Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Communication
Q:
Macrostructure is a feature of narratives that includes all of the following, except
a. Grammar
b. Organization
c. Episode structure
d. Initiating event
e. Story consequence
Q:
A very early spelling intervention is likely to focus on
a. Within word patterns
b. Suffixes and prefixes
c. Teaching children to pay attention to syllable juncture
d. Recognizing base words and morphemes
Q:
Spelling assessment and intervention include analyses of all of the following, except
a. Phonological awareness.
b. Word sort ability.
c. Literate language awareness.
d. Orthographic knowledge
e. Morphological knowledge.
Q:
Research indicates that professionals can improve students' reading comprehension through vocabulary building and by helping students learn comprehension meta-skills such as
a. Writing out vocabulary
b. Teaching meta-strategies
c. Summarization.
d. Completing fill-in-the-blank questions
e. A and D
f. B and C
g. All of the above.
Q:
Foundational reading skills for school-age students include
a. Phonological awareness.
b. Reading comprehension.
c. Reading fluency.
d. All of the above.
e. None of the above.
Q:
The embedded-explicit model of early literacy intervention includes all of the following, except
a. Meaningful literacy targets within everyday activities
b. Child-directed talk
c. Regular explicit activities.
d. Self-directed workbook activities.
e. Individual or small-group sessions for children who need increased learning opportunities.
f. All of the above represent the embedded-explicit model
Q:
A developmental sequence of phonological awareness could be articulated as
a. 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
Q:
High-quality discourse with parents, teachers, family members and others develops a child's
a. Phonological awareness.
b. Print and alphabetic concepts.
c. Oral language skills.
d. Phonics.
Q:
Knowing letter names is a part of which emergent literacy domain
a. Phonological awareness.
b. Print and alphabetic concepts.
c. Oral language skills.
d. All of the above.
e. None of the above
Q:
The ability to identify and manipulate the individual sound segments of words is a part of which emergent literacy domain
a. Oral language skills
b. Phonics
c. Phonological awareness
d. All of the above
e. None of the above
Q:
In the preventative model of intervention, the most important emergent literacy targets include
a. Phonological awareness.
b. Print and alphabetic concepts.
c. Oral language skills.
d. Early writing skills.
e. All of the above
Q:
The majority of parents with a child who is diagnosed with ASD sensed something was different about their child in the toddler years (prior to age 3).
Q:
The American Academy of Pediatrics recommends that all children be screened for autism at 4 years of age.
Q:
The SCERTS approach is based on development and social interaction theory emphasizing ecological validity.
Q:
Applied Behavioral Analysis (ABA) draws strongly from behavioral theory and has Level I research data supporting its use.
Q:
Deficits in sensorimotor skills, imitation abilities, and the development of joint visual attention are associated with ASD.
Q:
Autism spectrum disorders are disorders of brain development; current research points to exposure to mercury in vaccinations as a cause.
Q:
Intellectual disability and epilepsy are the most frequently occurring associated conditions.
Q:
ASDs affect more females than males at a ratio of 4:1.
Q:
An individual with low-functioning autism typically evidences difficulty at the discourse level (e.g., understanding sarcasm and nuanced comprehension of conversational topics)
Q:
Children with high-functioning autism may evidence prosody and intonation in their vocal quality.
Q:
Children with autism spectrum disorder demonstrate (a) an impairment of social interaction, (b) significant communication impairment, and (c) unusual stereotypic or repetitive behaviors before the age of 5 years.
