Exam Week!

It’s exam week at our Mersin program site and our teachers and parents are hard at work showing off all they’ve learned over the past 12 weeks. From dispelling beliefs that parents are to blame for a child’s autism to discovering functions of behavior to teaching new academic and independent living skills, this group has covered the spectrum of evidence-based practices for autism interventions.

Curious to find out how you would do on our final exam? Check out a few sample questions below:

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Autism is:

    1. A disease caused by showing a child too much TV
    2. A sickness that can be cured, like a cold or the flu
    3. A lifelong neurological disorder associated with difficulty socializing and communicating
    4. An illness you can “catch” from others that causes restrictive and repetitive behaviors
    5. All of the above
    6. None of the above



Rama is a first grade teacher with a classroom of 45 children. Rama has a child in her class who she suspects has autism. Which of the following can Rama NOT do?

    1. Tell the child’s parents that their child has autism (provide a diagnosis)
    2. Use visual strategies to help the child participate in her classroom
    3. Let the child’s parents know that she has noticed autism symptoms in the child and suggest that the parents take the child to a trained doctor
    4. Stop instances of bullying if she sees them in her classroom
    5. All of the above
    6. None of the above



Amjed does not use words to communicate but has started pointing to a bottle of bubbles in order to get his mother to blow the bubbles. Amjed makes some sounds and his mother’s goal is to teach him to make verbal requests. What is the next step his mother should take when teaching him?

    1. Say the word “bubbles” whenever Amjed points to the bottle, but continue to blow the bubbles whenever Amjed points to the bottle
    2. Stop giving Amjed bubbles when he points and require that Amjed say the full word “bubbles” in order to get the bubbles
    3. Stop giving Amjed bubbles when he just points and start requiring that Amjed make a sound in order to get the bubbles
    4. Continue giving Amjed bubbles when he points to them and focus on getting Amjed to verbally request something else he likes
    5. None of the above



Which of the following is a TRUE statement?

    1. You can break any skill into smaller teachable steps and teach one step at a time until a child catches on
    2. Anything a child feels is a behavior
    3. Some children with autism are incapable of communicating
    4. Single step skills are skills that should be learned in a single day
    5. All of the above are true
    6. None of the above are true



Which of the following are TRUE about fading prompts?

    1. If you teach a child a skill using a prompt, you should always prompt him when you want him to perform that skill
    2. The amount of time you should prompt before fading a prompt is different for each child
    3. After a child gets a skill right a few times in a row, you should try a less intrusive prompt
    4. If a child makes a few mistakes using a less intrusive prompt, you should move back to using the more intrusive prompt
    5. B, C and D only
    6. None of the above



You are teaching Ali to eat melon and he is able to hold the fruit and smell it. What would be an appropriate next step to teach and provide reinforcement for?

  1. You don’t need to provide reinforcement for eating.
  2. Provide reinforcement for touching the melon
  3. Provide reinforcement for eating 4 large pieces of melon
  4. Provide reinforcement for touching the melon to his lips briefly


Did you know the answers?

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