CORDILLERA CAREER DEVELOPMENT COLLEGE

Buyagan, Poblacion, La Trinidad, Benguet

WORK BOOK ABOUT SPECIAL CHILDREN

Submitted by: Adiwang, Michelle Manuel, Imelda Ogues, Minda Palasico, VilmaSubmitted to: Mr. T. Sagandoy

DOWN’S SYNDROME OR TRISOMY 21

Objectives:

By the end of this work book:

1. The student will state a fact about this condition in his/her own words.2. The student will list down three signs or symptoms of this condition.3. The student will be able to distinguish a normal person from a down’s syndrome with

given features.

Down syndrome is a genetic disorder that causes lifelong mental retardation, developmental delays and other problems. Down syndrome varies in severity, so developmental problems range from moderate to serious.

Down syndrome is the most common genetic cause of learning disabilities in children.Increased understanding of Down syndrome and early interventions make a big difference in the lives of both children and adults with Down syndrome.

Signs and Symptoms

Children with Down syndrome have a distinct facial appearance. Though not all children with Down syndrome have the same features, some of the more common features are:

Flattened facial features Small head Short neck Protruding tongue Upward slanting eyes, unusual for the child's ethnic group Unusually shaped ears Children with Down syndrome may also have: Poor muscle tone Broad, short hands with a single crease in the palm Relatively short fingers Excessive flexibility

Infants with Down syndrome may be of average size, but typically they grow slowly and remain shorter than other children of similar age. In general, developmental milestones, such as sitting and crawling, occur at about twice the age of children without impairment. Children with Down syndrome also have some degree of mental retardation, most often in the mild to moderate range.

ACTIVITY:

Compare the creases of your hands to this picture:You shouldn’t have a simian crease.

CAUSES:

Human cells normally contain 23 pairs of chromosomes. One chromosome in each pair comes from your father, the other from your mother.

Down syndrome results when one of three types of abnormal cell division involving chromosome 21 occurs. All three cell division abnormalities result in extra genetic material from chromosome 21, which is responsible for the characteristic features and developmental problems of Down syndrome.

Please encircle the chromosome that has three pairs in the picture . This is where Downs Syndrome is detected.

Is it inherited?

Most of the time, Down’s syndrome isn't inherited. It's caused by a mistake in cell division during the development of the egg, sperm or embryo.

Complications:

Children with Down syndrome can have a variety of complications, some of which become more prominent as they get older, including:

Heart defects. Approximately half the children with Down syndrome are born with some type of heart defect. These heart problems can be life-threatening and may require surgery in early infancy.

Leukemia. Young children with Down syndrome are more likely to develop leukemia than are other children.

Infectious diseases. Because of abnormalities in their immune systems, those with Down syndrome are much more susceptible to infectious diseases, such as pneumonia.

Dementia. Later in life, people with Down syndrome have a greatly increased risk of dementia. Signs and symptoms of dementia often appear before age 40 in people with Down syndrome. Those who have dementia also have a higher rate of seizures.

Sleep apnea. Because of soft tissue and skeletal alterations that lead to the obstruction of their airways, children with Down syndrome are at greater risk of obstructive sleep apnea.

Obesity. People with Down syndrome have a greater tendency to be obese than does the general population.

Other problems. Down syndrome may also be associated with other health conditions, including gastrointestinal blockage, thyroid problems, early menopause, seizures, hearing loss, premature aging, skeletal problems and poor vision.

Life expectancy

Life spans have increased dramatically for people with Down syndrome. In 1929, a baby born with Down syndrome often didn't live to age 10. Today, someone with Down syndrome can expect to live to 50 and beyond, depending on the severity of his or her health problems.

Multiple Choice Questions:

Directions: Please read all questions carefully and write the final answer on the blank provided.

