an EBP.
1. Identifying the behavior- Finding the behavior that the teacher
wants to change. Should be identified in an observable manner,
described in a measurable outcome, and identified with a setting
where the behavior occurs
2. Collect baseline data- the frequency and duration that the behavior
occurs at. Should be gathered for at least 4 days or until pattern is
evident
3. Establish an observable and measurable goal- indicated in an IEP.
Should include when the behavior will be performed, what behavior
should be displayed, and a level of mastery.
4. Choosing an EBP- Look at the patterns and figure out which one
would be best. Look at child’s characteristics, student’s goals,
experience of teacher implementing EBP’s, and the resources
available. Talk with parents and understand that it may not be
effective. Know information about treatments
3. Five EBPs are sometimes referred to as foundational strategies.
a. List and briefly describe the five strategies.
1. Reinforcement- providing a desired consequence after a
student engages in a desired behavior, which may lead to
reoccurrence of the behavior in the future. You can also
provide an undesired consequence when they perform an
undesired behavior.
2. Prompting- using prompts to assist the individual. There are
5 prompts which are:
1. Gesture- pointing at or touching an object
2. Verbal- verbal hints
3. Visual- illustrations, photos, and objects
4. Modeling- demonstrating a skill
5. Physical- physically directing a child to help them with
a task
3. Time delay- systematically providing then fading prompts
1. Constant time delay- after a student is given a task
and does not comply, student is prompted at a set
interval (3-5 seconds)
 2. Progressive time delay- the time between the prompt
and the cue is increased
4. Modeling- demonstrating how to perform a skill correctly
prior to asking student to perform the skill
5. Task analysis- breaking down multi-step skills or behaviors
into smaller components that can be taught one at a time
1. Forward chaining- first step is taught. When mastered
they move on to the second step, etc.
2. Backward chaining- last step is taught. When
mastered they move on to the previous step, etc.
b. For each video below, identify which foundational strategy is being
used.

Video 1: Drawing Butterfly (time: 3:51) (See module)

- For this video they are using the task analysis
strategy. She went through drawing a butterfly
step by step in a forward chain. She made sure
each step was mastered before she had the girl
move on to drawing the next step
Video 2: Tying Shoes (time: 0:52) (See module)
- For this video she used positive reinforcement.
When the girl listened and completed the task,
she received a sticker as a reward

c. For each scenario presented in the table below, select one strategy to
address the student’s needs and explain why you chose that strategy.
Select a different strategy for each scenario.

Strategy
Scenario Justification for Selection
Selected
Trevor, a 14-year-
old boy, is having Trevor would probably have an easier
difficulty  Positive time transitioning from one activity
transitioning from reinforcement to another if he knew there was going
one activity to to be a reward
another.
 Demonstrating how to put a coat on
Carly, a six-year-
 Prompting- and helping Carly practice that will
old, has difficulty
Modeling/ help her learn. If she still can’t then
putting on her coat
physical physically help her do it so she can
by herself.
learn the motions
Alexa, a three-  Prompting  I think all the types of prompting
 would be essential. You can gesture
by pointing at the baby and helping
her. You can use verbal to tell her
how to hold a baby and encourage
year-old girl,
her. You can use visuals by showing
swings her doll
her how a mother holds their baby
around instead of
and will hopefully help her want to
playing with it as
be like a mom. You can use modeling
intended (e.g.,
and show her how to hold a baby and
feeding it).
how to be nice to it. And you can use
physical by moving her arms and
rocking it by teaching her how to be
nurturing to her doll.

4. Visual supports and PECS are effective strategies to address communication

needs of children with ASD. Briefly explain how each strategy can address this
need.
a. Visual supports: This is any visual that helps a student understand
behavioral expectations. They help students with receptive language skills
and helps them understand expectations, where to go, what to do, how
long activities will last, etc. Visual supports can also help improve social
communication, behavior, school readiness, play, and cognitive.
b. Picture Exchange communication (PECS)- helps youth with limited verbal
communication communicate through pictures.
1. Phase 1 (how): child picks up picture symbol to exchange it for
desired activity
2. Phase 2 (distance & persistence): child learns to maintain actions in
a variety of settings with different communication partners
3. Phase 3 (picture discrimination): child learns to choose between
pictures to get desired item
4. Phase 4 (sentence structure): child can construct sentences out of
pictures or symbols
5. Phase 5 (answering questions): child can answer questions using
symbols
6. Phase 6 (commenting): child learns to answer questions by creating
sentence strips
5. Discuss the differences between a focused intervention and a comprehensive
treatment program.
a. Focused interventions target a specific area of developmental domain
b. Comprehensive treatment incorporates focused intervention, but also
targets multiple developmental domains
6. Promoting independence is often a goal for students in high school. Briefly
describe how each of the following strategies can promote independence.
a. Self-management strategies
 1. Helps them to recognize and control their own behaviors
rather than be assisted. This makes them more independent
because it will improve each year and help them to live
independently after high school
b. Technology-aided instruction and intervention
1. Technology helps students to develop skills with social,
communication, behavior, school readiness, adaptive,
vocational, and academic. Technology provides students with
multiple ways to learn and succeed and helps support their
goals.