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strengths and support needs."},{"text":"fixed profile","correct":false,"explanation":"A fixed profile would mean that autistic children share the same characteristics and needs. The correct term is spectrum because autism presents differently in each person."},{"text":"uniform condition","correct":false,"explanation":"A uniform condition would affect people in broadly the same way. Autism is a spectrum, reflecting substantial variation in characteristics, strengths and support needs."},{"text":"single phenotype","correct":false,"explanation":"A single phenotype suggests one consistent set of observable characteristics. Autism is instead described as a spectrum because autistic people have varied combinations of features."}]},{"id":"c25a1081-a2c4-4227-b187-5f9b1a5753a2","cardType":"cloze","points":null,"front":"ASD is [ ], involving brain development differences that appear [ ].","back":"ASD is neurodevelopmental, involving brain development differences that appear early in life.","mcqOptions":[{"text":"ASD is neurodevelopmental, involving brain development differences that appear early in life.","correct":true,"explanation":"ASD is neurodevelopmental because it concerns differences in brain development, and its characteristic features begin during the early developmental period rather than appearing only in adulthood."},{"text":"ASD is neurodegenerative, involving brain development differences that appear early in life.","correct":false,"explanation":"Autism is not primarily a neurodegenerative condition involving progressive loss of brain function. It is neurodevelopmental, with characteristic differences that appear early in life."},{"text":"ASD is acquired, involving brain development differences that appear early in life.","correct":false,"explanation":"Describing ASD as acquired mistakes it for a condition caused after typical early development. ASD is neurodevelopmental, although some features may become clearer as demands increase."},{"text":"ASD is neurodevelopmental, involving brain development differences that appear during adolescence.","correct":false,"explanation":"ASD does not first develop in adolescence, even if it is recognised then. It is neurodevelopmental, and its underlying developmental differences appear early in life."}]},{"id":"ad0d205f-285e-4787-a83d-4c96e013456b","cardType":"basic","points":1,"front":"A child struggles to use or understand eye contact, gesture and tone of voice. Which autism feature area fits?","back":"A social communication/interaction difference.","mcqOptions":[{"text":"A social communication/interaction difference.","correct":true,"explanation":"Eye contact, gestures and tone are forms of nonverbal social communication. Difficulty using or interpreting them therefore belongs to the social communication and interaction feature area."},{"text":"A sensory processing difference.","correct":false,"explanation":"Sensory processing concerns responses to stimuli such as sound, light or texture, not interpreting eye contact, gesture and tone. These indicate a social communication/interaction difference."},{"text":"A motor coordination difference.","correct":false,"explanation":"Motor coordination concerns planning and controlling physical movement. The difficulty described involves nonverbal social signals, so it is a social communication/interaction difference."},{"text":"A restricted/repetitive behaviour difference.","correct":false,"explanation":"Restricted or repetitive behaviour includes features such as repeated movements, fixed routines and focused interests. Eye contact, gesture and tone instead concern social communication/interaction."}]},{"id":"6e6e2273-2ac9-4a7e-8b09-d49a01f0cc1c","cardType":"basic","points":1,"front":"A child repeats words or phrases. What autism-related term fits this behaviour?","back":"Echolalia, a restricted/repetitive behaviour.","mcqOptions":[{"text":"Echolalia, a restricted/repetitive behaviour.","correct":true,"explanation":"Echolalia is the repetition of words or phrases spoken by other people or heard elsewhere. It may occur immediately or after a delay."},{"text":"Neologism, a restricted/repetitive behaviour.","correct":false,"explanation":"A neologism is a newly invented word rather than the repetition of an existing word or phrase. Repeated speech of this kind is called echolalia."},{"text":"Selective mutism, a restricted/repetitive behaviour.","correct":false,"explanation":"Selective mutism involves consistently not speaking in particular social situations despite speaking elsewhere. Repeating heard words or phrases is instead known as echolalia."},{"text":"Pronoun reversal, a restricted/repetitive behaviour.","correct":false,"explanation":"Pronoun reversal means substituting pronouns, such as saying “you” when meaning “I”. Repeating words or phrases is a different language feature called echolalia."