Autism 1
RUNNING HEAD: Autism
Knowledge about Autism Questionnaire
Sarah Jackson
Kent State University
Autism 2
Abstract
This study was conducted to verify the assessment tool Knowledge about Autism
Questionnaire. This instrument is intended to be used with educators and related services
providers to examine the extent the individuals base their educational practice on commonly held
beliefs and misconceptions or evidence based strategies. The study included participants in the
area of speech pathology, special education, general education, and school psychology. The
study found that this Knowledge about Autism Questionnaire was a reliable instrument, but due
to the limitations of the study further research is needed to accept the reliability of this tool.
Autism 3
Knowledge about Autism Questionnaire
Autism, also referred to as Autistic Disorder, falls under the pervasive developmental
disabilities label. In 1911, Eugen Bleuler pioneered the term autism through his work with
individuals with schizophrenia who exhibited some of the characteristics that are now associated
with autism (Mash & Barkley, 1996). Impairments in the social and communication areas of
development with the presence of repetitive behavior are the key features of this diagnosis
(American Psychiatric Association, 2000; Mash and Barkely, 1996). The extent to which an
individual with autism is delayed in theses areas varies greatly (Mash and Barkley, 1996). No
matter what the extent the areas of communication and social development are affected, these
characteristics of autism must be present before the age of three for a child to be able receive this
diagnosis (American Psychiatric Association, 2000). With the recent increase in the diagnosis of
autism (Center for Disease Control, 2005), many more children with this diagnosis are being
educated in public schools.
It is uncertain what the reasons are for the recent increase in the identification of children
with autism. Some believe that the increase is due to better assessment tools, while others claim
lack of specific and consistent diagnostic tools (Center for Disease Control, 2005; Sigel, Pilner,
Eschler, & Elliot, 1988). There are others who contribute the increase to early identification of
children being diagnosed with autism and the recent initiative by mass media to raise public
awareness about the issue have contributed to the increase in diagnosis (Center for Disease
Control, 2005; Siegel, 2003). However, what is known is the fact that more children with autism
are being educated in public schools. These students are being educated in a variety of
Autism 4
educational settings, ranging from full inclusion to self-contained units. For this reason, there is a
great need for educators, focusing on work in the area of special education as well as general
education, to create educational programming based on scientifically proven methods, rather
then commonly held beliefs and misconceptions. This can only be done when educators hold
extensive knowledge about children with autism to make informed decisions about all aspects of
the educational system that will affect these students.
Surrounding the word autism is many common misconceptions about diagnosis,
symptoms, and treatment options that have been found to be effective in addressing the
characteristics of autism. Many times there are discrepancies between what public opinion
advocates and what research has found to be true in these element associated with autism
(National Research Council, 2001). With this contradicting information available, the
programming decisions that educators and related service providers make can greatly affect the
educational opportunities available for these students. Lack of accurate information about autism
may lead to ineffective practice. Educators and related service providers may not know that there
is more then one approach that has been found effective in educating children with autism and
may not take the effort to find this information. If information about evidence based strategies
was made available to these individuals, effective programming would be made more available
for children with autism.
Many educator preparation programs fail to emphasize research based practices used in
educating children with autism and instead spend more time discussing and promoting the study
of theory based practice (Lerman, 2004; Polsgrove, 2003). In many general education teacher
preparation programs, autism is not discussed throughout the entire course of study. This is an
area of concern with the increasing number of children being educated in inclusive settings
Autism 5
(National Research Council, 2001). With lack of instruction in evidence based strategies, many
educators use instructional methods and strategies in their classroom that do not have any
support to their effectiveness (Lerman, 2004). Educator’s lack of knowledge about these
evidence based strategies as well as their belief in many commonly held misconceptions about
diagnosis, symptoms, and treatment used with children with autism can greatly interfere with the
development of instructional programming and educational opportunities provided to students
with autism.
