What is a common characteristic of individuals on the autism spectrum?

Difficulty with social interactions

Which of the following is an early sign of autism spectrum disorder?

Strong preference for group activities

What is one common strength often found in individuals on the autism spectrum?

Disinterest in specific subjects

Difficulty understanding patterns

Which of the following therapies is often used to support individuals on the autism spectrum?

Applied Behavior Analysis (ABA)

Cognitive Behavioral Therapy (CBT)

What is one reason why early diagnosis of autism spectrum disorder is important?

It allows for early intervention and support

It prevents any future challenges

It makes the person completely normal

Which of the following best describes the term 'spectrum' in autism spectrum disorder?

It refers to the wide range of symptoms and abilities

It suggests a singular treatment method

It means all individuals are the same

It indicates a single cause of autism

What is an example of a sensory sensitivity that some individuals on the autism spectrum might experience?

Extreme excitement in crowded places

Complete indifference to textures

Ability to tune out noise easily

What is a common misconception about individuals on the autism spectrum?

That they lack the ability to feel emotions

That they are all exceptionally gifted

That they cannot learn new skills

That they prefer to be alone all the time

Autism spectrum | Quizalize

Autism Spectrum Disorder

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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