}]},{"id":"454b8fc7-7a14-4c7e-afdb-5512695561be","cardType":"basic","points":1,"front":"A child becomes upset when routines change. Which restricted/repetitive feature does this show?","back":"Insistence on sameness.","mcqOptions":[{"text":"Insistence on sameness.","correct":true,"explanation":"Insistence on sameness includes distress at changes, difficulty with transitions and a strong preference for predictable routines. Becoming upset when a routine changes is a clear example."},{"text":"Stereotyped movements.","correct":false,"explanation":"Stereotyped movements are repeated physical actions such as hand flapping or rocking. Distress caused by a changed routine instead demonstrates insistence on sameness."},{"text":"Highly restricted interests.","correct":false,"explanation":"Highly restricted interests involve unusually intense or narrow topics of interest. Upset following a change to an established routine instead indicates insistence on sameness."},{"text":"Unusual sensory seeking.","correct":false,"explanation":"Sensory seeking involves actively pursuing particular sensory experiences, such as movement or texture. Distress when routines change is better identified as insistence on sameness."}]},{"id":"fd7e31e9-f4da-4717-b728-adf0c723c68f","cardType":"basic","points":1,"front":"A child covers their ears when the lunch hall is noisy. Which feature does this suggest?","back":"Sensory sensitivity to noise.","mcqOptions":[{"text":"Sensory sensitivity to noise.","correct":true,"explanation":"Covering the ears in a noisy environment suggests heightened sensitivity or over-responsiveness to sound. This is an example of sensory sensitivity to noise."},{"text":"Sensory hyposensitivity to noise.","correct":false,"explanation":"Sensory hyposensitivity means reduced responsiveness, which may lead someone to overlook or seek strong sounds. Covering the ears instead suggests sensory sensitivity to noise."},{"text":"Sensory seeking for noise.","correct":false,"explanation":"Sensory seeking would involve pursuing or producing sounds to obtain stimulation. Trying to block a loud environment instead indicates sensory sensitivity to noise."},{"text":"Auditory hallucinations involving noise.","correct":false,"explanation":"Auditory hallucinations involve hearing sounds without an external source. The lunch hall provides a real loud stimulus, and covering the ears suggests sensory sensitivity to noise."}]},{"id":"6444d50b-e2c5-4ef7-b049-17ea8d4435cf","cardType":"basic","points":2,"front":"Why is one isolated autistic-like trait insufficient for diagnosis?","back":"Diagnosis requires a persistent pattern across contexts.","mcqOptions":[{"text":"Diagnosis requires a persistent pattern across contexts.","correct":true,"explanation":"Diagnosis depends on a persistent combination of relevant characteristics that affects functioning across situations. A single isolated behaviour may occur for many reasons unrelated to autism."},{"text":"Diagnosis requires a persistent trait in one context.","correct":false,"explanation":"A trait seen only in one context may reflect that particular environment rather than a pervasive developmental difference. Diagnosis requires a persistent pattern across contexts."},{"text":"Diagnosis requires a temporary pattern across contexts.","correct":false,"explanation":"A temporary pattern could arise from stress, illness or a short-term developmental phase. Autism diagnosis requires a persistent pattern of characteristics across contexts."},{"text":"Diagnosis requires multiple traits during one incident.","correct":false,"explanation":"Several behaviours during one incident may all result from the same immediate situation. Diagnosis instead requires a persistent pattern that is evident across contexts."}]},{"id":"3dcf87c5-5225-4b4a-a551-eba7c657f978","cardType":"cloze","points":null,"front":"Autism is better described as [ ]: many genes each contribute a small amount of risk.","back":"Autism is better described as polygenic: many genes each contribute a small amount of risk.","mcqOptions":[{"text":"polygenic","correct":true,"explanation":"Polygenic means that variation in many genes contributes to likelihood, usually with each variant having a relatively small effect rather than one gene determining autism."},{"text":"monogenic","correct":false,"explanation":"Monogenic means primarily caused by variation in one gene. Autism is generally described as polygenic because many genetic variants each contribute small amounts of risk."},{"text":"recessive","correct":false,"explanation":"A recessive characteristic usually requires particular variants to be inherited from both parents at one gene. Autism is better characterised as polygenic, involving many contributing genes."