This study was conducted to evaluate the reliability of the Knowledge about Autism
Questionnaire. This tool can be used to assess the knowledge base about autism that educators
and related services have in this topic area. There is a need to have an understanding of how the
individuals working with children with autism view diagnosis, symptoms and treatment for these
students. This information could lead to a better understanding of why educators and related
service providers make certain programming decisions as well as provide information about how
college degree programs are preparing individuals in the field of education to work with children
with autism. Through this study, it is believed that the Knowledge about Autism Questionnaire
will be found to be a reliable tool in examining the beliefs about autism that educators and
service providers possess.
Methods
Participants
Fifty-nine educators and related service providers participated in this study. Of the total
participants, 4 were male and 55 were female. Three of the questionnaires completed by the
participants had to be removed from the study due to incomplete questionnaires. Overall, 94.9%
of the participants completed the questionnaire. Sixteen percent of the participants were currently
Autism 6
teaching, 5 participants were in general education classrooms and 4 were special education
teachers. A total of 28.6% of the participants were currently teaching and enrolled in advanced
degree programs at Kent State University; of these participants currently teaching and in
advanced degree programs, 12 of the participants were working in a special education setting and
4 were working in general education settings. A total of 30.4% of the total participants were
currently only enrolled in advanced degree programs; 15 of these participants were enrolled in
programs with a focus on special education and 2 of these participants were enrolled in programs
focusing on preparing individuals to teach in general educational settings. Twenty-three percent
of the total participants were related service providers or enrolled in advance degree programs
related to the areas of speech pathology or school psychology; 2 participants were currently
practicing speech pathologist and enrolled in advanced degree programs, 4 participants were
only working as speech pathologists, and 7 participants were enrolled in an advanced degree
program focusing on preparing individuals to work as school psychologists. These individuals
working in a school setting were located in school districts from the areas of Cleveland, Akron,
and Canton and are working with students in grades preschool through eighth grade. All of the
individuals who participated in the study had previous exposure to information about autism
before taking the questionnaire (See Table 1). Seventy-five percent of the participants have
instructed a child with autism in a school setting and 53.6% of the participants knew someone
outside of the school setting with autism.
The Knowledge about Autism Questionnaire was developed using support from a variety
of sources (Table 2). This questionnaire was developed to assess to what extent educators and
related service providers believe the misconceptions associated with diagnosis, symptoms, and
treatment options available for children with autism. This tool is intended to be used with general
Autism 7
education teachers, special education teachers, school psychologists, and speech pathologists.
This instrument can also be used to assess what extent that individuals in advanced degree
programs in these areas also adhere to these myths and misconceptions about autism.
A true-false-don’t know format was chosen to gain a true assessment of what educators
and related service providers believe and the knowledge that they possess on the topic of autism.
A don’t know answer was included as an answer choice to reduce the chance that a participant
would guess on questions. The thirty-one questions selected for this questionnaire are those that
the author believed to be relevant to what educators working with children with autism should
know, as well as many commonly held misconceptions about autism that lead to ineffective
educational practices.
The demographic questionnaire used in this study was adopted from a questionnaire in a
study focusing on assessing information about children with attention deficit hyperactivity
disorder (Small, 2003). Questions presented on the demographic questionnaire examined the
participants current or previous teaching experience or related work in a school setting, the
current degree obtained, gender, exposure to information related to autism, as well as their
current college program information if applicable.
Procedure
Seventy-five questionnaires were administered to educators and related service providers
in the areas of special education, general education, school psychology, and speech pathology,
both currently teaching or working in a school setting throughout Ohio and enrolled in advance
degree programs at Kent State University. Seventy-eight point six percent of the surveys were
returned either to the individual who administered the survey or a predetermined location
Autism 8
specified on the survey. Three of the surveys returned were unable to be included in the study
due to incompletion; over all 74.6% of the administered surveys were used in the study.
Results
Reliability
The Knowledge about Autism Questionnaire received a Cronbach alpha rating of .80.
This rating shows that this tool is reliable in assessing the knowledge and misconceptions that
educators and related service providers in regard to autism.