1. ____ All of the following are complications of Down’s Syndrome EXCEPT:

a. Sleep Apnea

b. Obesity

c. Dementia

d. Hypertension

2. ___ How many chromosomes does a regular human have?

a. 43

b. 47

c. 46

d. 35

3. ___ Children with Down Syndrome may have the following complications EXCEPT ONE:

a. Poor muscle tone

b. Protruding tongue

c. Simian crease

d. Abdominal Hernia

4. ______ Down’s syndrome is inherited:a. Trueb. False

5. ___ In which chromosome does the developmental problems occur for Down’s syndrome?a. 21b. 23c. 25d. 26

6. _____ Down’s syndrome is a genetic disorder that causes:a. Lifelong mental retardationb. Lifelong dwarfismc. Short life expectancyd. Long life expectancy

Attention deficit hyperactivity disorder (ADHD)

Objectives:

1. The student will be able to identify the causes, incidence and risk factor of Attention deficit

hyperactivity disorder(ADHD).

2. The student will be able to differentiate the symptoms of ADHD.

3. The student will be able to help a child in caring ADHD.

Attention deficit hyperactivity disorder (ADHD) is a condition in which a person has trouble paying

attention and focusing on tasks, tends to act without thinking, and has trouble sitting still. It may begin

in early childhood and can continue into adulthood. Without treatment, ADHD can cause problems at

home, at school, at work, and with relationships. In the past, ADHD was called attention deficit disorder

(ADD).

The exact cause is not clear, but ADHD tends to run in families.

The three types of ADHD symptoms include:

Trouble paying attention. People with ADHD are easily distracted. They have a hard time

focusing on any one task.

Trouble sitting still for even a short time. This is called hyperactivity. Children with ADHD may

squirm, fidget, or run around at the wrong times. Teens and adults often feel restless and

fidgety. They aren't able to enjoy reading or other quiet activities.

Acting before thinking. People with ADHD may talk too loud, laugh too loud, or become angrier

than the situation calls for. Children may not be able to wait for their turn or to share. This

makes it hard for them to play with other children. Teens and adults may make quick decisions

that have a long-term impact on their lives. They may spend too much money or change jobs

often.

ADHD is often diagnosed when a child is between 6 and 12 years old. Teachers may notice symptoms in

children who are in this age group.

First, the child will have tests to make sure that he or she doesn't have other problems such as learning

disabilities, depression, or anxiety disorder. The doctor will use guidelines from the American Psychiatric

Association to diagnose ADHD. The doctor may also look at written reports about the child's behavior.

Parents, teachers, and others who have regular contact with the child prepare these reports.

There is no cure for ADHD, but treatment may help control the symptoms. Treatment may include

medicines and behavior therapy. Parents and other adults need to closely watch children after they

begin to take medicines for ADHD. The medicines may cause side effects such as loss of

appetite, headaches or stomachaches, tics or twitches, and problems sleeping. Side effects usually get

better after a few weeks. If they don't, the doctor can lower the dose.

Therapy focuses on making changes in the environment to improve the child's behavior. Often,

counseling and extra support at home and at school help children succeed at school and feel better

about themselves.

Many adults don't realize that they have ADHD until their children are diagnosed. Then they begin to

notice their own symptoms. Adults with ADHD may find it hard to focus, organize, and finish tasks. They

often forget things. But they also often are very creative and curious. They love to ask questions and

keep learning. Some adults with ADHD learn to manage their lives and find careers that let them use

those strengths.

ACTIVITY

MULTIPLE CHOICE

1. A student who has limited strength, vitality, or alertness due to chronic or acute health problems that

adversely affect the child's educational performance would receive special education services under

which disability category?

a. Learning disabled

b. AD/HD

c. Other health impaired

d. Developmentally delayed

2. Failing to give close attention to details, having difficulty sustaining attention, not listening when

spoken to, having difficulty organizing tasks, and being forgetful are characteristics of which of the

following?