},{"text":"X-linked","correct":false,"explanation":"X-linked inheritance refers to a gene located on the X chromosome. Autism generally involves contributions from many genes across the genome, so it is polygenic."}]},{"id":"0dec1bf3-3153-4fe7-b2cb-4b52efaa15e8","cardType":"basic","points":1,"front":"In the biological explanation, what does genetic vulnerability influence?","back":"Atypical brain development, including neural connectivity.","mcqOptions":[{"text":"Atypical brain development, including neural connectivity.","correct":true,"explanation":"Genetic vulnerability may disrupt how the brain develops, including the formation and organisation of neural connections. These biological differences may contribute to characteristic autistic behaviours."},{"text":"Atypical social learning, including parental reinforcement.","correct":false,"explanation":"Parental reinforcement is an environmental learning process, not what genetic vulnerability directly influences. The biological explanation proposes atypical brain development, including differences in neural connectivity."},{"text":"Delayed language teaching, including classroom instruction.","correct":false,"explanation":"Classroom instruction is an environmental influence and cannot explain autism’s biological origins. Genetic vulnerability is proposed to influence atypical brain development, including neural connectivity."},{"text":"Reduced cultural exposure, including peer interaction.","correct":false,"explanation":"Reduced cultural exposure concerns social experience rather than a genetic mechanism. Genetic vulnerability is thought to influence atypical brain development, including the brain’s neural connectivity."}]},{"id":"d9d918e6-23aa-4d29-bf50-7b8c488cce12","cardType":"cloze","points":null,"front":"In twin studies, a concordance rate is the [ ] that genetically related people both show the same diagnosis or characteristic.","back":"In twin studies, a concordance rate is the percentage likelihood that genetically related people both show the same diagnosis or characteristic.","mcqOptions":[{"text":"percentage likelihood","correct":true,"explanation":"A concordance rate expresses the percentage likelihood that both genetically related individuals show the same diagnosis or characteristic, allowing researchers to compare different degrees of genetic relatedness."},{"text":"percentage difference","correct":false,"explanation":"A percentage difference compares two numerical values rather than showing shared diagnosis within related pairs. The correct term is percentage likelihood, referring to how often both individuals show the characteristic."},{"text":"causal probability","correct":false,"explanation":"Concordance identifies co-occurrence but does not establish that genes directly cause a diagnosis. The correct term is percentage likelihood that both related individuals show the same characteristic."},{"text":"heritability estimate","correct":false,"explanation":"Heritability estimates the proportion of variation associated with genetic differences across a population. A concordance rate is the percentage likelihood that both related individuals show the diagnosis."}]},{"id":"a58fef61-6896-4e36-a784-a2d27416ae52","cardType":"basic","points":2,"front":"Why does higher autism concordance in monozygotic than dizygotic twins support genetics?","back":"MZ twins share virtually all genes; DZ twins share about half.","mcqOptions":[{"text":"MZ twins share virtually all genes; DZ twins share about half.","correct":true,"explanation":"The greater genetic similarity of MZ twins means their higher concordance is consistent with a genetic contribution. DZ twins share only about half of their segregating genes."},{"text":"MZ twins share about half their genes; DZ twins share virtually all.","correct":false,"explanation":"This reverses the genetic relationships between the twin types. MZ twins share virtually all their genes, whereas DZ twins share about half, making higher MZ concordance evidence for genetics."},{"text":"MZ twins share virtually all environments; DZ twins share none.","correct":false,"explanation":"Both types of twins commonly share family environments, so DZ twins do not share none. The genetic argument depends on MZ twins sharing virtually all genes while DZ twins share about half."},{"text":"MZ twins share about half their environments; DZ twins share virtually all.","correct":false,"explanation":"Environmental similarity is not divided into fixed genetic-style percentages, and this comparison is reversed. The evidence concerns MZ twins sharing virtually all genes while DZ twins share about half."}]},{"id":"6f29fc81-754f-46c7-bebb-8c682f1df580","cardType":"basic","points":2,"front":"What does autism concordance below 100% imply about genes?","back":"Genes are not the whole explanation; non-genetic factors also matter.","mcqOptions":[{"text":"Genes are not the whole explanation; non-genetic factors also matter.","correct":true,"explanation":"If genes completely determined autism, genetically identical MZ twins should show 100% concordance. Lower concordance indicates that environmental, developmental or other non-genetic factors also contribute."