Educators and Related Service Providers Knowledge about Autism
As represented in appendixes one to seven, the answers selected by each of the groups of
participants revealed that no one subgroup of questionnaire items was found to be answered
more incorrectly or correctly. The questionnaire items represented in the tables are commonly
answered questions within each subgroup. To be considered a commonly answered question, a
similar response from 80% of the participants within a subgroup was needed. In Table 3 and 4, a
total of eight questionnaire items were found to be more commonly answered the same among
the groups of participants. Three of the five questionnaire items identified to be answered
correctly represent items from the symptoms subgroup. The remaining two questionnaire items
were associated with the diagnosis and treatment subgroups. Eighty-seven point five percent of
the participants answered correctly to the questionnaire item indicating that autism affects the
social and communication areas of development. Questionnaire items that were commonly
answered incorrectly were found to be associated with the treatment subgroup. It was found that
87.5% of the participants answered incorrectly the question labeling autism as a neurological
Autism 9
disorder. Among all of the groups of participants, no questionnaire items were found to be
answered commonly with a “Don’t Know” response.
Discussion
As identified through this study, there is a need to further educate individuals who work
with children with autism about the misconceptions and provide accurate information so that
appropriate educational decisions can be made. The study revealed that there is not a consistent
knowledge base among educators and other service providers in the areas of diagnosis,
symptoms, and treatment options for individuals with autism. This result of the study implies that
there is a need to further efforts in exposing correct information about children with autism. This
will allow the individuals who work with these students to make decisions based on evidence
based information so that appropriate educational opportunities are made available to students
with autism.
Implications for Future Research
Due to the small sample of participants used in this study, the Knowledge about Autism
Questionnaire tool cannot be considered a reliable tool even though it was statically proven
reliable though this study. A larger and more representative sample is needed to verify the
reliability of this questionnaire. The author of this tool has developed it to be used with both
individuals working and enrolled in advance degree programs. This questionnaire will provide
information about how well students enrolled in college programs are provided information
about educating and working with children with autism. For individuals working in educational
settings with students diagnosed with autism, this questionnaire can be used in studies to further
examine the knowledge base of this individuals in the areas of diagnosis, symptoms, and
treatment options for individuals with autism and examine how this information is used to make
Autism 10
programming decisions. This area of research has not been studied extensively in the past and
this research is needed to monitor if effective educational opportunities are available for children
with autism based on the knowledge of the individuals who work with them.
Autism 11
Table 1: Percentage of Where Participants Have Received Information about Children with Autism Information Source About Autism Percentage of Participants
Attended an In-Service/Presentation 62.5%
Read a Book 71.4%
Read an Article 100%
Read a Handout 91.1%
Watched a Television Program 82.1%
Watched a Movie 60.7%
Obtained Information on the Internet 83.9%
College Courses 55.4%
Autism 12
Table 2: Support for Question Development for Knowledge about Autism Questionnaire
Questionnaire Item Subgroup Supporting Evidence
1. Autism is a neurological disorder that affects the functioning of the brain.
Diagnosis American Psychiatric Association, 2000; Mash & Barkley, 1996
2. Individuals with autism can only successfully learn in structured environments.
Treatment Howard, Sparkman, Cohen, Green, & Stanislaw, 2005
3. No eye contact must be present for an individual to be diagnosed with autism.
Diagnosis American Psychiatric Association, 2000
4. Males diagnosed with autism are more likely to have a more severe form of mental retardation than females with the diagnosis.
Symptom American Psychiatric Association, 2000; Konstantareas, 1989
5. A diagnosis of autism can be given to a child who has typical development past the age of three.
Diagnosis American Psychiatric Association, 2000
6. Psychotropic drugs are used in treating the characteristics of autism.
Treatment Aman et al., 1995; McCracken et al., 2002
7. Many individuals outgrow autism and function normally in adulthood.
Diagnosis Howlin & Goode, 1998; Howlin, Goode, Hutton, & Rutter, 2004
8. Parental behavior is believed to be an element that causes autism.
Diagnosis Koegl, Schreibman, O’Neil, & Burke, 1983; Schopler & Reichler, 1971
9. Autism effects the communication and social areas of development.
Symptom American Psychiatric Association, 2000
10. Children with autism usually have some type of mental impairment
Symptom Bryson, Clark, & Smith, 1988
11. Facilitated communication has been proven to be an effective intervention in the area of communication.
Treatment Heflin & Simpson, 1994; Mostert, 2001; Mulick, Jacobson, & Kobe, 1993; Myles & Simpson, 1994
12. 50% of all individuals with autism do not develop the ability to communicate verbally.