a. Hyperactivity

b. Impulsivity

c. Inattention

d. Misbehavior

3. Students with AD/HD have which of the following challenge?

a. Behavioral

b. Social

c. Emotional

d. All of the above

4. Biological causes of AD/HD include which of the following?

a. Prenatal factors

b. Perinatal factors

c. Postnatal factors

d. All of the above

5. Which of the following brain areas does not appear to be involved in ADHD?

a. the frontal lobe

b. the occipital lobe

DYSLEXIA I. Objectives

By the end of this workbook the student will be able to:

1. state a fact about dyslexia in his/her own words2. identify the signs and symptoms of dyslexia3. distinguish different types of dyslexia

II. Discussion

Dyslexia Facts

Dyslexia is difficulty in learning to read. Dyslexia can be related to brain injury, heredity, or hormonal

influences. Dyslexia is not linked to intelligence. People with severe dyslexia

can be brilliant. Letter and number reversals are a common warning sign of

dyslexia. Diagnosis of dyslexia involves reviewing the child’s processing of

information from seeing, hearing, and participating in activities. Treatment of dyslexia ideally involves planning between the

parent(s) and the teachers.

What is dyslexia?

The World Federation of Neurologists (1968) defined dyslexia as “a disorder in Children who, despite conventional classroom experience, fail to attain the language skills of reading, writing, and spelling commensurate with their intellectual abilities.” According to the U.S. National Institutes of Health, dyslexia is a learning disability that can hinder a person’s ability to read, write, spell, and sometimes speak. Dyslexia is the most common learning disability in children and persists throughout life. The severity of dyslexia can vary from mild to severe. The sooner dyslexia is treated, the more favorable the outcome; however, it is never too late for people with dyslexia to learn to improve their language skills.

Children with dyslexia have difficulty in learning to read despite traditional instruction, at least average intelligence, and an adequate opportunity to learn. It is caused by an impairment in the brain’s ability to translate images received from the eyes or ears into understandable

language. It does not result from vision or hearing problems. It is not due to mental retardation, brain damage, or a lack of intelligence.

Dyslexia can go undetected in the early grades of schooling. Children can become frustrated by the difficulty in learning to read, and other problems can arise that disguise dyslexia. They may show signs of depression and low self-esteem. Behavior problems at home, as well as at school, often manifest. Children may become unmotivated and develop a dislike for school, and their success there may be jeopardized if the problem remains untreated.

What causes dyslexia? What are the different types of dyslexia?

There are several types of dyslexia that can affect a child’s ability to spell as well as read.

1. “Trauma dyslexia” usually occurs after some form of brain trauma or injury to the area of the brain that controls reading and writing. It is rarely seen in today’s school-age population.

2. “Primary Dyslexia” is a dysfunction of rather than damage to the left side of the brain (cerebral cortex) and does not change with age. Individuals with this type are rarely able to read above a fourth-grade level and may struggle with reading, spelling, and writing as adults. Primary dyslexia is passed in family lines through their genes (hereditary). It is found more often in boys than in girls.

3. “Secondary” or “developmental dyslexia” is felt to be caused by hormonal development during the early stages of fetal development. Developmental dyslexia diminishes as the child matures. It is also more common in boys.

Dyslexia may affect several different functions:

Visual dyslexia is characterized by number and letter reversals and the inability to write symbols in the correct sequence.

Auditory dyslexia involves difficulty with sounds of letters or groups of letters. The sounds are perceived as jumbled or not heard correctly.

“Dysgraphia” refers to the child’s difficulty holding and controlling a pencil so that the correct markings can be made on the paper.

What are the signs and symptoms of dyslexia?

1. Learning is read – the child, despite having normal intelligence and receiving proper teaching and parental support, has difficulty learning to read.

2. Milestones related later – the child learns to crawl, walk, talk, throw or catch things, ride a bicycle later than the majority of other kids.

3. Speech – apart from being slow to learn to speak, the child commonly mispronounces words, finds rhyming extremely challenging, and does not appear to distinguish between different word sounds.

4. Slow at learning sets of data – at school the child takes much longer than other children to learn the letters of the alphabet and how they are pronounced. There may also be problems remembering the days of the week, months of the year, colors, and some arithmetic tables.

