APT E-LEARNING CENTER
Play Therapy Continuing Education Test for:
PLAY-BASED INTERVENTIONS FOR CHILDREN AND ADOLESCENTS WITH AUTISM SPECTRUM DISORDERS
General Information
Citation: Edited by Loretta Gallo-Lopez and Lawrence C. Rubin (2012: New York, NY: Taylor and Francis Group,
LLC)
Format: Book
# Pages: 397
# Credit Hours: 10
% Pass: 80%
Test Fee: $100
Instructions:
1. BEFORE printing, FIRST type your Identification and Test responses in the spaces provided below.
2. Click on only one response for each question. If you click on more than one response or fail to respond to any question, the question will be scored as incorrect.
3. Finally print and mail this completed test form with processing fee payment for scoring to (or, if you have questions, contact): Carol Guerrero, E-Learning Center, Association for Play Therapy, 3198 Willow Avenue, Suite 110, Clovis, CA 93612 USA, (559) 294-2128 ext 1,
Learning Objectives:
Based on the content of the workshop, I am able to:
1. Explain the difference between neurotypical and neuro-atypical play, both developmentally and from a neurobiological perspective.
2. Describe various models of play therapy as applied to clients with autism spectrum disorders, including but not limited toClient Centered, Canine Assisted, Filial andJungian.
3. Describe the characteristics and symptoms of autism spectrum disorders, particularly as they are manifest in play and play therapy.
4. Identify the differences and similarities of the various autism diagnoses along the spectrum and how these can be addressed through the use of play therapy.
5. Identify specific play therapy based strategies and interventions for working effectively with children and teens with ASD and their families.
6. Identify appropriate treatment goals for children and teens with ASD and how these goals can be supported and accomplished via play therapy.
7. Explain the value and significance of large scale play therapy and play-based programs in treating autism spectrum disorders including the P.L.A.Y. Project and D.I.R. Floortime.
Identification
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TEST
1. We study neurobiology in the context of Autism, so that we may:
a. Determine exactly what these children need in treatment
b. Be guaranteed of forming a connection with these children
c. Better understand the relationship between brain and behavior in treatment
d. Better utilize neuropsychological tests with these clients
2. From a neurobiological perspective, the playroom should contain:
a. A broad array of stimulating toys and objects
b. Hardly any toys or objects that could over stimulate the asd client
c. A carefully selected array of objects and activities that consider sensory needs
d. A highly organized, meticulous space so that the therapist can be the primary stimulus
3. In the case of Jamie, the bean bag ‘burrito’ exemplifies which of the following?
a. The manner in which physical play-based objects can be metaphors for inner states
b. The way that an inattentive therapist can overstimulate an asd child
c. How an asd child’s sensory issues can undermine play therapy
d. The importance of utilizing the parents in play therapy with asd children
4. Neuro-atypical play includes which of the following?
a. Curiosity and flexibility
b. Repetition and rigidity
c. Spontaneity and creativity
d. Reciprocal interaction
5. The case of Austen and Tyler demonstrates the way in which:
a. Traumatized asd children play
b. Depression and anxiety manifest in the playroom with asd children
c. The way that neuro typical and atypical play are alike in so many ways
d. The inherent differences between neuro typical and atypical play around superheroes
6. Of the numerous ways of ‘teaching’ ASD children and teens to play, ______is gaining increased popularity:
a. Applied behavior analysis (ABA)
b. Integrated play groups (IPG)
c. DIR/Floortime
d. Developmental play therapy (DPT)
