B2: Autism
Below is a B2 level English task about autism. Good luck and enjoy!
Quiz Directions
Read each question carefully and choose the best answer. Circle or highlight A, B, C, or D for each item. When finished, check your work using the answer key at the end.
What is Autism? Quiz
1. What does Autism Spectrum Disorder describe?
A. A type of physical injury
B. A variety of developmental differences in social interaction, communication, and behavior
C. A learning style for only children
D. A short-term illness
2. What does the word “spectrum” in Autism Spectrum Disorder suggest?
A. Everyone with autism has the same traits
B. Autism only affects speech
C. People with autism can have many different skills and interests
D. Autism disappears in adulthood
3. Which of the following is mentioned as a possible communication difference for some people with autism?
A. Using pictures or devices
B. Speaking in a different accent
C. Writing only in cursive
D. Reading without help
4. According to the video, what is true about the cause of autism?
A. There is one known cause
B. It is caused only by parenting style
C. There is no known cause
D. It is always caused by a single gene
5. Who can diagnose autism according to the video?
A. A teacher or coach
B. A medical doctor or psychologist
C. A neighbor or family friend
D. A babysitter
6. At what age can autism be detected as young as, according to the video?
A. 6 months
B. 12 months
C. 18 months
D. 5 years
7. Why does the American Academy of Pediatrics recommend early screening?
A. It helps children skip school testing
B. Early detection and intervention lead to improved outcomes
C. It makes autism go away
D. It replaces family support
8. Which of the following is listed as a possible challenge for some people with autism?
A. Sensitivity to sounds, touch, or movement
B. Fear of books
C. Inability to sleep at all
D. Total lack of memory
9. Which of the following is one strength mentioned in the video?
A. Learning and remembering facts, events, and stories
B. Never needing routines
C. Avoiding all social contact
D. Always preferring silence
10. Which statement best reflects one of the myths addressed in the video?
A. People with autism never have emotions
B. People with autism all enjoy the same activities
C. People with autism cannot learn anything new
D. People with autism never notice changes
Answer Key
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B
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C
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A
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C
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B
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C
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B
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A
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A
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A
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What is Autism?
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Key points
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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain.
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People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests.
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People with ASD may also have different ways of learning, moving, or paying attention.
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It is important to note that some people without ASD might also have some of these symptoms. But for people with ASD, these characteristics can make life very challenging.
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Signs and symptoms
Social communication and interaction skills
Social communication and interaction skills can be challenging for people with ASD.
Examples of social communication and social interaction characteristics related to ASD can include
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Avoids or does not keep eye contact
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Does not respond to name by 9 months of age
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Does not show facial expressions such as happy, sad, angry, and surprised by 9 months of age
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Does not play simple interactive games like pat-a-cake by 12 months of age
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Uses few or no gestures by 12 months of age (for example, does not wave goodbye)
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Does not share interests with others by 15 months of age (for example, shows you an object that they like)
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Does not point to show you something interesting by 18 months of age
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Does not notice when others are hurt or upset by 24 months (2 years) of age
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Does not notice other children and join them in play by 36 months (3 years) of age
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Does not pretend to be something else, like a teacher or superhero, during play by 48 months (4 years) of age
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Does not sing, dance, or act for you by 60 months (5 years) of age
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Restricted or repetitive behaviors or interests
People with ASD have behaviors or interests that can seem unusual. These behaviors or interests set ASD apart from conditions defined by problems with social communication and interaction only.
Examples of restricted or repetitive behaviors and interests related to ASD can include
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Lines up toys or other objects and gets upset when order is changed
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Repeats words or phrases over and over (called echolalia)
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Plays with toys the same way every time
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Is focused on parts of objects (for example, wheels)
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Gets upset by minor changes
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Has obsessive interests
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Must follow certain routines
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Flaps hands, rocks body, or spins self in circles
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Has unusual reactions to the way things sound, smell, taste, look, or feel
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Other characteristics
Most people with ASD have other related characteristics. These might include
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Delayed language skills
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Delayed movement skills
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Delayed cognitive or learning skills
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Hyperactive, impulsive, and/or inattentive behavior
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Epilepsy or seizure disorder
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Unusual eating and sleeping habits
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Gastrointestinal issues (for example, constipation)
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Unusual mood or emotional reactions
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Anxiety, stress, or excessive worry
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Lack of fear or more fear than expected
It is important to note that children with ASD may not have all or any of the behaviors listed as examples here.