5. Coordination – the child may seem clumsier than his or her peers. Catching a ball may be difficult.

6. Left and right – the child commonly gets “left” and “right” mixed up.

7. Reversal – numbers and letters may be reversed without realizing.

8. Spelling – may not follow pattern of progression seen in other children. The child may learn how to spell a word today, and

completely forget the next day. One word may be spelt in a variety of ways on the same page.

9. Phonology problems – phonology refers to the speech sounds in a language. If a word has more than two syllables, phonology processing becomes much more difficult.

Example: unfortunately – pronounced as “unly” Friends – pronounced as “frens”

10. Concentration span – children with dyslexia find it hard to concentrate for long, compared to other children. Many adults with dyslexia say this is because after a few minutes of non-stop struggling, the child is mentally exhausted. A higher number of children with dyslexia also have ADHD (attention-deficit hyperactivity disorder), compared to the rest of the population.

11. Sequencing Ideas – when a person with dyslexia expresses a sequence of ideas, they may seem illogical for people without the condition.

12. Autoimmune conditions – people with dyslexia are more likely to develop immunological problems such as hay fever, asthma, eczema and other allergies.

What are the treatment options for Dyslexia?

It is important for the family members and the person with dyslexia to remember that DYSLEXIA IS NOT A DISEASE. We live in a society where reading and writing are integral parts of everyday life-interventions that help people with dyslexia are aimed at improving their coping skills.

There is currently no “cure” for dyslexia. There are, however a range of specialist and well targeted interventions that can help children and adults improve their reading and writing skills.

The majority of children diagnosed with dyslexia will only need to miss a few hours of their regular school classes each week to receive specialist educational support, which may consist of one-on-one teaching or small-group classes. In some cases, if the dyslexia is severe, moving the child to a specialist school may be advised. Unfortunately, such schools are not available everywhere. The sooner

a child is diagnosed and receives support, the more likely he or she will achieve long-term improvements.

Psychological testing helps the teacher develop a better-targeted teaching program for the child. A teacher who is trained in helping children with dyslexia will use a range of techniques to improve the child’s reading skills. These techniques usually involve tapping into the child’s senses, including touch, vision and hearing.

Some children find that tracing their finger around the shape of letters helps them process data more effectively. The child will receive help in improving the following skills:

Learning to recognize phonemes. Understanding that these phonemes are represented by

letters or groups of letters strung together Reading out aloud. Vocabulary building. Reading comprehension.

It’s a vital for the child’s self-esteem and personal ambition that he or she is reminded that even through reading and writing may be problem, millions of people with dyslexia worldwide have thrived and become successful and productive citizens.

III. Exercises

1. Multiple choice: Choose the best answer of the following questions. Write your answers in the space provided.

_______ 1. Which of the following is a learning disability that can hinder a person’s ability to read, write, spell, and sometimes speak?a. Dyslexia c. Primary Dyslexiab. Trauma Dyslexia d. Secondary

_______2. Which among the following is a type of dyslexia that usually occurs after some form of brain trauma or injury to the area of the brain that controls reading and writing?a. Primary Dyslexia c. Trauma Dyslexiab. Secondary Dyslexia d. Dyslexia

_______3. What type of dyslexia is a dysfunction of rather than damage to, the left side of the brain (cerebral cortex) and does not change with age?a. Secondary Dyslexia c. Primary Dyslexia

b. Developmental Dyslexiad. Trauma Dyslexia

_______4. What type of dyslexia that is felt to be caused by hormonal development during early stages of fetal development?a. Secondary Dyslexia c. Dyslexiab. Trauma Dyslexia d. Primary Dyslexia

_______5. Which of the following is a type of dyslexia that is characterized by number and letter reversals and the inability to write symbols in the correct sequence?a. Dysgraphia c. Auditory Dyslexia b. Dyslexia d. Visual Dyslexia

