FTCE ESE Autism Spectrum Disorder (ASD) Teaching Strategies 1 — Questions and Answers
Question 1: Which of the following is a defining characteristic of Autism Spectrum Disorder (ASD) according to the DSM-5?
- Persistent deficits in social communication and social interaction, and restricted/repetitive patterns of behavior (Correct answer)
- Primary difficulty with reading decoding and phonological awareness
- Significant intellectual disability in all cases
- Attention deficits and hyperactivity as the primary presenting features
Correct answer: Persistent deficits in social communication and social interaction, and restricted/repetitive patterns of behavior
The DSM-5 defines ASD by two core diagnostic criteria: persistent deficits in social communication/interaction AND restricted, repetitive patterns of behavior, interests, or activities.
The DSM-5 (2013) restructured ASD diagnosis from the previous triad (social, communication, behavioral) to two core domains: (1) persistent deficits in social communication and social interaction across multiple contexts, and (2) restricted, repetitive patterns of behavior, interests, or activities. ASD is a spectrum — individuals vary widely in intellectual ability, language skill, and support needs. Intellectual disability is not a universal feature (approximately 31% of people with ASD also have an intellectual disability).
Question 2: A student with ASD becomes very distressed when the daily classroom schedule changes unexpectedly. Which support strategy BEST addresses this need?
- Avoid visual schedules to prevent over-reliance on routine
- Provide advance notice of schedule changes with a visual schedule that includes a 'surprise' or 'change' card (Correct answer)
- Insist the student follow the new schedule without preparation to build flexibility
- Remove the student from class whenever schedule changes occur
Correct answer: Provide advance notice of schedule changes with a visual schedule that includes a 'surprise' or 'change' card
Using a visual schedule with a designated 'change' card provides predictability within the change — the student is prepared for and can mentally process the upcoming schedule modification.
Many students with ASD rely heavily on predictability and routine for emotional regulation. Unexpected changes can be overwhelming and trigger anxiety or behavioral dysregulation. Effective strategies include: visual schedules with a designated 'change' symbol, advance notice of changes, social stories about schedule flexibility, and gradual exposure to small changes over time. The goal is to build flexibility while providing enough structure to reduce anxiety — not to force immediate adaptation without support.
Question 3: Applied Behavior Analysis (ABA) is an evidence-based approach for students with ASD. Which of the following BEST describes the core principle of ABA?
- Focusing exclusively on eliminating all repetitive behaviors
- Using principles of behavior (reinforcement, prompting, shaping) to systematically increase desired skills and decrease challenging behaviors (Correct answer)
- Providing a language-based therapy to improve verbal communication only
- Using play therapy to develop social emotional competence
Correct answer: Using principles of behavior (reinforcement, prompting, shaping) to systematically increase desired skills and decrease challenging behaviors
ABA applies principles such as reinforcement, prompting, shaping, and extinction systematically to increase adaptive skills and decrease challenging behaviors in students with ASD.
Applied Behavior Analysis (ABA) is the most extensively researched intervention for ASD. It is based on the science of behavior — understanding how the environment influences behavior. Core ABA techniques include: discrete trial training (DTT), naturalistic developmental behavioral interventions (NDBIs), pivotal response training (PRT), prompting and fading, reinforcement schedules, and behavior skills training. ABA is used to teach communication, social skills, daily living skills, and academic content while addressing challenging behaviors through function-based interventions.
Question 4: Which communication support is MOST commonly used with non-verbal or minimally verbal students with ASD?
- Sign language as the exclusive communication method
- Augmentative and Alternative Communication (AAC) systems, including PECS, speech-generating devices, or communication apps (Correct answer)
- Lip-reading training
- Whisper phones for one-on-one communication
Correct answer: Augmentative and Alternative Communication (AAC) systems, including PECS, speech-generating devices, or communication apps
AAC systems — including PECS, speech-generating devices, and communication apps — provide non-verbal and minimally verbal students with ASD accessible means to communicate.
Augmentative and Alternative Communication (AAC) encompasses all tools and strategies that support communication for individuals who cannot rely on spoken language. For students with ASD, AAC options include: the Picture Exchange Communication System (PECS), high-tech speech-generating devices (SGDs) such as Proloquo2Go, low-tech picture boards, and symbol-based apps. Research shows that AAC does NOT impede speech development and often facilitates it. The SLP (speech-language pathologist) on the IEP team typically leads AAC assessment and programming.
Question 5: A teacher notices that a student with ASD becomes overwhelmed in the school cafeteria due to noise and sensory input. What is the MOST appropriate accommodation?
- Eliminating cafeteria time entirely from the student's schedule
- Providing sensory accommodations such as noise-canceling headphones and/or allowing the student to eat in a quieter setting (Correct answer)
- Insisting the student remain in the cafeteria daily to desensitize to the environment
- Restricting the student's food choices to reduce mealtime challenges
Correct answer: Providing sensory accommodations such as noise-canceling headphones and/or allowing the student to eat in a quieter setting
Noise-canceling headphones and/or alternative eating locations reduce the sensory overload while still allowing the student to participate in mealtime routines as much as possible.
Sensory processing differences are a hallmark feature of ASD (included in the DSM-5 restricted/repetitive behavior domain). The cafeteria is a highly stimulating environment — bright lights, loud noise, strong smells, and crowd movement. Sensory accommodations (noise-canceling headphones, fidget tools, seat positioning, or alternative quiet eating spaces) reduce sensory overwhelm and support the student's ability to eat and socialize. The occupational therapist can conduct a sensory processing assessment and recommend a sensory diet tailored to the student's profile.
Question 6: Which of the following BEST describes 'pivotal response training' (PRT) as an intervention for students with ASD?
- A highly structured, therapist-directed drill-based approach to teach discrete skills
- A naturalistic, play-based ABA approach that targets pivotal areas like motivation, self-management, and response to multiple cues to produce broad improvements (Correct answer)
- A medication management protocol for behavioral regulation
- A peer-based social skills curriculum used exclusively in group settings
Correct answer: A naturalistic, play-based ABA approach that targets pivotal areas like motivation, self-management, and response to multiple cues to produce broad improvements
PRT is a naturalistic ABA approach that targets pivotal behaviors (motivation, self-initiation, response to multiple cues) within play and daily routines to produce generalized improvements across domains.
Pivotal Response Training (PRT), developed by Robert and Lynn Koegel, is an evidence-based naturalistic behavioral intervention for ASD. It targets 'pivotal' behaviors — core areas that, when improved, produce collateral gains across many other behaviors. The four pivotal areas are: motivation, self-management, responsiveness to multiple cues, and self-initiation of social interactions. PRT is delivered in natural settings using child-preferred activities, shared control, and natural reinforcers. It contrasts with more structured DTT approaches and is effective for improving language, social skills, and play.
FTCE ESE Autism Spectrum Disorder (ASD) Teaching Strategies 1
Which of the following is a defining characteristic of Autism Spectrum Disorder (ASD) according to the DSM-5?