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Emotional Regulation in Autism Spectrum Disorders (ASD)

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1.  Social and communicative competence is supported by all of the following except:
  1. an ability to both initiate and respond to the communicative bids of others.
  2. an ability to regulate arousal and emotional state.
  3. extreme anxiety paired with limited coping strategies.
  4. being surrounded by partners who are understanding and supportive.
2.  Research has suggested that children who demonstrate depression and anxiety later in life may have had:
  1. difficulties with social and communicative competence.
  2. early developmental experiences characterized by a tolerance for a range of social and sensory experiences.
  3. a wide range of language strategies for self-regulation.
  4. relative strengths in emotional regulation.
3.  Emotional regulation in children with Autism Spectrum Disorders (ASD) is compromised by:
  1. a neurological difference which limits the ability to predict the actions of other people.
  2. strong coping skills.
  3. the absence of anxiety in social situations.
  4. rhythmic motor movements that soothe the nervous system.
4.  Emotional regulation is supported by developmental capacities in both:
  1. rote vocabulary and syntax.
  2. escape and avoidance strategies.
  3. self-injury and aggression.
  4. self-regulation and mutual regulation.
5.  As typically developing children mature, their capacity for emotional regulation supports all of the following except:
  1. expressing emotions in more sophisticated ways.
  2. developing more socially appropriate regulatory strategies.
  3. allowing emotions to interfere with the ability to remain actively engaged with others.
  4. inhibiting more impulsive reactions to situations.
6.  The development of mutual regulation skills in children with ASD is:
  1. enhanced by relative strengths in perceiving the intentions of others.
  2. often compromised by misperceptions of their behavior as being defiant or off-putting.
  3. supported by sensory sensitivities and/or aversions to being hugged.
  4. often a relative strength.
7.  During transitions from one activity to the next, children with ASD often benefit from
  1. verbal directions.
  2. physical guidance such as having their hand held or being carried.
  3. using visuals sensitive to their developmental level to represent an upcoming activity.
  4. being surrounded by novel social partners and background noise.
8.  During academic lessons and tasks, children with ASD often benefit from all of the following except:
  1. meaningful and functional materials.
  2. an unpredictable endpoint.
  3. opportunities for spontaneous communication.
  4. supports for emotional coping and expression.
9.  During academic lessons, children with ASD often benefit from:
  1. tasks that do not appear to have a clear purpose.
  2. limited opportunities for choice.
  3. tasks that have limited visual support.
  4. a within-task schedule that indicates the steps toward completion in a developmentally appropriate manner.
10.  When expressing emotional state, children with ASD often benefit from:
  1. models for socially appropriate and effective regulatory strategies.
  2. expectations that exceed their current repertoire of regulatory skills.
  3. aversive therapy to support the ability to inhibit their impulsive reactions to novel situations.
  4. negative feedback and teasing from their peer group.