_______6. Which of the following is a type of dyslexia which refers to the difficulty holding and controlling a pencil so that correct markings can be made on the paper?a. visual dyslexia c. dysgraphiab. developmental dyslexia d. auditory dyslexia

_______7. What type of dyslexia is involved in the difficulty with sounds of letters or groups of letters and sounds of letters or groups of letters and sounds are perceived as jumbled or not heard correctly?a. Dysgraphia c. Trauma dyslexiab. Primary Dyslexia d. Auditory Dyslexia

_______8. Which of the following signs and symptoms of dyslexia wherein number and letters may be reversed without realizing?a. speech b. spelling c. concentration span d. reversal

_______9. Which of the following signs and symptoms of dyslexia wherein the child commonly mispronounces words, finds rhyming extremely challenging, and does not appear to distinguish between different word sounds?a. coordination c. spellingb. speech d. phonology problems

_______10. Which of the following signs and symptoms of dyslexia wherein a child has difficulty learning to read despite having normal intelligence and receives proper teaching and parental support?a. left and right c. autoimmune conditionsb. concentration span d. learning to read

2. True or false: Write true if the statement is correct and write false if the statement is false. Write your answer in the space provided.

____________ 1. Dyslexia is difficulty in learning to read.____________2. Dyslexia can be related to brain injury, heredity or

hormonal influences.____________3. Dyslexia is not linked to intelligence.____________4. People with severe dyslexia can be brilliant.____________5. Letter and number reversals are a common warning sign

of dyslexia.____________6. Dyslexia is not a disease.____________7. Millions of people with dyslexia worldwide have thrived

and become successful and productive citizens.

Answers to the exercises

1. Multiple Choice1) a2) c3) c4) a5) d6) c7) d8) d9) b10) d

2. True or False1) True2) True3) True4) True5) True6) True7) True

AUTISM (Autism Spectrum disorder) OBJECTIVES:

A. Students will be able to identify the 3 areas of impairment associated with autism spectrum disorders.

B. The students will be able to identify the learning characteristics of children with autism.

C. The students will be able to use the information about learning characteristics to inform how they would work and interaction with children with autism.

What Is Autism? What is Autism Spectrum Disorder?

Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. With the May 2013 publication of the DSM-5 diagnostic manual, all autism disorders were merged into one umbrella diagnosis of ASD. Previously, they were recognized as distinct subtypes, including autistic disorder, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Aspergers syndrome.

ASD can be associated with intellectual disability, difficulties in motor coordination and attention and physical health issues such as sleep and gastrointestinal disturbances. Some persons with ASD excel in visual skills, music, math and art.

What Causes Autism?

Not long ago, the answer to this question would have been “we have no idea.” Research is now delivering the answers. First and foremost, we now know that there is no one cause of autism just as there is no one type of autism. Over the last five years, scientists have identified a number of rare gene changes, or mutations, associated with autism. A small number of these are sufficient to cause autism by themselves. Most cases of autism,

however, appear to be caused by a combination of autism risk genes and environmental factors influencing early brain development.

In the presence of a genetic predisposition to autism, a number of non genetic, or “environmental,” stresses appear to further increase a child’s risk. The clearest evidence of these autism risk factors involves events before and during birth. They include advanced parental age at time of conception (both mom and dad), maternal illness during pregnancy and certain difficulties during birth, particularly those involving periods of oxygen deprivation to the baby’s brain. It is important to keep in mind that these factors, by themselves, do not cause autism. Rather, in combination with genetic risk factors, they appear to modestly increase risk.

What Are the Symptoms of Autism?

Autism spectrum disorders (ASD) are characterized by social-interaction difficulties, communication challenges and a tendency to engage in repetitive behaviors. However, symptoms and their severity vary widely across these three core areas. Taken together, they may result in relatively mild challenges for someone on the high functioning end of the autism spectrum. For others, symptoms may be more severe, as when repetitive behaviors and lack of spoken language interfere with everyday life.

