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Question
A clinical application of Social Interactionist Theory is whena. Practitioners observe children's play behaviors to gauge children's general cognitive ability and level of representational thought.
b. Practitioners use drill-and-practice activities within intervention sessions.
c. Practitioners encourage parents and other caregivers to reinforce intervention activities.
d. Practitioners focus on building linkages between letter names and letter sounds.
Answer
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Related questions
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Modeling techniques are generally contingent on child interests.
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c. Horizontal strategy
d. Vertical strategy
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In adult-directed intervention, the adult
a. Chooses the stimulus items.
b. Regulates how the child responds.
c. Prompts responses through pointing, modeling, or use of questions.
d. Provides direct feedback.
e. A and B
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a. Language expansions.
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The reduction of stimuli with the goal of having the behavior produced independently by the child is known as
a. Prompts.
b. Shaping.
c. Fading.
d. All of the above.
e. None of the above.
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Dosage refers to
a. The amount of sessions approved by the child's insurance carrier
b. The number of times the target was introduced each session
c. How frequently the intervention occurred over a period of time
d. The number of times the SLP reinforces the child for a correct response
e. B and C
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Q:
Mainstreaming means that children with disabilities are educated in the same context as their nondisabled peers throughout the day.
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If the child's play does not demonstrate symbolic behavior it is likely that morphosyntax skills will be a focus of intervention.
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a. When the child began talking
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c. Exposure to environmental risk factors during gestation
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a. because it is the most cost effective
b. because pullout therapy is prohibited under IDEA
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Q:
Norm-referenced tests may over identify children from minority groups.
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Norm-referenced tests are most appropriately used to document change in a student's language skills as a result of intervention.
Q:
Matching1. Age equivalent scoreA. A total score that consists of the sum or mean score on two or more subtests.2. BasalB. A boundary of confidence that can be placed around atest score, calculated from the standard deviation and the reliability of the test.3. CeilingC. An indication of an individual's relative standing in terms of percentage; the percentage of people or scoresthat fall at or below a specific score.4. Composite scoreD. A score calculated by obtaining the difference between the person's actual score and the mean of the normal distribution and dividing that value by the standarddeviation.5. Percentile rankE. The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.6. Raw ScoreF. A standard score with a mean of 5 and a standard deviation of 2.7. Standard Error of Measure (SEM):G. A standard score with a mean of 50 and a standard deviation of 10.8. StanineH. The chronological age for which a raw score is the average score.9. T-ScoreI. The actual score (number of items correct) on a test.10. Z-scoreJ. When the student misses a specific number of sequential items on a test, testing is discontinued.K. A standard score with a mean of 100 and a standard deviation of 15.
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Qualitative language analysis
a. is part of the two-step LSA.
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Subdomain 4 is qualitatively different from subdomain 3.
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Breaking down a complex task into a series of linked steps (i.e., "chaining) is reflective of which theory?
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Children in this Subdomain begin to add "s" to words.
a. Subdomain 1: Early Pragmatics
b. Subdomain 2: Vocabulary
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This Subdomain encompasses joint visual attention, imitation, and turn taking.
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A clinical application of Cognitivist theory is when
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b. Practitioners use drill-and-practice activities within intervention sessions.
c. Practitioners encourage parents and other caregivers to reinforce intervention activities.
d. Practitioners focus on building linkages between letter names and letter sounds.
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If a researcher implements an experimental intervention, randomization has occurred.
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In an experimental study, if I conduct the experimental intervention and also administer and score students' pre- and post-intervention assessments, I may have violated which aspect of high-quality experimental design?
a. Randomization
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d. Subject equivalency across control and experimental groups
e. Effect-size estimates
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If I ask a subject (who has agreed to participate in my study) which experimental group he/she would like to be in--the one that will require 3 days a week participation or the intervention that meets 1 day a week--I have evidence that my study will meet the requirements for:
a. Randomization
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AAC is thought to reduce speech development.
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Potential AAC assessment team members is likely to include all of the following, except
a. Parents/family.
b. Speech-language pathologist.
c. Teacher.
d. School principal.
e. Occupational therapist.
Q:
Research on the effect of AAC has demonstrated that ACC
a. Is more than an assistive technology.
b. Is a significant benefit to the development of language skills.
c. Is an expensive but not very effective intervention.
d. A, B, and C.
e. A and B only.
Q:
The intervention targets for (AAC) approach typically include all the below except
a. Language learning in clinician-directed academic skill-related activities
b. Increased use of multiple modes of communication.
c. Increased participation in communicative interactions.
d. Increased interactions with peers in a variety of different environments.
e. All of the above.