Q:
Matching1. Restrictive repetitive behaviorsA. Difficulty with social skills but without nonfunctional behavioral components and/or sensory issues2. Social pragmatic communication disorderB. Using another's body to communicate.3. Autistic Spectrum Disorder (ASD)C. Form of progress monitoring.4. High-functioning autismD. A practitioner-directed intervention based on skill-level and reinforcement5. Low-functioning autismE. Imitating or repeating another's sentence or phrase6. Hand leadingF. A social interaction approach that includes family members and functional communication goals.7. EcholaliaG. An individual with this disorder is likely to be educated in general education class with some support 8. EmpathizingH. Negative stimuli9. Communicative functionsI. How the child communicates.10. Communication meansJ. A disorder with deficits in social interaction and with stereotypic behaviors, fixed interests, and/or sensory issues; presents with significant variation11. Communication temptationsK. Involvement of others and environmental modifications used to promote social communication and emotional regulation.12. Applied Behavioral Analysis (ABA)L. The ability to understand how another person might feel in a particular situation13. SCERTS approachM. To entice, surprise, or elicit a child's conversational attempt.14. Transaction supportN. Individual with this diagnosis likely to require intensive, individualized interventionO. Stereotypic behaviors, fixed interests, unwillingness to alter routines, sensory issuesP. What motivates a child to communicate (e.g., requesting, negation, etc.)
Q:
Students with HFA are likely to benefit from ________ strategies to assist their memory recalla. Verbalb. Auditoryc. Linguisticd. Visual
Q:
A child with HFA is most likely to be classified on Fey's assertiveness-responsiveness rubric as
a. + assertive, + responsive
b. + assertive, - responsive
c. " assertive, + responsive
d. " assertive, - responsive
Q:
Setting out paper but no crayons/pencils and asking the child to draw a picture is an example of
a. Communication temptation
b. Means-end
c. Object permanence
d. Scaffolding
e. Joint visual attention
Q:
A rating scale is helpful for progress monitoring because
a. It provides a norm-referenced score
b. It compares the child's performance to other children
c. Helps diagnose ASD
d. All of the above
e. None of the above
Q:
Comprehensive treatment programs as described by Odon (2010)
a. Uses specific skill-acquisition training paradigms
b. Are influenced heavily by the behaviorist theory
c. Implement a variety of conceptual framework to achieve multiple outcomes
d. All of the above
e. None of the above
Q:
An example of a communication function is
a. Single word production
b. Gestures
c. 3-point gaze
d. Vocalizations
e. All of the above
f. None of the above
Q:
The SCERTS approach, based on development and social interaction theory emphasizing ecological validity, uses a facilitative intervention style that
a. Follows the child's lead.
b. Offers choices and alternatives.
c. Embeds learning sequences with the child's everyday activities.
d. All of the above.
e. B and C only.
Q:
Applied Behavioral Analysis (ABA), an intervention approach that draws strongly from behavioral theory, states that
a. Any behavior can be broken down into separate behaviors.
b. Can be measured in precise terms.
c. Can be manipulated through principles of reinforcement.
d. All of the above.
e. None of the above.
Q:
The assessment protocol for a child suspected of having ASD includes an evaluation of all of the following, except
a. Hearing.
b. Relationship of the parents.
c. Oral-motor skills and speech production.
d. Both verbal and nonverbal communication functions.
e. Observation of the child's ability during a variety of activities.
Q:
Parents of children with ASD need to be trained in all of the following, except (pick the best answer)
a. Behavior modification to reduce negative behaviors.
b. Interactions to enhance child's social-emotional and communication behaviors.
c. Facilitating the child's independence.
d. Eliminating repetitive motor mannerisms.
e. Becoming effective educational advocates for the child.
Q:
Since children with ASD have difficulty with joint visual attention, intervention includes
a. Watching the child's gaze and focus of attention.
b. Joining the child at eye level.
c. Asking the child a question.
d. Waiting for a response from the child.
e. All of the above.
Q:
Children with ASD have difficulty with sensorimotor skills
a. Related to objects.
b. Related to social interaction.
c. Related to awareness of others.
d. All of the above.
e. B and C above.
Q:
The increase in the number of children receiving services because of ASD may
a. Indicate a true increase in autism.
b. Be caused by a change in identification patterns.
c. Be the result of more accurate case finding.
d. All of the above.
e. None of the above.
Q:
Associated conditions that occur relative frequently in individuals with ASD are
a. Hearing loss.
b. Intellectual disability.
c. Epilepsy.
d. All of the above.
e. B and C above.
Q:
Autism is typically manifested before age 3 noted when the child engages in _________
a. Academic activities
b. Poor behaviors
c. Repetitive activities and stereotypic behaviors
d. Social activities
Q:
Children with autism spectrum disorder (ASD) demonstrate
a. An impairment of social interaction.
b. Significant communication impairment.
c. Unusual stereotypic or repetitive behaviors before the age of 3 years.
d. None of the above.
e. All of the above.