As illustrated by the graph on the left, the basic symptoms of autism are often accompanied other medical conditions and challenges. These, too, can vary widely in severity.

While autism is usually a life-long condition, all children and adults benefit from interventions, or therapies, that can reduce symptoms and increase skills and abilities. Although it is best to

begin intervention as soon as possible, the benefits of therapy can continue throughout life.

Social Challenges

Typically developing infants are social by nature. They gaze at faces, turn toward voices, grasp a finger and even smile by 2 to 3 months of age. By contrast, most children who develop autism have difficulty engaging in the give-and-take of everyday human interactions. By 8 to 10 months of age, many infants who go on to develop autism are showing some symptoms such as failure to respond to their names, reduced interest in people and delayed babbling. By toddlerhood, many children with autism have difficulty playing social games, don’t imitate the actions of others and prefer to play alone. They may fail to seek comfort or respond to parents' displays of anger or affection in typical ways.

Research suggests that children with autism are attached to their parents. However the way they express this attachment can be unusual. To parents, it may seem as if their child is disconnected. Both children and adults with autism also tend to have difficulty interpreting what others are thinking and feeling. Subtle social cures such as a smile, wave or grimace may convey little meaning. To a person who misses these social cues, a statement like “Come here!” may mean the same thing, regardless of whether the speaker is smiling and extending her arms for a hug or frowning and planting her fists on her hips. Without the ability to interpret gestures and facial expressions, the social world can seem bewildering.

It is common – but not universal – for those with autism to have difficulty regulating emotions. This can take the form of seemingly “immature” behavior such as crying or having outbursts in inappropriate situations. It can also lead to disruptive and physically aggressive behavior. The tendency to “lose control” may be particularly pronounced in unfamiliar, overwhelming or frustrating situations. Frustration can also result in self-injurious behaviors such as head banging, hair pulling or self-biting.

Communication DifficultiesBy age three, most children have passed predictable milestones on the path to learning language. One of the earliest is babbling. By the first birthday, most typically developing toddlers say a word or two, turn and look when they hear their names, point to objects they want or want to show to someone (not all cultures use pointing in this way). When offered something distasteful, they can make clear – by sound or expression – that the answer is “no.”

By contrast, young children with autism tend to be delayed in babbling and speaking and learning to use gestures. Some infants who later develop autism coo and babble during the first few months of life before losing these communicative behaviors. Others experience significant language delays and don’t begin to speak until much later. With therapy, however, most people with autism do learn to use spoken language and all can learn to communicate.

Many nonverbal or nearly nonverbal children and adults learn to use communication systems such as pictures (image at left), sign language, electronic word processors or even speech-generating devices.

When language begins to develop, the person with autism may use speech in unusual ways. Some have difficulty combining words into meaningful sentences. They may speak only single words or repeat the same phrase over and over. Some go through a stage where they repeat what they hear verbatim (echolalia).

Some mildly affected children exhibit only slight delays in language or even develop precocious language and unusually large vocabularies – yet

have difficulty sustaining a conversation. Some children and adults with autism tend to carry on monologues on a favorite subject, giving others little chance to comment. In other words, the ordinary “give and take” of conversation proves difficult. Some children with ASD with superior language skills tend to speak like little professors, failing to pick up on the “kid-speak” that’s common among their peers.

Another common difficulty is the inability to understand body language, tone of voice and expressions that aren’t meant to be taken literally. For example, even an adult with autism might interpret a sarcastic “Oh, that's just great!” as meaning it really is great.

Conversely, someone affected by autism may not exhibit typical body language. Facial expressions, movements and gestures may not match what they are saying. Their tone of voice may fail to reflect their feelings. Some use a high-pitched sing-song or a flat, robot-like voice. This can make it difficult for others know what they want and need. This failed communication, in turn, can lead to frustration and inappropriate behavior (such as screaming or grabbing) on the part of the person with autism. Fortunately, there are proven methods for helping children and adults with autism learn better ways to express their needs. As the person with autism learns to communicate what he or she wants, challenging behaviors often subside. Repetitive Behaviors

Unusual repetitive behaviors and/or a tendency to engage in a restricted range of activities are another core symptom of autism. Common repetitive behaviors include hand-flapping, rocking, jumping and twirling, arranging and rearranging objects, and repeating sounds, words, or

phrases. Sometimes the repetitive behavior is self-stimulating, such as wiggling fingers in front of the eyes.

