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Question
Matching| 1. Prompts | A. The adult describes what he is thinking, feeling, or seeing. |
| 2. Shaping | B. The communicator responds to others' communication attempts. |
| 3. Fading | C. The adult says a sentence, repeats smaller segments of the sentence, and then finally repeats the entire sentence. |
| 4. Self talk | D. The adult adds additional information related to the child's sentence. |
| 5. Parallel talk | E. Continuous reinforcement to increase the likelihood that a behavior will occur |
| 6. Telegraphic speech | F. A term that describes children's early word combinations. |
| 7. Language expansions | G. A technique used to teach increasingly complex behaviors. |
| 8. Language extensions | H. The communicator initiates a conversational turn. |
| 9. Buildup/breakdown technique | I. Thinking about thinking. |
| 10. Conversational assertiveness | J. Instructions or stimuli used to ensure a child responds correctly. |
| 11. Conversational responsiveness | K. The adult uses language to describe what the child is thinking, feeling, and doing. |
| 12. Metacognition | L. The adult repeats the child's verbalization but adds morphemes or words to make the sentence an acceptable adult sentence. |
| M. Used to reduce dependency and generalize a new behavior into other communication contexts | |
| N. A past tense utterance |
Answer
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Related questions
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Modeling techniques are generally contingent on child interests.
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A goal attack strategy in which one goal at a time is targeted until a predetermined level of accuracy is achieved is known as a
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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.
Q:
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.
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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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Issues relevant to backward design include
a. When the child began talking
b. Information regarding language impairment in other members of the family
c. Exposure to environmental risk factors during gestation
d. All of the above
e. None of the above
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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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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:
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a. is part of the two-step LSA.
b. compares the child's language quality with a language-age match.
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.
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The word "doggie" and "mommy" are examples of agents when completing a semantic analysis.
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Breaking down a complex task into a series of linked steps (i.e., "chaining) is reflective of which theory?
a. Emergentist theory
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c. Cognitive constructivist theory
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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
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Q:
This Subdomain encompasses joint visual attention, imitation, and turn taking.
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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.
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b. Subdomain 2: Vocabulary
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Q:
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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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Language disorders are caused when there is a disruption in language form, content, and/or use.
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I am your instructor for a course in which we will learn about how sound waves travel and learn how sound is measured (in dB). We are focusing on the level of the speech chain at the
a. Acoustic level
b. Physical/Motor level
c. Linguistic level
d. All of the above
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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.
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.