Symptom Rutter, 1978
13. Evidence has been found that the Measles, Mumps, Rubella,
Treatment American Psychiatric Association, 2000; Madsen et al., 2002; Mash & Barkley, 1996;
Autism 13
(MMR) shot is not a direct cause of autism.
Smeeth et al., 2004; Taylor, Miller, & Farrington, 1999; Wilson et al., 2003
14. Before receiving a diagnosis of autism, an individual must have exhibited aggressive behavior toward another person.
Diagnosis American Psychiatric Association, 2000
15. Cod liver oil and Vitamin B supplements are believed to be successful in reducing some of the characteristics of autism
Treatment Heflin & Simpson, 1994
16. Many individuals with autism have low tolerance for food allergies.
Symptom Ahear et al., 200; Schreek, Williams, Smith, 2004
17. Autism can be diagnosed before the age of two.
Diagnosis American Psychiatric Association, 2000; Stahmer & Ingersoll, 2004
18. Discrete Trial Training (also know as ABA) is the only scientifically based method in instructing children with autism.
Treatment Panerai, Ferrante, & Zingale, 2002
19. Electroconvulsive therapy (ie. shock therapy) has been found to be effective in the treatment of autism.
Treatment No evidence to support this statement is true
20. Children with autism are able to develop play skills that go beyond the use of repetitive behavior in interacting with toys.
Symptoms Bernard-Opitz, Ing, & Kong, 2004; Stahmer & Ingersoll, 2004
21. A MRI can now be used in diagnosis of autism.
Diagnosis American Psychiatric Association, 2000; Mash & Barkely, 1996; Smeeth, Cook, Fombonne, Heavey, Rodrigues, Smith, & Hall, 2004
22. Interventions that focus on punishment are the only way to manage inappropriate behavior of individuals with autism.
Treatment Bernard-Opitz, Ing, & Kong, 2004; Fisher, Adelinis, Volkert, Keeney, Neidert, & Hovanetz; Summers, Houlding, Reitzel, 2004
23. Individuals with autism may engage in self injuries behavior
Symptoms Donnellan, Mirenday, Mesaros, & Fassbender, 1984
24. Children with autism require less sleep then their same age peers.
Symptoms Mash & Barkely,1996; Richdale, 1999; Williams, Sears, & Allard, 2004
25. Autism is primarily seen in middle class American families.
Diagnosis American Psychiatric Association, 2000; Center for Disease Control, 2005; Mash & Barkley, 1996
26. Sensory Integration has been proven to be an effective method of treating the characteristics of
Treatment Heflin & Simpson, 1998
Autism 14
autism 27. Children with autism are unable to create a bond with their caregivers.
Symptoms Rogers, Ozonoff, & Maslin-Cole, 1993; Sigman & Mundy, 1989
28. Many of the behaviors that individuals with autism exhibit are usually serving as a form of communication.
Symptoms Horner, et al, 2002; Siegel, 2003
29. It is common for abnormalities to appear in EEG readings of the brain in an individual with autism
Symptoms American Psychiatric Association, 2000; Hrdlicka, 2003
30. Many children with autism are first thought to have hearing impairments.
Diagnosis Beals, 2004; Mash & Barkely, 1996
31. Children with autism will only be eligible for a 504 plan that will outline services in the school.
Treatment Siegel, 2003
Autism 15
Table 3: Commonly Correct Answered Questionnaire Items through all Groups of Participants Item Content Focus of Question Subgroup %
9 Autism effects the communication and social areas of development.
Symptoms 87.5%
14 Before receiving a diagnosis of autism, an individual must have exhibited aggressive behavior toward another person.
Diagnosis 50%
20 Children with autism are able to develop play skills that go beyond the use of repetitive behavior in interacting with toys.
