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Test Autism Spectrum Disorder (ASD)
Agenda
1ST QUESTION: How does the text define the "dyad of affect" in ASD?
Artistic creativity and musical abilities
Executive functions and processing speed
Communication and social interaction, and restrictive and repetitive patterns
Selective attention and working memory
2nd QUESTION: What does the difficulty in communication and social interaction NOT necessarily imply?
Difficulty in taking turns in conversation
Problems understanding sarcasm
Difficulty reading non-verbal language
Muttering or total absence of speech
QUESTION 3: What is a cited example of restrictive interest?
Flexible use of schedule
Obsessive interest in the city's sewer system
Spontaneous participation in cooperative play
Constant variation of interests
4th QUESTION: What does the brain with ASD look for according to the text?
Constant novelty
Ambiguity in communication
Confidence in predictability
Chaos to stimulate learning
QUESTION 5: What is the TEACCH methodology based on for classroom intervention?
Visual structuring of space and time to make the classroom predictable
Exclusive increase in verbal proficiency
Encouraging improvisation in routines
Elimination of visual aids to promote autonomy
QUESTION 6: What is the purpose of visual agendas in the ASD classroom?
Complete substitution of teacher instruction
Anticipating the sequence of the day and reducing anxiety
Adding abstract complexity to the schedule
Classroom decoration without instructional function
QUESTION 7: What physical organization does the text propose for individual work?
Elimination of any visual cues to avoid distractions
Constantly changing classroom layout
Clear delineation of areas and use of labeled to-do and completed trays
Mixing to-do and finished tasks in a single tray
8TH QUESTION: How should the teacher interpret rigidity or lack of eye contact?
Deliberate disobedience
Momentary motivation problem
Intrinsic feature of neural processing
Lack of interest in learning
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