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Question
Matching| 1. Specific language impairment (SLI) | A. Students with typical language |
| are trained to use social strategies to encourage communication from students | |
| with communication disorders. | |
| 2. Late language emergence | B. Identifies instructional modifications to enhance the student's academic success. |
| 3. Peer confederate training | C. Similar to backward design |
| 4. Sociodramatic script training | D. The adult manipulates the environment so that the child is more likely to talk. |
| 5. Parent-child interaction assessments | E. The adult uses a verbal prompt in the form of a question. |
| 6. Curriculum-based language assessment | F. The adult restates the child's utterance while maintaining the child's meaning. |
| 7. Enhanced milieu teaching (EMT) | G. Uses simple questions and requests for child imitation along with adult language modeling techniques. |
| 8. Mand-model procedure | H. The adult uses figurative speech with the student |
| 9. Incidental teaching | I. A language deficit without other accompanying factors. |
| 10. Conversational Recast Training (CRT) | I. Observing the parent and child reading a book or playing with toys together. |
| 11. Sentence combining | J. The adult gives the student two or more simple sentences; longer, more complex sentence are targeted |
| 12. Time delay | K. Children whose language may or may not catch up with their peers. |
| L. The adult uses role-playing to teach students daily discourse routines. | |
| M. The adult uses a non-verbal prompt and waits for the child to respond. | |
Answer
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Related questions
Q:
Modeling techniques are generally contingent on child interests.
Q:
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
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.
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
Q:
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:
If the child's play does not demonstrate symbolic behavior it is likely that morphosyntax skills will be a focus of intervention.
Q:
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
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
c. it is a specified within the requirements of Least Restrictive Environment (LRE)
d. None of the above
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:
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.
Q:
Qualitative language analysis
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
e. None of the above
Q:
Subdomain 4 is qualitatively different from subdomain 3.
Q:
The word "doggie" and "mommy" are examples of agents when completing a semantic analysis.
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
e. Subdomain 5: Discourse
Q:
This Subdomain encompasses joint visual attention, imitation, and turn taking.
a. Subdomain 1: Early Pragmatics
b. Subdomain 2: Vocabulary
c. Subdomain 3: Early Word Combinations
d. Subdomain 4: Morphosyntax
e. Subdomain 5: Discourse
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
d. Subdomain 4: Morphosyntax
e. Subdomain 5: Discourse
Q:
A clinical application of Cognitivist theory is when
a. Practitioners observe children's play behaviors to gauge children's general 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.
Q:
If a researcher implements an experimental intervention, randomization has occurred.
Q:
Language disorders are caused when there is a disruption in language form, content, and/or use.
Q:
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
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
b. Fidelity
c. Blinding
d. Subject equivalency across control and experimental groups
e. Effect-size estimates
f. None of the above
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
c. Blinding
d. Subject equivalency across control and experimental groups
e. Effect-size estimates
f. None of the above
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.