Q:
Manipulating the situation to prompt a child to communicate is associated with which language strategy?
a. Scaffolding
b. Communication means
c. Communication facilitations
d. Communication temptations
e. None of the above
Q:
Joint visual attention is most closely aligned with which theoretical perspective?
a. Skinner/Behaviorist
b. Piaget/Cognitive Constructivist
c. Vygotsky/Social Interactionist
d. Brunner/Discovery Learning
Q:
There is research evidence that ASD may be caused by genetic factors along with
a. Poor parenting
b. Environmental factors
c. Pharmacology
d. All of the above
Q:
Children with autism (ASD) have a number of language impairments that often include language delay and
a. Dyslexia
b. Articulation
c. Dysphonia
d. Echolalia
Q:
Interventions for individuals with ID are often focused on drill activities to improve motivation to communicate.
Q:
The term idiopathic ID is used to describe specific, identified genetic patterns.
Q:
Children with Down syndrome rarely progress beyond simple sentence structures.
Q:
Individuals with ID often have a reduced reaction time in response to stimuli.
Q:
Genetic factors are a causative factor in 75% of cases of ID.
Q:
The lack of access to birth care is considered to be a behavioral risk factor.
Q:
ID occurs more frequently in males than females.
Q:
At present most individuals with ID are unable to live and work in community settings.
Q:
An individual is considered to have ID only if the disability originates at birth.
Q:
Intellectual disability refers to individuals with core deficits encompassing both intellectual and social domains.
Q:
Matching1. Intellectual DisabilityA. The ability to orient and react to a specific stimulus2. Traumatic Brain Injury (TBI).B. The ability to coordinate different pieces of information into a linked system3. Adaptive BehaviorC. Gathers information about a student's behavior in order to identify the function or purpose of an aversive behavior4. AttentionD. Goal-directed behaviors to achieve the positive feelings associated with task competency5. DiscriminationE. A behavioral intervention used to replace an individual's maladaptive or problem behaviors with more socially acceptable communication options6. OrganizationF. An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability7. Simultaneous ProcessingG.. The ability to systematize incoming information to speed processing and facilitate retrieval8. Successive ProcessingH. The current information retained to carry out everyday tasks9. Transfer Of InformationI. Problem behaviors 10. MemoryJ. High context culture11. MotivationK. Refers to individuals with core deficits encompassing both intellectual and social domains12. Functional AssessmentL. A performance-based intervention designed to emphasize the communicative strengths13. Maladaptive BehaviorsM. The ability to arrange stimuli in a step-by-step or linear sequence14. Functional Communication Training (FCT)N. The ability to attend to specific stimuli in a field of similar stimuli15. IT's Fun ProgramO. The ability to apply learned information to novel problemsP. An individual's cognitive, communication, and academic skills, social skills, and independent living skills
Q:
Which is not a basic principle used to guide intervention for individuals with ID?
a. Provide intervention from the prelinguistic stage through adulthood.
b. Approach intervention from an ecological viewpoint.
c. Identify and focus on the intellectual deficits of the individual with ID.
d. Follow a three-pronged approach to intervention programming considering typical development, life span needs, and an individual's strengths and weaknesses
Q:
An intervention approach that helps to replace an individual's maladaptive behavior with more socially acceptable communication options is referred to as
a. IT's Fun Program.
b. Milieu Teaching.
c. Peer-training Models.
d. Functional Communication Training.
Q:
Children with Williams syndrome exhibit which of the following characteristics
a. Overly friendly.
b. Hoarse voice.
c. Delayed verbal skills in early childhood.
d. All of the above.
Q:
Children within which of the following ID subtypes demonstrate a surprising ability to learn to read given their cognitive ability?
a. Down syndrome.
b. Asperger syndrome.
c. Fragile X syndrome.
d. Williams syndrome.
Q:
Many children with Down syndrome do not produce their first words before
a. Age 1 or 1
b. Age 2 or 3.
c. Age 4 or 5.
d. Age 6 or 7.