},{"text":"Genes are the whole explanation; non-genetic factors do not matter.","correct":false,"explanation":"A wholly genetic explanation predicts 100% concordance in genetically identical twins. Concordance below this level shows that non-genetic factors must also influence whether autism develops."},{"text":"Genes are unrelated to autism; only non-genetic factors matter.","correct":false,"explanation":"Concordance below 100% does not eliminate genetic influence, especially when MZ concordance exceeds DZ concordance. It shows that genes are not the whole explanation and non-genetic factors also matter."},{"text":"Genes are only measurement errors; diagnostic factors also matter.","correct":false,"explanation":"Genes cannot themselves be measurement errors, although diagnostic inaccuracies may affect study results. The main inference is that genes are not the whole explanation and non-genetic factors also contribute."}]},{"id":"06e6d448-a5c4-46b1-9f0d-8308ddde3806","cardType":"basic","points":2,"front":"What shared-environment issue limits twin evidence for genetics?","back":"Monozygotic twins may be treated more similarly than dizygotic twins.","mcqOptions":[{"text":"Monozygotic twins may be treated more similarly than dizygotic twins.","correct":true,"explanation":"Greater similarity in treatment could make MZ twins more behaviourally alike for environmental reasons. Their higher concordance therefore may not result entirely from their greater genetic similarity."},{"text":"Monozygotic twins may be treated less similarly than dizygotic twins.","correct":false,"explanation":"The equal-environments concern predicts the opposite: MZ twins may be treated more similarly because they look and behave more alike, potentially inflating their concordance relative to DZ twins."},{"text":"Monozygotic twins may inherit fewer genes than dizygotic twins.","correct":false,"explanation":"MZ twins develop from the same fertilised egg and therefore share virtually all their genes, not fewer. The environmental limitation is that they may also be treated more similarly."},{"text":"Monozygotic twins may receive different diagnoses than dizygotic twins.","correct":false,"explanation":"Different diagnostic outcomes are measured by concordance but are not the shared-environment confound. The limitation is that MZ twins may be treated more similarly than DZ twins."}]},{"id":"91b8c9e6-d9b6-431c-8d55-7e453cde5e3b","cardType":"cloze","points":null,"front":"Theory of mind involves understanding that another person’s [ ] may differ from [ ].","back":"Theory of mind involves understanding that another person’s belief may differ from reality.","mcqOptions":[{"text":"Theory of mind involves understanding that another person’s belief may differ from reality.","correct":true,"explanation":"Theory of mind allows someone to represent another person’s mental state independently of the actual situation. False-belief tasks specifically test whether they understand that belief can differ from reality."},{"text":"Theory of mind involves understanding that another person’s appearance may differ from reality.","correct":false,"explanation":"Distinguishing appearance from reality is a related cognitive skill, but it does not specifically require representing another person’s mind. Theory of mind involves understanding that their belief may differ from reality."},{"text":"Theory of mind involves understanding that another person’s belief may differ from personality.","correct":false,"explanation":"Personality is a pattern of traits, not the objective state against which a false belief is compared. Theory of mind involves understanding that another person’s belief may differ from reality."},{"text":"Theory of mind involves understanding that another person’s memory may differ from intelligence.","correct":false,"explanation":"Memory and intelligence are separate cognitive abilities, and comparing them does not demonstrate understanding of mental states. Theory of mind involves recognising that another person’s belief may differ from reality."}]},{"id":"b05d61f4-bf39-4a70-9ca2-e0c48f9063d8","cardType":"basic","points":1,"front":"In Sally-Anne, Sally leaves a marble in a basket; it is moved to a box. Where should Sally look first?","back":"The basket.","mcqOptions":[{"text":"The basket.","correct":true,"explanation":"Sally did not witness the marble being moved, so she still believes it is where she left it. Predicting the basket demonstrates understanding of her false belief."