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Social Skills Treatment Strategies for Children with Autism: Let's Get Real!

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1.  Can social skills be taught?
  1. Social skills are an innate part of human beings and cannot be taught
  2. You either understand social skills or you don't - there is no point in trying to teach them.
  3. Social skills are a learned behavior and can be taught.
  4. Social skills are not an important skill and it doesn't matter if people have them or not.
2.  Without Theory of Mind, individuals struggle to:
  1. Understand symbolic play
  2. Recognize false beliefs
  3. Take turns
  4. All of the above
3.  There are some misconceptions that social skills shouldn't be taught in the schools because:
  1. They are not part of the educational curriculum
  2. It takes too much time
  3. No one really knows how to do it
  4. all of the above
4.  Which of the following is NOT a component of a task analysis?
  1. Identify the precise skills that need to be developed
  2. Videotape the child in their natural environment
  3. Divide the skills into concrete steps
  4. Create an ordered sequence in which the skills need to be learned
5.  Children with autism struggle to make appropriate choices because:
  1. They lack of theory of mind and don't always realize what the consequences may be
  2. They don't care about making appropriate choices.
  3. They don't care if they hurt other people's feelings.
  4. Children with autism do not struggle to make appropriate choices.
6.  Incorporating special interests into social skills training can:
  1. Create barriers between participants
  2. Will encourage a child to perseverate on one topic and is not a good idea
  3. Can increase a child's use of eye contact and gestures
  4. Is not realistic in an educational setting
7.  Power Cards are effective because:
  1. They use special interests to motivate children
  2. They increase a child's willingness to participate
  3. Both a and b
  4. None of the above
8.  An example of sympathetic empathy is recognizing that someone is sad and going over to pat their back, while an example of intellectual empathy refers to:
  1. Getting them a tissue
  2. Knowing why they are sad
  3. Children with autism don't have empathy
  4. Being smart
9.  When it comes to facial cues and body language, children with autism:
  1. Have an average, overall understanding of the concepts
  2. Don't think it is necessary to understand those concepts at all
  3. Tend to miss facial cues and changes in body language exhibited by peers and family members
  4. Are really good at reading facial cues since they pay such close attention to details
10.  An ideal social group would include:
  1. Lots of worksheets to help drill in the concepts
  2. One child with autism and one adult
  3. Typical peers to help model and encourage generalization outside the group
  4. Strict rules that require all children to sit quietly at the table so that the group doesn't get unruly