Q:
The ability to orient and react to a specific stimulus is referred to as
a. Discrimination.
b. Overselectivity.
c. Organization.
d. Attention.
e. Transfer.
Q:
Chunking refers to:
a. Limitations in the ability to organize incoming information.
b. Tasks requiring logic and planning.
c. Grouping separate pieces of information into linked units
d. Use of unusual phrases and vocabulary.
Q:
Knowledge-based processing strategies used to improve writing skills would include all of the following, except
a. Writing a shopping list.
b. Coloring a picture.
c. Filling out forms.
d. Taking phone messages.
e. Keeping a journal.
Q:
A student with ID who has developed some ineffective social interaction patters (e.g., asking the same question repeatedly) would be an example of
a. Code-switching
b. A language delay.
c. A language difference.
d. Functional communication
e. A and D.
Q:
A student whose vocabulary development is better than his morphosyntax skills is likely to have
a. Williams syndrome.
b. Down syndrome.
c. Asperger syndrome.
d. Fragile X syndrome.
Q:
A student who has better-than-expected verbal abilities in relation to cognitive skills is likely to have
a. Williams syndrome.
b. Down syndrome.
c. Asperger syndrome.
d. Fragile X syndrome.
Q:
Before age 10, language output of individuals with ID generally
a. Has reduced vocabulary diversity
b. Limited morphological use
c. Has a reduction in the quantity of language
d. Both A and C.
e. Both A and B.
f. All of above
Q:
An example of stimulus overselectivity is
a. Calling all animals "dog"
b. When the student looks at picture with many details, he only focuses on details in the background
c. A child sees a dance where all the dancers are women, the child believes that only women can be dancers
d. The child cannot break down a task into its sub-components
e. All are examples of overselectivity
Q:
Cognitive processing subskills involved in the data-based processes include all of the following, except
a. Discrimination.
b. Observation.
c. Memory.
d. Transfer.
e. Organization.
Q:
Knowledge-based learning consist of learning processes that
a. Requires identifying specific subskills needed to accomplish overall tasks.
b. Is framed within its environmental context
c. Based on incoming data
d. Based on prior knowledge
e. A and C
f. B and D
g. All of the above.
Q:
Chromosome disorders would be considered to be which kind of risk factor?
a. Behavioral risk factor
b. Social risk factor
c. Prenatal risk factor
d. Perinatal risk factor
e. Postnatal risk factor
Q:
The prevalence of ID encompasses all, except
a. 1.5 million people ages 6-64
b. Consist of 1%-3% of the population.
c. Children with ID make up 50% of the caseloads of school-based SLPs.
d. Occurs more frequently in males than females.
e. All of the above are true
Q:
Professionals use which dimension to determine eligibility for services for individuals with ID?
a. Dimension I
b. Dimension II
c. Dimension IIII
d. Dimension IV
e. Dimension V
Q:
In Dimension III of the ecological model, professionals directly observe
a. An individual's social roles in everyday activities.
b. An individual's cognitive and academic skills.
c. An individual's participation and interpersonal interactions.
d. Both A and C
e. All of the above
Q:
The term developmental disability
a. Means the same thing as intellectual disability
b. Is an umbrella term for disabilities that occur during childhood
c. Is a preferred term
d. All of the above.
Q:
When the interventionist considers the individual's family and friends, which component of the ecological system is considered?
a. Functional system
b. Mesosystem
c. Macrosystem
d. Microsystem
Q:
Current research demonstrates that a child with HL who is identified and treated in the first few months of life has the potential of developing language commensurate with normal hearing peers when no other disorders exist.
Q:
Children with hearing loss who did not have early intense auditory training or who have other associated deficits are likely to have language impairments.
Q:
Auditory perceptual problems are generally caused by auditory processing disorder or auditory neuropathy/dys-synchrony and can be corrected by a cochlear implant.
Q:
Sensorineural losses are those caused by damage to the inner ear structures or auditory nerve, often caused by genetic disorders or birth defects.
Q:
Otitis media, an infection of the middle ear, results in permanent conductive hearing loss.