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Quiz Directions
Read each question carefully and choose the best answer by circling or highlighting A, B, C, or D. Complete all questions before checking the answer key. This quiz covers ASD signs, symptoms, and characteristics.
Autism Spectrum Disorder (ASD) Quiz
1. What is Autism Spectrum Disorder (ASD) primarily described as?
A. A physical injury from accidents
B. A developmental disability caused by brain differences
C. A temporary illness that goes away
D. A learning style everyone can adopt
2. Which is NOT a typical challenge for people with ASD?
A. Problems with social communication and interaction
B. Restricted or repetitive behaviors or interests
C. Always responding to their name by 9 months
D. Different ways of learning, moving, or paying attention
3. By what age should a child typically respond to their name, according to ASD signs?
A. 12 months
B. 9 months
C. 24 months
D. 6 months
4. Which example is a restricted or repetitive behavior related to ASD?
A. Sharing toys freely every time
B. Lining up toys and getting upset if order changes
C. Pretending to be a superhero by 48 months
D. Noticing when others are hurt by 24 months
5. What sets ASD apart from conditions with only social communication issues?
A. Unusual eating habits alone
B. Restricted or repetitive behaviors and interests
C. Perfect eye contact
D. No need for routines
6. Which is an example of delayed social interaction by 18 months?
A. Repeating words over and over
B. Pointing to show something interesting
C. Not pointing to show something interesting
D. Playing pat-a-cake at 12 months
7. Which "other characteristic" is commonly associated with ASD?
A. Always calm and fearless
B. Anxiety, stress, or excessive worry
C. Perfect sleep habits
D. No gastrointestinal issues
8. By what age does the quiz note a child with typical development should show facial expressions like happy or sad?
A. 12 months
B. 9 months
C. 15 months
D. 24 months
9. What might a child with ASD do with toys in a repetitive way?
A. Play with them differently every time
B. Ignore parts like wheels
C. Play with toys the same way every time
D. Share interests easily by 15 months
10. Which statement is true about ASD symptoms?
A. All children with ASD have every listed behavior
B. Some people without ASD may have similar symptoms
C. ASD only affects social skills, not movement
D. Early signs never appear before 5 years
Answer Key
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B
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C
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B
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B
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B
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C
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B
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B
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C
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B
Screening for Autism Spectrum Disorder
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Key points
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Diagnosing autism spectrum disorder (ASD) can be difficult because there is no medical test, such as a blood test, to diagnose the disorder. Doctors look at the child's developmental history and behavior to make a diagnosis.
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Diagnosing ASD involves several steps.
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Some people with ASD are not diagnosed until they are adolescents or adults. This delay means that they might not get the early help they need.
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Developmental monitoring
Developmental monitoring is an active, ongoing process of watching a child grow and encouraging conversations between parents and providers about a child's skills and abilities. Developmental monitoring involves observing how your child grows and whether your child meets the typical developmental milestones, or skills that most children reach by a certain age, in playing, learning, speaking, behaving, and moving.
Parents, grandparents, early childhood education providers, and other caregivers can participate in developmental monitoring. CDC's "Learn the Signs. Act Early." program has developed free materials, including CDC's Milestone Tracker app, to help parents and providers work together to monitor your child's development and know when there might be a concern and if more screening is needed. You can use a brief checklist of milestones to see how your child is developing.
If you notice that your child is not meeting milestones, talk with your doctor or nurse about your concerns and ask about developmental screening.
Information for families
Explore CDC's Milestone Tracker app, milestone checklists, and other materials. Access these free tools and more to help you track your child's milestones.