Symptoms 62.5
22 Interventions that focus on punishment are the only way to manage inappropriate behavior of individuals with autism.
Treatment 50%
23 Individuals with autism may engage in self injuries behavior
Symptoms 62.5%
Autism 16
Table 4: Commonly Correct Answered Questionnaire Items Through all Groups of Participants Item Content Focus of Question Subgroup %
1 Autism is a neurological disorder that affects the functioning of the brain.
Diagnosis 87.7%
11 Before receiving a diagnosis of autism, an individual must have exhibited aggressive behavior toward another person.
Treatment 75%
26 Sensory Integration has been proven to be an effective method of treating the characteristics of autism
Treatment 75%
Autism 17
Appendix 1: Common Answers from Participants Currently Teaching in a General Education Setting (See Note 1) Item Correct Content Focus of Question Subgroup
8 Parental behavior has not been found to be a cause autism
Diagnosis
9 Autism effects communication and social areas of development
Symptoms
14 Aggressive behavior does not have to be exhibited for a diagnosis of autism
Diagnosis
20 Children with autism can develop play skills beyond repetitive behaviors.
Symptoms
Item Incorrect Content Focus of Questions Subgroup
1 Autism is a neurological disorder that affects the functioning of the brain
Diagnosis
11 Facilitated communication has been proven to be an effective intervention in the area of communication.
Treatment
26 Sensory Integration has been proven to be an effective method of treating the characteristics of autism
Treatment
Item Don’t Know Content Focus of Questions Subgroup
5 A diagnosis of autism can be given to a child who has typical development past the age of three.
Diagnosis
6 Psychotropic drugs are used in treating the characteristics of autism.
Treatment
16 Many individuals with autism have low tolerance for food allergies.
Symptoms
21 A MRI can now be used in diagnosis of autism. Diagnosis
Note 1: All questionnaire items that appear in this table had the same response from 80% or more from the participants included in this group
Autism 18
Appendix 2: Common Answers from Participants Enrolled in Advance Degree Programs Focusing on the Areas of General Education (See Note 1) Item Correct Content Focus of Question Subgroup
9 Autism effects communication and social areas of development
Symptoms
25 Autism is primarily seen in middle class American families
Diagnosis
28 Many of the behaviors individuals with autism engage in are a form of communication
Symptoms
30 Many children with autism are first thought of as having hearing impairments
Diagnosis
Item Incorrect Content Focus of Questions Subgroup
2 Individuals with autism can only successfully learn in structured environments.
Treatment
3 No eye contact must be present for an individual to be diagnosed with autism.
Diagnosis
11 Facilitated communication has been proven to be an effective intervention in the area of communication.
Treatment
Item Don’t Know Content Focus of Questions Subgroup
18 Discrete Trial Training (also know as ABA) is the only scientifically based method in instructing children with autism
Treatment
19 Electroconvulsive therapy (ie. shock therapy) has been found to be effective in the treatment of autism.
Treatment
29 It is common for abnormalities to appear in EEG readings of the brain in an individual with autism
Symptoms
Note 1: All questionnaire items that appear in this table had the same response from 80% or more from the participants included in this group
Autism 19
Appendix 3: Common Answers from Participants Currently Teaching and Enrolled in Advanced Degree Programs in the areas of General Education (See Note 1) Item
Correct
Content Focus of Question Subgroup
3 No eye contact is used as an indicator for a diagnosis of autism
Diagnosis
20 Children with autism are able to develop play skills that go beyond the use of repetitive behavior in interacting with toys.
Symptoms
Item Incorrect Content Focus of Questions Subgroup
1 Autism is a neurological disorder that affects the functioning of the brain.
Diagnosis
13 Evidence has been found that the Measles, Mumps, Rubella, (MMR) shot is not a direct cause of autism.
Treatment
26 Sensory Integration has been proven to be an effective method of treating the characteristics of autism
Treatment
Item Don’t Know Content Focus of Questions Subgroups
15 Cod liver oil and Vitamin B supplements are believed to be successful in reducing some of the characteristics of autism
Treatment
16 Many individuals with autism have low tolerance for food allergies.
Symptoms
Note 1: All questionnaire items that appear in this table had the same response from 80% or more from the participants included in this group.
Autism 20
Appendix 4: Common Answers from Participants Currently Teaching in the Area of Special Education (See Note 1) Item Correct Content Focus of Question Subgroup
2 Individuals with autism can only successfully learn in structured environments.
Treatment
3 No eye contact must be present for an individual to be diagnosed with autism.
Diagnosis
6 Psychotropic drugs are used in treating the characteristics of autism.
Treatment
9 Autism effects the communication and social areas of development.
Symptoms
14 . Before receiving a diagnosis of autism, an individual must have exhibited aggressive behavior toward another person.
Diagnosis
15 Cod liver oil and Vitamin B supplements are believed to be successful in reducing some of the characteristics of autism
Treatment
18 Discrete Trial Training (also know as ABA) is the only scientifically based method in instructing children with autism
Treatment
19 Electroconvulsive therapy (ie. shock therapy) has been found to be effective in the treatment of autism.
Treatment
20 Children with autism are able to develop play skills that go beyond the use of repetitive behavior in interacting with toys.
Symptoms
22 Interventions that focus on punishment are the only way to manage inappropriate behavior of individuals with autism.
Treatment
23 Individuals with autism may engage in self injuries behavior
Symptoms
25 Autism is primarily seen in middle class American families.
Diagnosis
28 Many of the behaviors that individuals with autism exhibit are usually serving as a form of communication.
Symptoms
29 It is common for abnormalities to appear in EEG readings of the brain in an individual with autism
Symptoms
31 Children with autism will only be eligible for a 504 plan that will outline services in the school.
Treatment
Item Incorrect Content Focus of Question Subgroup
1 Autism is a neurological disorder that affects the functioning of the brain.
Diagnosis
5 A diagnosis of autism can be given to a child who has typical development past the age of three.
Diagnosis
Autism 21
11 Facilitated communication has been proven to be an effective intervention in the area of communication.
Treatment
13 Evidence has been found that the Measles, Mumps, Rubella, (MMR) shot is not a direct cause of autism.
Treatment
26 Sensory Integration has been proven to be an effective method of treating the characteristics of autism
Treatment
Note 1: All questionnaire items that appear in this table had the same response from 80% or more from the participants included in this group.
Autism 22
Appendix 5: Common Answers from Participants Currently Enrolled in Advance Degree Programs in the Area of Special Education (See Note 1) Item Correct Content Focus of Question Subgroup
7 Individuals can “outgrow” autism Diagnosis
9 Autism effects communication and social areas of development
Symptoms
22 Interventions that focus on punishment are the only way to manage inappropriate behavior of individuals with autism.
Treatment
23 Individuals with autism may engage in self injurious behaviors
Symptoms
27 Children with autism are unable to create a bond with their caregivers.
Symptoms
31 Children with autism will only be eligible for a 504 plan that will outline services in the school.
Treatment
Item Incorrect Content Focus of Questions Subgroup
1 Autism is a neurological disorder that affects the functioning of the brain.
Diagnosis
11 Facilitated communication has been proven to be an effective intervention in the area of communication.
Treatment
26 Sensory Integration has been proven to be an effective method of treating the characteristics of autism
Treatment
Item Don’t Know Content Focus of Questions Subgroup
4 Males diagnosed with autism are more likely to have a more severe form of mental retardation than females with the diagnosis
Symptoms
30 Many children with autism are first thought of as having hearing impairments
Diagnosis
Note 1: All questionnaire items that appear in this table had the same response from 80% or more from the participants included in this group.