7. One of the major differences between canine assisted play therapy and therapy with dogs is:
a. The involvement of a trained play therapist
b. The use of dogs who have experienced trauma
c. The careful training of the ASD client to accept dogs into their play space
d. The ethical issues that arise in working with animals
8. Canine-assisted Play Therapy (CAPT) has its roots in which of the following models?
a. Gestalt play therapy
b. Jungian play therapy
c. Applied behavior analysis
d. Client-centered play therapy
9. Using dogs in play therapy with ASD children provides all of the following except:
a. Feelings of safety and security
b. The capacity to express needs for connection and relationship
c. Skills for handling bullies that typically torment ASD clients
d. Self-expression and regulation skills
10. Theraplay was developed by which of the following?
a. Eliana Gil and Charles Schaefer
b. Charles Schaefer and Kevein O’connor
c. Kevin O’Connor and Phyllis Jernberg
d. Ann Jernberg and Phyllis Booth
11. Family Theraplay’s roots in ______make it highly useful for working with ASD clients
a. Psychoanalytic theory
b. Client-centered theory
c. Attachment theory
d. Adlerian theory
12. Which of the following is NOT one of the core dimensions of Family Theraplay?
a. Structure
b. Engagement
c. Nurture
d. Reciprocity
13. Drama therapy is considered useful for ASD clients because
a. They are inherently dramatic
b. Like their neurotypical peers, they crave attention
c. They lack cognitive skills for creative/imaginative dramatic play
d. Through dramatic play, they can learn cultural rules
14. Within the context of Drama Therapy, which of the following is considered a primary vehicle for social development?
a. Shared pretend play
b. Parallel play
c. Archetypical play
d. Focused imaginative play
15. The ‘Super Friends’ group mentioned in the chapter on Drama therapy tapped into which of the following:
a. The atypical social development of the ASD clients
b. Unique, yet shared interests of each of the members
c. The ASD clients’ difficulties with self-regulation
d. The neurobiological commonalities of these children
16. Legos are inherently attractive to ASD children (and teens) because:
a. They are easily manipulable
b. They are sensorily engaging
c. They can be utilized with or without instructions
d. All of the above
17. ‘Level Two’ in Lego-based play therapy refers to:
a. Building skills
b. Collaborative building with one peer
c. Collaborative building with two peers
d. Freestyle building on one’s own
18. Which of the following Lego Club roles involves designing the Lego construction?
a. Lego ‘genius’
b. Lego ‘creator’
c. Lego ‘helper’
d. Lego ‘builder’
19. In the course of Lego-based play therapy, which of the following is considered to be a primary outcome
a. Reciprocal social interaction
b. Enhanced cognitive development
c. Improved self-regulation
d. Enhanced parent-child relations
20. Developmental Play Therapy originated from the work of:
a. Janet Courtney
b. Eric Greene
c. Clark Moustakas
d. Viola Brody
21. Developmental Play Therapy is so important in working with ASD clients because:
a. It relies on the parents as in-home therapists
b. It relies on the use of touch to build safety and relationship
c. It relies on limit setting and boundaries which are critical with this population
