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Social communication encompasses verbal and non-verbal ways of communicating with others. For individuals with Autism Spectrum Disorder (ASD), challenges may include difficulty in starting or maintaining a conversation, limited eye contact, and struggles with understanding gestures or facial expressions. Boosting these skills is paramount for enhancing their ability to share thoughts, emotions, and engage in social interactions.

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This core symptom area involves patterns of behavior, interests, or activities that are restricted, repetitive, and often inflexible. Symptoms may involve repetitive movements such as hand-flapping or rocking, rigid routines, fixated interests that are intense, and sensory sensitivities. Understanding and addressing these behaviors can greatly improve the quality of life for those with ASD.

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Contrary to some beliefs, individuals with ASD, especially those who are verbal or have higher-functioning autism, often excel in learning rote or concrete skills. They might struggle more with abstract concepts, social cues, or unpredictable situations, but their ability to memorize facts and details can be a strength.

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A speech and language evaluation for students with ASD focuses on assessing pragmatic (social use of language), expressive (how well they can express thoughts, ideas, and emotions), and receptive (how well they can understand what is being said to them) language skills. The goal is to identify both strengths and weaknesses in these areas, which can guide personalized support and intervention strategies.

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Adapting Assessments for Behavioral Limitations

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Adapting Assessments for Behavioral Limitations

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When behavioral limitations impact a student with ASD's ability to participate in assessments, modifications are crucial. Providing additional examples, extended explanations of directions, and adapting the evaluation methods can help in accurately gauging their skills. It is essential, however, not to report scores if these modifications significantly alter the assessment's standard procedures, focusing instead on a qualitative understanding of the student’s abilities.

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Which of these describes how children with ASD learn new words?

they need to be explicitly taught both everyday and academic vocabulary because they cannot infer meaning across contexts