When you take your child to a well visit, your child's doctor or nurse will also do developmental monitoring. The doctor or nurse might ask you questions about your child's development or will talk and play with your child to see if they are developing and meeting milestones.
Your child's doctor or nurse may also ask about your child's family history. Be sure to let the doctor or nurse know about any conditions that your child's family members have, including ASD, learning disorders, intellectual disability, or attention-deficit/hyperactivity disorder (ADHD).
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Developmental screening
Developmental screening takes a closer look at how your child is developing.
Developmental screening is more formal than developmental monitoring. It is a regular part of some well-child visits even if there is not a known concern.
The American Academy of Pediatrics (AAP) recommends developmental and behavioral screening for all children during regular well-child visits at these ages:
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9 months
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18 months
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30 months
In addition, AAP recommends that all children be screened specifically for ASD during regular well-child visits at these ages:
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18 months
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24 months
Did you know?
ASD can sometimes be detected at 18 months of age or younger. By age 2, a diagnosis by an experienced professional can be considered reliable.1 However, many children do not receive a final diagnosis until they are much older.
Screening questionnaires and checklists are based on research that compares your child with other children of the same age. Questions may ask about language, movement, and thinking skills, as a well as behaviors and emotions.
Developmental screening can be done by a doctor or nurse, or other professionals in healthcare, community, or school settings. Your doctor may ask you to complete a questionnaire as part of the screening process. Screening at times other than the recommended ages should be done if you or your doctor have a concern. Additional screening should also be done if a child is at high risk for ASD (for example, having a sibling or other family member with ASD) or if behaviors sometimes associated with ASD are present.
If your child’s healthcare provider does not periodically check your child with a developmental screening test, you can ask that it be done.
Developmental diagnosis
Diagnosing children with ASD as early as possible is important to make sure children receive the services and supports they need to reach their full potential.2 There are several steps in this process.
A brief test using a screening tool does not provide a diagnosis, but it can indicate whether a child is on the right development track or if a specialist should take a closer look. If the screening tool identifies an area of concern, a formal developmental evaluation may be needed.
This formal evaluation is a more in-depth look at a child's development and is done by one or more trained specialists such as a developmental pediatrician, child psychologist, speech-language pathologist, and/or occupational therapist. The results of a formal developmental evaluation can also show whether your child needs early intervention services. In some cases, the specialist might recommend genetic counseling and testing for your child.
The specialist may observe the child and give the child a structured test, ask the parents or caregivers questions, or ask the parents or caregivers to fill out questionnaires. The results of this formal evaluation highlight your child's strengths and challenges and can inform whether they meet criteria for a developmental diagnosis.
Important
A diagnosis of ASD now includes several conditions that used to be diagnosed separately: autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger syndrome. Your doctor or other healthcare provider can help you understand and navigate the diagnostic process.
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Treatment and Intervention for Autism Spectrum Disorder
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Key points
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Current treatments for autism spectrum disorder (ASD) seek to reduce symptoms that interfere with daily functioning and quality of life.
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Treatments can be given in education, health, community, or home settings, or a combination of settings.
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As individuals with ASD leave high school and grow into adulthood, additional services can help improve health and daily functioning, and facilitate social and community engagement.
Types of Treatments
There are many types of treatments available. These treatments generally can be broken down into the following categories, although some treatments involve more than one approach:
Behavioral approaches
Behavioral approaches focus on changing behaviors by understanding what happens before and after the behavior. Behavioral approaches have the most evidence for treating symptoms of ASD. They have become widely accepted among educators and healthcare professionals and are used in many schools and treatment clinics. A notable behavioral treatment for people with ASD is called applied behavior analysis (ABA). ABA encourages desired behaviors and discourages undesired behaviors to improve a variety of skills. Progress is tracked and measured.
Two ABA teaching styles are discrete trial training (DTT) and pivotal response training (PRT).
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DTT uses step-by-step instructions to teach a desired behavior or response. Lessons are broken down into their simplest parts, and desired answers and behaviors are rewarded. Undesired answers and behaviors are ignored.