Autism 23
Appendix 6: Common Answers from Participants Teaching and Enrolled in Advance Degree Programs in the Areas of Special Education (See Note 1) Item Correct Content Focus of Question Subgroup
7 Individuals can “outgrow” autism Diagnosis
8 Parental behavior has not been found to be a cause autism
Diagnosis
9 Autism effects communication and social areas of development
Symptoms
18 Discrete Trail Training is the only scientifically proven method for instructing children with autism
Treatment
20 Children with autism are able to develop play skills that go beyond the use of repetitive behavior in interacting with toys.
Symptoms
22 Interventions that focus on punishment are the only way to manage inappropriate behavior of individuals with autism.
Treatment
31 Children with autism will only be eligible for a 504 plan that will outline services in the school.
Treatment
Item Incorrect Content Focus of Questions Subgroup
1 Autism is a neurological disorder that affects the functioning of the brain.
Diagnosis
11 Facilitated communication has been proven to be an effective intervention in the area of communication.
Treatment
13 Evidence has been found that the Measles, Mumps, Rubella, (MMR) shot is not a direct cause of autism.
Treatment
26 Sensory Integration has been proven to be an effective method of treating the characteristics of autism
Treatment
Item Don’t Know Content Focus of Questions Subgroup
21 A MRI can now be used in diagnosis of autism. Diagnosis
Note 1: All questionnaire items that appear in this table had the same response from 80% or more from the participants included in this group.
Autism 24
Appendix 7: Common Answers from Participants Currently Enrolled in Advanced Degree Programs in the Area of School Psychology (See Note 1) Item Correct Content Focus of Question Subgroup
8 Parental behavior has not been found to be a cause autism
Diagnosis
9 Autism effects communication and social areas of development
Symptoms
14 Before receiving a diagnosis of autism, an individual must have exhibited aggressive behavior toward another person.
Diagnosis
22 Interventions that focus on punishment are the only way to manage inappropriate behavior of individuals with autism.
Treatment
23 Individuals with autism may engage in self injurious behaviors
Symptoms
27 Children with autism cannot create a bond with their caregivers
Symptoms
Item Incorrect Content Focus of Questions Subgroup
1 Autism is a neurological disorder that affects the functioning of the brain.
Diagnosis
29 It is common for abnormalities to appear in EEG readings of the brain in an individual with autism
Symptoms
Note 1: All questionnaire items that appear in this table had the same response from 80% or more from the participants included in this group.
Autism 25
Appendix 8: Common Answers from Participants Currently Working in the Area of Speech Pathology Item Correct Content Focus of Question Subgroup
3 No eye contact must be present for an individual to be diagnosed with autism.
Diagnosis
7 Individuals can “outgrow” autism Diagnosis
8 Parental behavior has not been found to be a cause autism
Diagnosis
9 Autism effects the communication and social areas of development.
Symptoms
14 Before receiving a diagnosis of autism, an individual must have exhibited aggressive behavior toward another person.
Diagnosis
18 Discrete Trial Training (also know as ABA) is the only scientifically based method in instructing children with autism
Treatment
20 Children with autism are able to develop play skills that go beyond the use of repetitive behavior in interacting with toys.
Symptoms
22 Interventions that focus on punishment are the only way to manage inappropriate behavior of individuals with autism.
Treatment
23 Individuals with autism may engage in self injuries behavior
Treatment
27 Children with autism are unable to create a bond with their caregivers.
Symptoms
Item Incorrect Content Focus of Question Subgroup
1 Autism is a neurological disorder that affects the functioning of the brain.
Diagnosis
10 Children with autism usually have some type of mental impairment
Symptoms
11 Facilitated communication has been proven to be an effective intervention in the area of communication.
Treatment
26 Sensory Integration has been proven to be an effective method of treating the characteristics of autism
Treatment
Item Don’t Know Content Focus of Questions Subgroup
6 Psychotropic drugs are used in treating the characteristics of autism.
Treatment
19 Electroconvulsive therapy (ie. shock therapy) has been found to be effective in the treatment of autism.
Treatment
Autism 26
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