How Should Generalization Be Addressed Once a Student with Autism

question 13

Multiple Choice

How should generalization be addressed once a student with autism acquires leisure and recreation skills?

• A) Use finish boxes to allow students to work left and right.
• B) Use visual systems to promote independence.
• C) Provide opportunities during the school day for the student to engage in target activities or use leisure or play materials in social interactive contexts.
• D) Allow the student to use DTT or MT to establish inherent organizational systems.

Identify and comprehend different types of definitions (persuasive, precising, stipulative, lexical, operational) and their roles in effective communication and critical thinking.

Recognize barriers to effective communication, including nonverbal cues, use of ambiguous words, and cultural differences.

Appreciate the multifunctional nature of language, including its role in formal ceremonies, expression of emotions, and manipulation by power structures.

Distinguish between rhetorical devices and their uses in communication.

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Definitions:

Negative Reinforcer

is a stimulus whose removal following a behavior increases the likelihood of that behavior being repeated in the future.

Stimulus

Any object, event, or change in the environment that elicits a response from an organism.

Positive Reinforcer

A stimulus which, when presented after a behavior, increases the likelihood of that behavior being repeated.

Negative Reinforcer

An aversive event that, when removed after a behavior, increases the likelihood of that behavior being repeated in the future.