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PRT takes place in a natural setting rather than clinic setting. The goal of PRT is to improve a few "pivotal skills" that will help the person learn many other skills. One example of a pivotal skill is being able to initiate communication with others.
Developmental approaches
Developmental approaches focus on improving specific developmental skills, such as language skills or physical skills, or a broader range of interconnected developmental abilities. Developmental approaches are often combined with behavioral approaches.
The most common developmental therapy for people with ASD is speech and language therapy. Speech and language therapy helps to improve the person's understanding and use of speech and language. Some people with ASD communicate verbally. Others may communicate through the use of signs, gestures, pictures, or an electronic communication device.
Occupational therapy teaches skills that help the person live as independently as possible. Skills may include dressing, eating, bathing, and relating to people. Occupational therapy can also include
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Sensory integration therapy to help improve responses to sensory input that may be restrictive or overwhelming.
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Physical therapy can help improve physical skills, such as fine movements of the fingers or larger movements of the trunk and body.
The Early Start Denver Model (ESDM) is a broad developmental approach based on the principles of ABA. It is used with children 12–48 months of age. Parents and therapists use play, social exchanges, and shared attention in natural settings to improve language, social, and learning skills.
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Educational treatments are given in a classroom setting. One type of educational approach is the Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH) approach. TEACCH is based on the idea that people with autism thrive on consistency and visual learning. It provides teachers with ways to adjust the classroom structure and improve academic and other outcomes. For example, daily routines can be written or drawn and placed in clear sight. Boundaries can be set around learning stations. Verbal instructions can be complemented with visual instructions or physical demonstrations.
Social-relational approaches
Social-relational treatments focus on improving social skills and building emotional bonds. Some social-relational approaches involve parents or peer mentors.
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The Developmental, Individual Differences, Relationship-Based model (also called DIR or "Floor Time") encourages parents and therapists to follow the interests of the individual to expand opportunities for communication.
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The Relationship Development Intervention (RDI) model involves activities that increase motivation, interest, and abilities to participate in shared social interactions.
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Social Stories provide simple descriptions of what to expect in a social situation.
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Social skills groups provide opportunities for people with ASD to practice social skills in a structured environment.
Pharmacological approaches
Important to know
There are no medications that treat the core symptoms of ASD.
Some medications treat co-occurring symptoms (those that happen along with ASD) and can help people with ASD function better. For example, medication might help manage high energy levels, inability to focus, or self-harming behavior, such as head banging or hand biting. Medication can also help manage co-occurring psychological conditions, such as anxiety or depression, in addition to medical conditions such as seizures, sleep problems, or stomach or other gastrointestinal problems.
It is important to work with a doctor who has experience in treating people with ASD when considering the use of medication. This applies to both prescription medication and over-the-counter medication. Individuals, families, and doctors must work together to monitor progress and reactions to be sure any negative side effects of the medication do not outweigh the benefits.
Psychological approaches
Psychological approaches can help people with ASD cope with anxiety, depression, and other mental health issues. Cognitive-behavior therapy (CBT) is one psychological approach that focuses on learning the connections between thoughts, feelings, and behaviors. During CBT, a therapist and the individual work together to identify goals and then change how the person thinks about a situation to change how they react to the situation.
Complementary and alternative treatments
Some people with ASD and their families use treatments that do not fit into any of the other categories. These treatments are known as complementary and alternative treatments. Complementary and alternative treatments are often used to supplement more traditional approaches. They might include special diets, herbal supplements, chiropractic care, animal therapy, arts therapy, mindfulness, or relaxation therapies. Individuals and families should always talk to their doctor before starting a complementary and alternative treatment.
Additional ASD Treatment Options
There may be other treatments available for individuals with ASD. Talk to a doctor or healthcare provider to learn more.
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External Links:
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https://www.cdc.gov/autism/signs-symptoms/index.html
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​https://www.cdc.gov/autism/diagnosis/index.html
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​https://www.cdc.gov/autism/treatment/index.html
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