d. It relies upon the development of imagination and creativity
22. Which of the following ‘touch’ considerations is not critical in working with clients?
a. Touching above the knee may be useful for some ASD clients
b. Forced touch is to be avoided
c. Specialized training in developmental touch is important
d. Cultures vary with regard to their acceptance of touch
23. In the case of Dallas mentioned in the chapter, the imagery of the castle helped the boy to:
a. Better interact with peers at school
b. Learn to associate touch with safety
c. Learn to set appropriate limits around touch
d. Better apply cognitive skills in social problem solving
24. According to CCPT, which of the following is not considered to be a condition of change?
a. Two persons are in psychological contact
b. The therapist experiences unconditional positive regard for the client
c. The therapist relies upon the role of touch in the play interaction
d. Empathic understanding is communicated through the play
25. It has been argued that CCPT is ineffective with ASD clients because:
a. It relies upon relationship building
b. It taps into neurobiological elements of connection
c. ASD children do not respond effectively to non-directive contact
d. The ASD client’s unconscious conflicts hinder relationship building
26. In the case of Andrew mentioned in this chapter, CCPT was used effectively to:
a. Foster connection
b. Improve self-regulation skills
c. Help the client communicate more effectively with peers
d. Help him express archetypical themes and issues
27. Which of the following is not one of the central techniques in Jungian therapy?
a. Analysis of transference
b. Dream interpretation
c. Mandala drawings
d. Empty Chair
28. One concern with applying Jungian play therapy to ASD clients is that:
a. They may not have the intellectual capacity
b. They simply do not experience unconscious conflict
c. Their interpersonal challenges preclude involvement with the therapist
d. They lack sufficient family cohesion
29. The key to Anthony’s successful use of Jungian therapy in the case was:
a. His ability to express underlying conflicts in the sandtray
b. His willingness to make friends at school
c. The persistence of his parents in fighting for disability accommodations at school
d. The use of canine therapy as a powerful adjunctive tool in therapy
30. Filial therapy derives from the work of which of the following/
a. Charles Schaefer and Kevin O’Connor
b. Carol and Byron Norton
c. Louise and Bernard Guerney
d. Liana Lowenstein and Paris Goodyear-Brown
31. Which of the following is not one of the skills parents learn during Filial Play?
a. Empathic listening
b. Child-centered imaginary play
c. Limit setting
d. Understanding of the mechanism of projection
32. Filial therapy is particularly useful for clients with ASD for all of the following reasons except:
a. It is non-directive and thus non-threatening
b. It provides the parents with useful skills that generalize outside of the home
c. It encourages imaginative play
d. It is centered around the principles of conflict resolution
33. Sandtray Worldplay was developed by:
a. Dora Kalf
b. Violet Oaklander
c. Gisela De Domenico
d. Stanley Greenspan
34. The basis for the utility of Worldplay for ASD children is that:
a. In order for children to play with others, they must first play with us
b. In order to play with others, one must have an active imagination
c. In order for an ASD child to develop healthily, she must have self-understanding
d. In order for ASD children to interact, they must express unconscious conflicts
35. The case of Toby described in this chapter suggests that:
a. What the boy learned about himself in the sand had real-world applicability
b. Without analysis of the transference, sandtray-based counseling is not likely to succeed
c. The parents are the most effective messengers of change
d. The use of peer-play is integral to ‘breaking through’ to children on the autism spectrum
36. The most important aspect of the DIR/Floortime Model is:
a. Following the child’s lead in a series of progressively challenging tasks
b. Coordinating assessment results from parents and teachers
c. Utilizing a combination of sandtray and gestalt techniques to build communication
d. Utilizing dogs to facilitate relationship building
37. Who developed the DIR/Floortime Model
a. Stanley Greenspan and Serena Wieder
b. Simon Baron-Cohen
c. Pamela Wolfberg
d. Louise and Bernard Guerney
38. DIR/Floortime is particularly suited to treating ASD clients because:
a. It utilizes increasingly challenging opportunities for social and emotional growth
b. It requires children to build progressively more complex cognitive schema
c. It demands joint attention and reciprocal play
d. It build effectively on Erik Erikson’s model of lifespan development
39. The P.L.A.Y. Project relies primarily on which of the following?
a. Client-centered play therapy
b. Canine-assisted play therapy
c. Filial therapy
d. DIR/Floortime
40. One of the strengths of the P.L.A.Y. Project is its:
a. Empirical base
b. Mandatory incorporation into school curriculum with ASD children
c. Incorporation of teachers and paraprofessionals
d. Link to basic Gestalt play therapy principles
41. Which was not a key to Logan’s success as outlined in the chapter?
a. His growing interest in play
b. The involvement of his family
c. The breakthrough medication that he was using
d. Careful attention to the smallest instances of developmental growth
42. The ACT Project was developed by?
a. Garry Landreth
b. Charles Schaefer
c. Loretta Gallo-Lopez
d. Lawrence Rubin
43. The ACT Project relies on all of the following except:
a. Improvisation and social play
b. Scripts developed directly by the ASD children and teens
c. Drama therapy
d. Strict adherence to empirically derived protocols
44. The success of the ACT Project grows largely from:
a. Reliance on the unique interests of the players
b. The utilization of animals in story development
c. The integration of gestalt principles
d. A focus on academic enhancement of the ASD participants
45. The author relies upon which of the following in her work with ASD clients?
a. Incorporation of academic goals into treatment
b. Utilization of parents and siblings in the art therapy session
c. Looking at each ASD client through a wellness lens
d. A cognitive-behavioral perspective
46. In spite of its success with ASD clients, Art Therapy has yet to:
a. Tighten its theoretical foundation
b. Develop a solid base of empirical outcome studies
c. Incorporate a prescriptive element into treatment protocols
d. Develop a sufficiently broad range of techniques for ASD clients
47. All of the following contribute to the effectiveness of Art Therapy for ASD clients except: