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Communication
Q:
When the hearing loss occurs in the outer and middle ear, it is called a conductive loss and is typically the result of a medical problem such as a fluid-filled middle ear or damage such as a perforated eardrum.
Q:
Matching1. Otitis MediaA. HL caused by malfunctioning of the auditory pathway to the brain or small defects in the brain's auditory cortex.2. Conductive Hearing LossB. The desired sound compared to background noise level.3. Sensorineural Hearing LossC. Despite damage or disease, the auditory system can develop appropriately with early stimulation.4. Auditory Processing Disorder (APD)D. Combines spoken language with sign language.5. Paradigm ShiftE. The amount of time that a child has had exposure to sound.6. NeuroplasticityF. HL in the outer or middle ear.7. Developmental SynchronyG. Responding to emotional expressions rather than to the content of the message.8. Total CommunicationH. A radical change in thinking leading to new approaches.9. Listening And Spoken LanguageI. Sometimes called "Speaking Exact English"10. Hearing AgeJ. An infection of the middle ear 11. Reflective FeelingK. The brain's ability to take advantage of developmental "windows ofopportunity".12. Open-Ended QuestionsL. Integration of listening, speech, language, and cognition following the normal developmental sequence.M. HL caused by genetic disorder or damage to the inner ear. N. Used to help families explore their emotions in regards to their child's hearing loss.
Q:
Extension activities are used in LTL interventions in order toa. Drill sound productionb. Embed language learning into meaningful contextsc. Eliminate potential otitis mediad. Control background noisee. All of the above
Q:
Acoustic highlighting is a technique used to
a. Control the volume of the auditory device.
b. Measure the decibel level of ambient noise.
c. Improve sound audibility.
d. A, B, and C.
e. A and C.
Q:
The Learning to Listen (LTL) technique trains parents to
a. Teach their child to use baby signs.
b. Read storybooks to their child.
c. Play with their child using toys paired with certain sounds.
d. A, B, and C.
e. B and C only.
Q:
An assessment that measures a child's ability to repeat phonemes in response to the adult's request is
a. The MacArthur-Bates Communicative Development Inventory.
b. The Cottage Acquisition Scales for Listening, Language, and Speech (CASLLS).
c. The Ling Six Sound Test.
d. All of the above.
e. None of the above.
Q:
An assessment specifically designed for children with hearing loss is
a. The MacArthur-Bates Communicative Development Inventory.
b. The Cottage Acquisition Scales for Listening, Language, and Speech (CASLLS).
c. The Ling Six Sound Test.
d. All of the above.
e. None of the above.
Q:
An assessment that asks parents to identify various words that their child either says of signs is
a. The MacArthur-Bates Communicative Development Inventory.
b. The Cottage Acquisition Scales for Listening, Language, and Speech (CASLLS).
c. The Ling Six Sound Test.
d. All of the above.
e. None of the above.
Q:
Families of a child with HL need to consider the following factors
a. Early identification.
b. Audiological management.
c. Choice of communication modality.
d. Family involvement in the remediation process.
e. All of the above.
Q:
Current research demonstrates that children with hearing loss and no other disorders have the potential to develop language commensurate with their normal hearing peers when
a. Parental and professional support is in place.
b. Appropriate and high-quality amplification is utilized.
c. Early intensive intervention is provided.
d. A, B, and C.
e. A and C only.
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 including
a. Morphologic and syntactic deficits.
b. Semantic and pragmatic delays.
c. Articulation and phonological deficits.
d. A, B, and C.
e. A and B only.
Q:
Auditory perceptual problems are
a. Caused by malfunctioning of the auditory pathway to the brain or small defects in the brain's auditory cortex (APD).
b. Caused by an auditory processing deficit that impedes the auditory signal as it travels from the cochlea to the brain (AN/AD).
c. Not due to a malfunction in the outer, middle, or inner ear.
d. A, B, and C.
e. B and C only.
Q:
The medical problem known as Otitis media
a. Impacts the hearing of all preschool children.
b. Is a temporary problem that has no permanent impact on hearing.
c. Has a considerable negative impact on the hearing of preschool and primary school children.
d. All of the above.
e. None of the above.
Q:
Most conductive hearing disorders
a. Are amenable to medical treatment.
b. Are temporary.
c. May cause problems in the development of auditory brain centers.
d. A, B, and C.
e. A and B only.
Q:
Hearing loss caused by a fluid-filled middle ear or damage such as a perforated eardrum is known as
a. A conductive loss.
b. A sensorineural loss.
c. A cochlear loss
d. A mixed loss.
e. None of the above.
Q:
Hearing loss that is both permanent due to genetic disorder co-occurring with a middle ear infection is known as
a. A conductive loss.
b. A sensorineural loss.
c. A cochlear loss
d. A mixed loss.
e. None of the above.
Q:
Hearing loss caused by damage to the inner ear structures or auditory nerve often caused by genetic disorders or birth defects is known as
a. A conductive loss.
b. A sensorineural loss.
c. A cochlear loss
d. A mixed loss.
e. None of the above
Q:
Hearing loss that occurs in the outer and middle ear typically as a result of medical problems is known as
a. A conductive loss.
b. A sensorineural loss.
c. A cochlear loss
d. A mixed loss.
e. None of the above
Q:
The knowledge, beliefs, and practices that make up Deaf culture are linked to spoken English.
Q:
You become a member of the Deaf Community simply by losing your hearing.
Q:
Close-ended questions are a technique professionals should use when counseling the parents of a child with HL.
Q:
The Learning to Listen (LTL) technique teaches parents to use a slower rate, increased pitch, and hand cues during parent"child play interactions.
Q:
The Ling Six Sound Test (Ling, 1989) is a procedure used to determine that a child has auditory access.
Q:
The Cottage Acquisition Scales for Listening, Language, and Speech (CASLLS) was specifically designed for children with HL.
Q:
The MacArthur-Bates Communicative Development Inventory: Words, Gestures, and Sentences (Fenson et al., 2007) is used to place a child on a normal curve with regard to pragmatic functioning.
Q:
An effective SLP tells parents it is best not to discuss negative worries about their child as this discussion may hinder their child's progress in therapy.
Q:
The only factor that families of a child with HL need to consider is the choice of communication modality.
Q:
The Deaf culture believes all children with HL should learn spoken language.
Q:
Auditory plasticity means that despite damage or disease, the auditory system can develop appropriately with early stimulation.
Q:
CRT uses a strategy called sentence combining which is an intervention appropriate for school-aged students who need to improve sentence complexity.
Q:
Enhanced milieu training (EMT) includes the teaching strategies of mand-model, time-delay, and incidental teaching along with adult modeling.
Q:
Curriculum-based intervention is a norm-referenced procedure.
Q:
The language sample analysis (LSA) is useful for children with SLI as it identifies morphosyntax errors.
Q:
Almost all children diagnosed with SLI also are diagnosed with attention deficit/hyperactivity disorder.
Q:
The prevalence of children diagnosed with SLI is 7%.
Q:
SLPs typically diagnose SLI in the toddler years (age 16-20 months).
Q:
Children with SLI have a primary disorder in the domain of language use.
Q:
A problem in one language domain (form, content, use) can result in impairment in other language domains.
Q:
SLI is caused by minimal interaction with others during the developmental stages of language.
Q:
Matching1. Specific language impairment (SLI)A. Students with typical languageare trained to use social strategies to encourage communication from studentswith communication disorders.2. Late language emergenceB. Identifies instructional modifications to enhance the student's academic success.3. Peer confederate trainingC. Similar to backward design4. Sociodramatic script trainingD. The adult manipulates the environment so that the child is more likely to talk.5. Parent-child interaction assessmentsE. The adult uses a verbal prompt in the form of a question.6. Curriculum-based language assessmentF. 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 procedureH. The adult uses figurative speech with the student9. Incidental teachingI. 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 combiningJ. The adult gives the student two or more simple sentences; longer, more complex sentence are targeted12. Time delayK. 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.
Q:
The goal "Noah will spontaneous produce irregular past tense verbs to obtain information in a play-like setting in a 30-minute session" is most likely representing which language intervention approach?a. Sentence combiningb. Enhanced milieu teachingc. Curriculum-based interventiond. Conversational recast training
Q:
An example of Sentence Combining intervention is
a. Restating a child's utterance in a more complex form while maintaining the child's meaning
b. Parents learn to follow their child's lead, wait for a child's conversational turn and maintain balanced interactions.
c. Giving a child several simple sentences with the goal of a more complex sentence construction
d. All of the above.
e. None of the above.
Q:
Sentence combining is
a. Appropriate for school age children.
b. Directed by the teacher or SLP.
c. Improves sentence complexity.
d. All of the above.
e. None of the above.
Q:
When the practitioner uses conversational recast training (CRT) she
a. Asks the child to repeat back the sentence in its correct form
b. Alternates between declarative and interrogative question forms
c. Implements a highly natural child-directed activity
d. All of the above.
e. None of the above
Q:
In EMT intervention is likely to
a. Focus on early semantic combinations
b. Focus on complex sentence structure
c. Be adult directed
d. A and C
e. All of the above.
f. None of the above.
Q:
Enhanced milieu training (EMT), a naturalistic approach to intervention, is appropriate for children who
a. Are school age.
b. Have a vocabulary of at least 10 words.
c. Have not been successful with other approaches.
d. All of the above.
e. None of the above.
Q:
The assessment process for children with SLI includes the following:
a. Always includes a parent-child interaction
b. Always includes a curriculum based assessment
c. Always is completed following a physician's referral
d. A and B
e. All of the above.
f. None of the above.
Q:
A social script intervention
a. Provides an opportunity for the SLP to write scripts
b. Encourages creative play.
c. Is a repeated social interaction likely to occur in daily life.
d. All of the above.
e. None of the above.
Q:
Helpful peer entry strategy(s) include(s)
a. Asking the adult to intervene.
b. Watching play behavior at the perimeter of the play area
c. Imitate the ongoing play and make a positive statement
d. All of the above
e. None of the above.
Q:
Interventions for children with SLI sometimes require
a. Training for parents on child interactions that promote language development.
b. Strategies that enhance social skills.
c. Cooperation between the classroom teacher and the SLP.
d. All of the above.
e. None of the above.
Q:
Children with SLI may have
a. Problems with interactive communication.
b. Phonological impairments.
c. Difficulty with reading and writing
d. Problems with peer interactions.
e. A and D
f. All of the above.
Q:
A focus of intervention for children with SLI will almost always include
a. Focus on morphosyntax skills.
b. Focus on advanced discourse skills.
c. Focus on understanding sarcasm.
d. All of the above.
Q:
Children under age 4 who demonstrate late language emergence
a. Rarely are diagnosed with SLI at later ages
b. Have environmental deprivation
c. Do not need intervention
d. All of the above.
e. None of the above.
Q:
A child with SLI has a significant language impairment without associated
a. Hearing loss.
b. Cognitive deficit.
c. Neurological, or motor impairments.
d. B and C
e. A, B, and Ca.
Q:
Specific Language Impairment (SLI) is a diagnosis based on exclusionary criteria. This means that
a. Criteria are used to exclude other problems.
b. The child does not have a pragmatic problem
c. The child does not have a phonological disorder
d. All of the above.
e. B and C
Q:
The intervention goal: "John will correctly produce past tense verbs when writing a paragraph in his daily journal at least 70% of the time" lacks a well-developed criterion statement.
Q:
Pragmatic intervention focuses on a child's ability to take conversational turns and initiate conversation.
Q:
The words, "bed, jump, arm" are examples of Tier 2 vocabulary.
Q:
If a child has errors in form, the professional uses strategies to make certain child learns to initiate interactions and stay on topic.
Q:
Intervention that occurs in the child's home or classroom is judged as more natural on the continuum of naturalness.
Q:
I give the child a marble to drop in a coffee can each time she uses the correct pronoun (e.g., "She is a girl"). It can be said that this is a child-directed activity.
Q:
An effective communicator is - assertive and + responsive.
Q:
The assertiveness-responsiveness scheme is a diagnostic process used to quality an individual for services.
Q:
The SLP is working on the auxiliary verb. She says "Is the man sleeping? Oh, he is sleeping! Is the kitty sleeping?" It is likely that the SLP is using focused stimulation.
Q:
The child says, "Rock baby!" the adult says "Rock baby!" back to the child: this is an example of language extensions.
Q:
Self-talk is when the adult describes the child's actions.
Q:
Modeling techniques are generally contingent on child interests.
Q:
Linguistic stimuli are better than nonlinguistic stimuli in intervention.
Q:
Matching1. PromptsA. The adult describes what he is thinking, feeling, or seeing.2. ShapingB. The communicator responds to others' communication attempts.3. FadingC. The adult says a sentence, repeats smaller segments of the sentence, and then finally repeats the entire sentence.4. Self talkD. The adult adds additional information related to the child's sentence.5. Parallel talkE. Continuous reinforcement to increase the likelihood that a behavior will occur6. Telegraphic speechF. A term that describes children's early word combinations.7. Language expansionsG. A technique used to teach increasingly complex behaviors.8. Language extensionsH. The communicator initiates a conversational turn.9. Buildup/breakdown techniqueI. Thinking about thinking.10. Conversational assertivenessJ. Instructions or stimuli used to ensure a child responds correctly.11. Conversational responsivenessK. The adult uses language to describe what the child is thinking, feeling, and doing.12. MetacognitionL. 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 contextsN. A past tense utterance
Q:
An individual with very severe pragmatic disorders is most likely to be:a. + assertive, + responsiveb. - assertive, + responsivec. + assertive, - responsived. - assertive, - responsive
Q:
The goal attainment scale (GAS)
a. Is a sophisticated use of a rubric.
b. Uses videotapes of the intervention sessions.
c. Is a computer-generated graph of data.
d. All of the above.
e. None of the above
Q:
A person who does not initiate conversation, but answers questions when asked represents what quadrant of the assertive-responsive schemea. + assertive, + responsiveb. - assertive, + responsivec. + assertive, - responsived. - assertive, - responsive
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:
An example of a correctly written intervention goal is
a. Bill will edit his written schoolwork correctly on a regular basis.
b. Madison will use appropriate language to ask for things she wants.
c. Jane will initiate conversations with her peers during recess one time each day for two weeks.
d. A and B
e. B and C
f. All of the above
Q:
In a goal, the statement "after hearing the teacher produce a three-part command" reflects which part of the goal statement
a. a do statement.
b. a condition statement.
c. a criterion statement.
d. A and B
e. B and C
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:
Intervention that focuses on a child's ability to take conversational turns and initiate conversation relates to
a. Form.
b. Content.
c. Use.
d. All of the above.
e. None of the above.
Q:
Intervention that focuses on highlighting the semantic transparency of vocabulary and choosing Tier 2 level vocabulary with older children relates to
a. Form.
b. Content.
c. Use.
d. All of the above.
e. None of the above.
Q:
A description of the activities, location, and social aspects of intervention is known as
a. Focused stimulation.
b. Assertiveness-responsiveness scheme.
c. Continuum of naturalness.
d. All of the above.
e. None of the above
Q:
A way for the interventionist to profile an individual's ability to initiate conversation turns and respond to others' communication attempts is known as
a. Focused stimulation.
b. Assertiveness-responsiveness scheme.
c. Continuum of naturalness.
d. All of the above.
e. None of the above.