},{"text":"The box.","correct":false,"explanation":"Choosing the box uses the observer’s knowledge of the marble’s real location rather than Sally’s belief. Sally should search the basket because she did not see the move."},{"text":"The pocket.","correct":false,"explanation":"No event gives Sally a reason to believe the marble is in a pocket. She should search the basket because that is where she last saw and left it."},{"text":"The floor.","correct":false,"explanation":"Sally has no information suggesting that the marble is on the floor. She should search the basket, where she placed it before leaving the scene."}]},{"id":"f11edf1b-63af-4754-98a7-e83417959dfb","cardType":"basic","points":2,"front":"Why should Sally look in the basket rather than the box?","back":"She has a false belief because she did not see the move.","mcqOptions":[{"text":"She has a false belief because she did not see the move.","correct":true,"explanation":"Sally’s information is outdated because she did not witness the transfer. She therefore falsely believes the marble remains in the basket, despite its actual location in the box."},{"text":"She has a true belief because the marble began there.","correct":false,"explanation":"The basket was the original location, but it is no longer the real location. Sally’s belief that the marble remains there is false because she missed the move."},{"text":"She has seen the move and knows its new location.","correct":false,"explanation":"Sally was absent when the marble was moved, so she does not know it is now in the box. She looks in the basket because she has a false belief."},{"text":"She uses current reality rather than her own knowledge.","correct":false,"explanation":"Using current reality would lead Sally to the box, but she lacks that information. She relies on her own outdated knowledge and therefore holds a false belief."}]},{"id":"6af7dd19-0faf-4b7d-8bef-1f6ba48db081","cardType":"basic","points":2,"front":"What did Baron-Cohen, Leslie and Frith (1985) suggest from autistic children’s Sally-Anne difficulties?","back":"Difficulty representing another person’s false belief.","mcqOptions":[{"text":"Difficulty representing another person’s false belief.","correct":true,"explanation":"The Sally-Anne task showed that autistic children often struggled to predict behaviour using another person’s mistaken belief, suggesting difficulty representing false beliefs."},{"text":"Difficulty remembering another person’s previous actions.","correct":false,"explanation":"The task did not primarily test whether children could remember another person’s actions. Baron-Cohen, Leslie and Frith concluded that the difficulty involved representing another person’s false belief."},{"text":"Difficulty representing another person’s true belief.","correct":false,"explanation":"Confusing one’s own knowledge with another person’s knowledge is relevant, but the specific conclusion was difficulty representing another person’s false belief."},{"text":"Difficulty recognising another person’s emotional state.","correct":false,"explanation":"The Sally-Anne task was not designed to assess emotional recognition. It indicated difficulty representing another person’s false belief when that belief differs from reality."}]},{"id":"b0e14145-71d7-47fb-bcdf-f119a0c6c36d","cardType":"basic","points":2,"front":"Which social communication problems can theory of mind difficulties explain?","back":"Struggles with hidden meanings, sarcasm and perspective-taking.","mcqOptions":[{"text":"Struggles with hidden meanings, sarcasm and perspective-taking.","correct":true,"explanation":"Understanding hidden meanings, sarcasm and other perspectives requires a person to infer intentions, beliefs and knowledge that are not stated directly."},{"text":"Struggles with sensory sensitivities, routines and repetitive behaviour.","correct":false,"explanation":"Sensory sensitivities and repetitive behaviours are features that theory of mind explains poorly. It better explains struggles with hidden meanings, sarcasm and perspective-taking."},{"text":"Struggles with motor coordination, balance and physical movement.","correct":false,"explanation":"Motor coordination and balance concern physical development rather than inferring mental states. Theory of mind difficulties better explain hidden meanings, sarcasm and perspective-taking."},{"text":"Struggles with sustained attention, recall and working memory.","correct":false,"explanation":"Attention and memory are general cognitive processes rather than the central social communication effects of theory of mind difficulty, which include hidden meanings, sarcasm and perspective-taking."}]},{"id":"373a4389-7fff-4b12-820d-3582880014f2","cardType":"cloze","points":null,"front":"Theory of mind is less good at explaining [ ] and [ ].","back":"Theory of mind is less good at explaining sensory sensitivities and repetitive behaviours.","mcqOptions":[{"text":"Theory of mind is less good at explaining sensory sensitivities and repetitive behaviours.","correct":true,"explanation":"Sensory sensitivities and repetitive behaviours do not directly depend on inferring another person’s beliefs or intentions, so theory of mind provides a limited explanation for them."