How has the diagnosis of children with autism changed since the previous version of the DSM, and why has the change in diagnostic criteria been controversial?
What will be an ideal response?
Answers will vary but may include the following:The current fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) classifies children with autistic characteristics as having autism spectrum disorder, which is an umbrella term for a wide range of symptoms that include "persistent deficits in social communication and social interaction across multiple contexts" and restricted, repetitive patterns of behavior such as the presence of stereotyped behavior, interests, and activities. In contrast, the previous edition of the DSM included these individuals under the diagnostic umbrella of pervasive developmental disorders with five subtypes: autistic disorder, Asperger's syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified. The controversy has occurred because many experts believe that some individuals, particularly those at the high-functioning end of the spectrum and previously included under the PDD diagnosis, will be excluded from the current ASD diagnosis and thus not receive funding and services. In addition, some think the current diagnostic criteria may present barriers to early diagnosis.
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Students with hearing impairments typically experience challenges in academic achievement:
a. because deafness limits cognitive abilities. b. because they tend to have lower IQs on average than their hearing peers. c. and perform three to five years below their age-appropriate grade level. d. particularly in the area of reading.
Regarding sex education for preschoolers, parents should:
A. dismiss or ignore children's questions about sexual matters B. answer all questions of this nature as factually as possible and avoid expressions of embarrassment about the topic C. make children feel ashamed about asking these kinds of questions
Female young adolescents might actually avoid success because they:
a. feel unable to compete with males who make better grades during early adolescence. b. feel success, which results from competition, conflicts with their sense of connectedness with others. c. are inadequate to deal with the demands of competition encouraged by middle school educators. d. lack the ability and motivation to "make the grade."
Events that precede an operant behavior and serve to predict the consequences of that behavior
a. primary reinforcers b. partial reinforcement schedules c. antecedent reinforcement d. antecedent stimuli