The tendency to engage in a restricted range of activities can be seen in the way that many children with autism play with toys. Some spend hours lining up toys in a specific way instead of using them for pretend play. Similarly, some adults are preoccupied with having household or other objects in a fixed order or place. It can prove extremely upsetting if someone or something disrupts the order. Along these lines many children and adults with autism need and demand extreme consistency in their environment and daily routine. Slight changes can be extremely stressful and lead to outbursts.

Repetitive behaviors can take the form of intense preoccupations, or obsessions. These extreme interests can prove all the more unusual for their content (e.g. fans, vacuum cleaners or toilets) or depth of knowledge (e.g. knowing and repeating astonishingly detailed information about Thomas the Tank Engine or astronomy). Older children and adults with autism may develop tremendous interest in numbers, symbols, dates or science topics.

Treatment

Although there is no known cure for autism, the strategy of dealing with autism includes addressing the symptoms through therapy, behavioral intervention, and family support both in and out of the home.

Treatment focuses on improving impaired social interaction, problems with verbal and nonverbal communication, and obsessive or repetitive routines and interests.

ACTIVITYI. Multiple Choice

1. It is a developmental disability that significantly affects a student's verbal and nonverbal communication, social interaction, and educational performance.

a. Autism b. mental retardation c. Speech/language impairment d. Learning disability

2. Autism is generally evident before age three and is manifest when the child engages in ______, resists environmental change, and displays unusual responses to sensory experiences.a. Academic activitiesb. Poor behaviorc. Repetitive activities and stereotyped movementsd. Social activities

3. Autism is characterized by a. unusual behavior patterns b. impaired communication skills. c. poor social interactions d. all of the above

4. Which is not a type of Autism Spectrum Disorder? a. Autistic Disorder b. Asperger syndrome c. Schizophrenia d. Pervasive Development Disorder

5. Atypical language development, atypical social development, repetitive behavior, problem behavior, the need for environmental predictability, sensory and movement disorders, and differences in intellectual functioning are characteristics of which of the following?a. Autism b. Mental retardationc. Emotional/behavioral disordersd. Learning disabilities

6. Students with autism may have which of the following characteristics of communication?a. Attention focused on one topic onlyb. Use of limited gestures to supplement verbal skills

c. Lack of eye contactd. All of the above

7. Categories of problem behavior in students with autism include which of the following?a. Self-injurious behaviorb. Aggressionc. Tantrumsd. All of the above

8. Some of the symptoms of autism spectral disorder include a. an inability to share and take turns b. a tendency to say whatever is on their mind, regardless of whether it is appropriate or not c. an inability to engage in the give-and-take of normal social conversation d. all of the above

9. In general, the prognosis for a child with autism would be improved if they are diagnosed before _____ years of age.

a. 5 b. 7 c. 3 d. 10

10. Abnormal posture; abnormal movements of the face, head, trunk, and limbs; abnormal eye movements; repeated gestures and mannerisms; and awkward gait are characteristics of which of the following?a. Sensory disordersb. Behavior disordersc. Movement disordersd. Intellectual disorders

ll. TRUE OR FALSE

1. Autism spectrum disorders (ASD) are more prevalent among certain races than others.2. Autism spectrum disorders (ASD) are more prevalent in boys than girls.3. Preventing some autistic individuals from completing ritualistic behaviors can lead to

tantrums and anxiety.4. ASD symptoms include marked deficits in communication (verbal and nonverbal) and

social skills and the performance of unusual and repetitive motor patterns.5. In general, the causes of autism spectrum disorders are unknown.