Autism Spectrum Disorder | Quizalize

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Autism Spectrum Disorder | Quizalize

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Autism Spectrum Disorder

Quiz by Anthony Ordonez

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Q 1/20
Score 0
Open-ended question can be very difficult for students with ASD?
30
True
False
Q 2/20
Score 0
What percentage of individual with ASD have Savant abilities?
30
74.32%
25%
50%
Less than 1%

20 questions

Q.

Open-ended question can be very difficult for students with ASD?

1

30 sec

Q.

What percentage of individual with ASD have Savant abilities?

2

30 sec

Q.

Autism Spectrum Disorder is caused by

3

30 sec

Q.

Social stories are effective for students with ASD?

4

30 sec

Q.

Most communication for individuals with ASD are with?

5

30 sec

Q.

Individuals with ASD may have deficiencies with?

6

30 sec

Q.

ASD is believed to be a “gyrification” of the?

7

30 sec

Q.

Evidence Based Practice is backed by research?

8

30 sec

Q.

Individual with ASD may lack theory of mind?

9

30 sec

Q.

Which gender is more likely to develop Autism Spectrum Disorder?

10

30 sec

Q.

Autism is genetic?

11

30 sec

Q.

Autism is a broad spectrum of symptoms and disorders?

12

30 sec

Q.

Hyposensitive "Big cup"

13

30 sec

Q.

Which vaccine has been falsely linked to Autism Spectrum Disorder?

14

30 sec

Q.

The Frontal Lobe is responsible for?

15

30 sec

Q.

Hyposensitve "Little cup" means?

16

30 sec

Q.

Hands over ears, repetitive actions and fleeing are signs of?

17

30 sec

Q.

Students with ASD cannot build social relationships?

18

30 sec

Q.

Hyposensitive "Big cup" means?

19

30 sec

Q.

Echolalia is?

20

30 sec

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Autism Spectrum Disorder - Starter Quiz
TPE 3: Understanding and Organizing Subject Matter for Student Learning Elements: Mild to Moderate Support Candidates will: U3.1 Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks. U3.2 Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter and make accommodations and/or modifications as needed to promote student access to the curriculum. U3.3 Plan, design, implement, and monitor instruction consistent with current subjectspecific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.1 U3.4 Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge. U3.5 Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment. U3.6 Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum. U3.7 Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security. U.3.8 Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards. MM3.1 Effectively adapt, modify, accommodate, and/or differentiate the instruction of students with identified disabilities in order to facilitate access to the Least Restrictive Environment (LRE). MM3.2 Demonstrate knowledge of disabilities and their effects on learning, skills development, social-emotional development, mental health, and behavior, and how to access and use related services and additional supports to organize and support effective instruction. MM3.3 Demonstrate knowledge of atypical development associated with various disabilities and risk conditions (e.g. orthopedic impairment, autism spectrum disorders, cerebral palsy), as well as resilience and protective factors (e.g. attachment, temperament), and their implications for learning.
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