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Question
A developmental sequence of phonological awareness could be articulated asa. Individual phoneme awareness to syllable- and- word level awareness to blending and segmenting words.
b. Blending and segmenting words to word and syllable level to awareness of individual phonemes.
c. Word- and syllable-level awareness to awareness of individual phonemes to blending and segmenting words.
d. Letter-sound correspondence
e. Alphabetic awareness to correct spelling
Answer
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Related questions
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Modeling techniques are generally contingent on child interests.
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a. Megacognition strategy
b. Cyclic strategy
c. Horizontal strategy
d. Vertical strategy
e. Generalization strategy
Q:
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
f. All of the above.
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A facilitation technique in which the adult deconstructs a sentence into its separate components in known as
a. Language expansions.
b. Languages extensions.
c. Buildup/breakdown.
d. None of the above.
e. All of the above
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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.
Q:
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
f. All of the above
Q:
Mainstreaming means that children with disabilities are educated in the same context as their nondisabled peers throughout the day.
Q:
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Issues relevant to backward design include
a. When the child began talking
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c. Exposure to environmental risk factors during gestation
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Q:
A classroom-based approach of intervention is used
a. because it is the most cost effective
b. because pullout therapy is prohibited under IDEA
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e. All of the above
Q:
Norm-referenced tests may over identify children from minority groups.
Q:
Norm-referenced tests are most appropriately used to document change in a student's language skills as a result of intervention.
Q:
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Q:
Qualitative language analysis
a. is part of the two-step LSA.
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c. includes both microanalysis and macroanalysis of the LSA.
d. All of the above
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Subdomain 4 is qualitatively different from subdomain 3.
Q:
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Q:
Breaking down a complex task into a series of linked steps (i.e., "chaining) is reflective of which theory?
a. Emergentist theory
b. Social interactionist theory
c. Cognitive constructivist theory
d. Behaviorist theory
e. Nativist theory
Q:
Children in this Subdomain begin to add "s" to words.
a. Subdomain 1: Early Pragmatics
b. Subdomain 2: Vocabulary
c. Subdomain 3: Early Word Combinations
d. Subdomain 4: Morphosyntax
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Q:
This Subdomain encompasses joint visual attention, imitation, and turn taking.
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b. Subdomain 2: Vocabulary
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Q:
Children who have more than 50 words typically and begin to produce two-word phrases are said to be in this Subdomain.
a. Subdomain 1: Early Pragmatics
b. Subdomain 2: Vocabulary
c. Subdomain 3: Early Word Combinations
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Q:
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Q:
If a researcher implements an experimental intervention, randomization has occurred.
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Q:
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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c. Blinding
d. Subject equivalency across control and experimental groups
e. Effect-size estimates
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Q:
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
b. Fidelity
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d. Subject equivalency across control and experimental groups
e. Effect-size estimates
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Q:
AAC is thought to reduce speech development.
Q:
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.