},{"text":"Theory of mind is less good at explaining understanding sarcasm and repetitive behaviours.","correct":false,"explanation":"Sarcasm depends on recognising that a speaker’s intended meaning differs from their literal words, so theory of mind can explain it. It is less effective for sensory sensitivities and repetitive behaviours."},{"text":"Theory of mind is less good at explaining sensory sensitivities and perspective-taking difficulties.","correct":false,"explanation":"Perspective-taking directly involves inferring another person’s mental state, so it is well suited to a theory of mind explanation. Sensory sensitivities and repetitive behaviours are explained less effectively."},{"text":"Theory of mind is less good at explaining hidden meanings and perspective-taking difficulties.","correct":false,"explanation":"Hidden meanings and perspective-taking both require interpreting others’ intentions, beliefs or viewpoints, making them central theory of mind applications rather than explanatory weaknesses."}]},{"id":"192e19ba-866f-44cb-b389-8bb88ce51421","cardType":"cloze","points":null,"front":"Theory of mind difficulty is about inferring [ ], not a lack of [ ].","back":"Theory of mind difficulty is about inferring mental states, not a lack of empathy.","mcqOptions":[{"text":"Theory of mind difficulty is about inferring mental states, not a lack of empathy.","correct":true,"explanation":"Theory of mind concerns the cognitive ability to infer beliefs, intentions and other mental states. Difficulty doing this does not mean that an autistic person lacks empathy."},{"text":"Theory of mind difficulty is about inferring facial expressions, not a lack of empathy.","correct":false,"explanation":"Facial expressions can provide clues, but theory of mind concerns inferring underlying mental states more broadly. It should not be equated with lacking empathy."},{"text":"Theory of mind difficulty is about inferring mental states, not a lack of social motivation.","correct":false,"explanation":"Theory of mind is specifically about inferring mental states, whereas social motivation concerns the desire to engage socially. A theory of mind difficulty does not establish low social motivation."},{"text":"Theory of mind difficulty is about inferring social rules, not a lack of intelligence.","correct":false,"explanation":"Social rules are learned conventions rather than the beliefs and intentions inferred through theory of mind. The distinction is between difficulty inferring mental states and lacking empathy."}]},{"id":"033fab7a-671f-49a2-87be-6ca4956265fa","cardType":"basic","points":1,"front":"Which learning principle does ABA use to shape behaviour?","back":"Operant conditioning, using consequences such as reinforcement.","mcqOptions":[{"text":"Operant conditioning, using consequences such as reinforcement.","correct":true,"explanation":"ABA applies operant conditioning by arranging consequences after behaviour. Reinforcement increases desired behaviours, allowing complex skills to be shaped through manageable steps."},{"text":"Classical conditioning, using associations between paired stimuli.","correct":false,"explanation":"Classical conditioning creates associations between stimuli and involuntary responses rather than shaping voluntary behaviour through consequences. ABA primarily uses operant conditioning and reinforcement."},{"text":"Social learning, using observation and imitation of models.","correct":false,"explanation":"Social learning emphasises observation, imitation and modelling, not the systematic consequences central to ABA. ABA shapes behaviour through operant conditioning, particularly reinforcement."},{"text":"Habituation, using repeated exposure to reduce responses.","correct":false,"explanation":"Habituation is a reduced response following repeated exposure and does not shape behaviour through its consequences. ABA instead applies operant conditioning using reinforcement."}]},{"id":"4abb19b4-649d-4f68-8192-1b5ea4e92f53","cardType":"basic","points":1,"front":"What allocation issue weakens Lovaas (1987)?","back":"Lack of full random allocation.","mcqOptions":[{"text":"Lack of full random allocation.","correct":true,"explanation":"Participants were not all assigned to treatment and comparison conditions through a fully random procedure, increasing the possibility that pre-existing group differences influenced the outcomes."},{"text":"Lack of random sampling.","correct":false,"explanation":"Random sampling concerns how participants are recruited, not how they are placed into conditions. Lovaas’s allocation weakness was the lack of full random allocation."},{"text":"Use of full random allocation.","correct":false,"explanation":"Lovaas did not consistently use fully random assignment, so claiming full random allocation reverses the methodological problem. The weakness was its absence."},{"text":"Lack of a comparison group.","correct":false,"explanation":"The study included comparison participants, so the central allocation criticism is not the absence of a comparison group. It is the lack of full random allocation."}]},{"id":"3decd159-d478-4427-b5c6-8e21df01363b","cardType":"basic","points":1,"front":"A child is distressed moving from playtime to maths. Which support best targets transition unpredictability?","back":"A TEACCH-style visual timetable/countdown.","mcqOptions":[{"text":"A TEACCH-style visual timetable/countdown.","correct":true,"explanation":"A visual timetable and countdown make the sequence and timing of activities predictable, directly preparing the child for the transition from playtime to maths."},{"text":"A token economy for completing maths work.","correct":false,"explanation":"A token economy may reinforce behaviour after a transition, but it does not directly reduce uncertainty about when the change will occur. A visual timetable and countdown do."},{"text":"A sensory break after the maths lesson.","correct":false,"explanation":"A sensory break may help with overstimulation, but the stated difficulty is unpredictability during a change of activity. A visual timetable and countdown directly signal that transition."},{"text":"A Social Story about classroom expectations.","correct":false,"explanation":"A Social Story can explain a situation, but a TEACCH-style visual timetable and countdown more directly show the child when this specific transition will happen."}]},{"id":"b2d6fc4d-8c26-4e7e-b553-630a5b51d63a","cardType":"basic","points":1,"front":"Which support, developed by Gray, uses short personalised stories to explain social situations?","back":"Social Stories.","mcqOptions":[{"text":"Social Stories.","correct":true,"explanation":"Carol Gray developed Social Stories as short, personalised accounts that clarify social situations, relevant cues, expected behaviour and other people’s possible perspectives."},{"text":"Picture Exchange Communication System.","correct":false,"explanation":"PECS was developed by Bondy and Frost to teach functional communication through exchanging pictures. Gray’s short personalised explanations of social situations are Social Stories."},{"text":"TEACCH.","correct":false,"explanation":"TEACCH was associated with Eric Schopler and uses structured teaching and visual organisation. Carol Gray developed the personalised narratives called Social Stories."},{"text":"Applied Behaviour Analysis.","correct":false,"explanation":"Applied Behaviour Analysis is based on operant conditioning and reinforcement rather than personalised explanatory narratives. Gray’s story-based support is called Social Stories."}]},{"id":"f6ab63c6-e164-44de-8962-2e51ef9c59f6","cardType":"basic","points":1,"front":"What should modern ethical autism therapy avoid doing?","back":"Suppressing harmless autistic behaviours just because they look unusual.","mcqOptions":[{"text":"Suppressing harmless autistic behaviours just because they look unusual.","correct":true,"explanation":"Modern ethical therapy respects neurodiversity and should not eliminate harmless behaviours merely to make an autistic person appear more typical. Intervention should focus on wellbeing, autonomy and genuinely harmful difficulties."},{"text":"Supporting harmless autistic behaviours when they help emotional regulation.","correct":false,"explanation":"Supporting safe behaviours that aid emotional regulation is consistent with ethical, neurodiversity-affirming practice. Therapy should instead avoid suppressing harmless autistic behaviours merely because they appear unusual."},{"text":"Adapting communication methods to suit the autistic person’s needs.","correct":false,"explanation":"Individualised communication is an appropriate adjustment, not something modern ethical therapy should avoid. It should avoid suppressing harmless autistic behaviours solely because they look unusual."},{"text":"Reducing behaviours that cause harm using supportive interventions.","correct":false,"explanation":"Addressing behaviour that causes genuine harm can be an appropriate therapeutic aim when supportive, proportionate methods are used. Ethical therapy should avoid suppressing harmless autistic behaviours simply for appearing unusual."}]}]}],"examCountdown":{"examDate":"2027-05-18","paperLabel":"Paper 1"},"heading":"Autism","title":"Autism Flashcards","topbar":{"backHref":"/a-level/psychology/edexcel/flashcards"},"topicSidebar":"$L37"}]}],"topicId":"ebe75781-e709-59b0-8889-d1da5c92bc3f","walled":"$L38"}],"$L39","$L3a"]