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Communication
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:
A facilitation technique in which the adult modifies a child's simple sentences into more sophisticated sentence constructions is known as
a. Language expansions.
b. Languages extensions.
c. Buildup/breakdown.
d. None of the above.
e. All of the above.
Q:
A language facilitation technique in which the adult describes the child's actions is known as
a. Self talk.
b. Parallel talk.
c. Telegraphic talk.
d. Baby talk.
e. None of the above.
Q:
A language facilitation technique in which the adult describes what she is thinking, feeling, or seeing is known as
a. Self talk.
b. Parallel talk.
c. Telegraphic talk.
d. Baby talk.
e. None 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:
The use of easy, small steps gradually to help the child approximate the goal behavior is known as
a. Prompts.
b. Shaping.
c. Fading.
d. All of the above.
e. None of the above.
Q:
Instructions or stimuli used to elicit an initial response include:
a. Prompts
b. Shaping
c. Fading
d. All of the above.
e. None of the above
Q:
Intervention stimuli used to encourage a child to talk can be
a. Pictures, objects, or computers.
b. Nonlinguistic or linguistic.
c. Making eye contact.
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:
Matching1. At riskA. The social disadvantage that an individual experiences because of an impairment and resulting disability.2. InclusionB. The elimination of the onset and development of a communication disorder by altering susceptibility or environment for susceptible persons.C. The early detection and treatment of communication disorders. 3. Tertiary preventionD. An individual's reduced ability to meet the needs of daily living; determined by the severity of the impairment, the person's lifestyle, or the extent to which the individual can compensate.4. Secondary preventionE. The potential to develop a disorder based on specific biological, environmental, or behavioral factors. 5. Primary preventionF. Any loss or abnormality of psychological, physiological, or anatomical structure or function.G. The reduction of a disability by attempting to restore effective functioning.H. Children are educated in the same classroom as nondisabled peersI. Children spend part of the day in a special education classroom and part of the day with their peers who are typically developing
Q:
I assign a number to specific aspects of a child's performance--this is a technique to numerically classify qualitative aspects of the child's performance.
Q:
The pullout model of service delivery where the special educator or SLP works with an individual or small group is mandated by IDEA.
Q:
If a child is easily distracted, lacks persistence to the task and hand, and has undifferentiated behavior, he is demonstrating higher levels of engagement.
Q:
The routines based interview (RBI) is used to assess the role the family can play in support of intervention.
Q:
Evaluating the intake assessment meets the requirement for backwards design.
Q:
If the SLP and classroom teacher work together to modify the task demands of a classroom assignment--this represents an aspect of differentiated instruction.
Q:
Mainstreaming means that children with disabilities are educated in the same context as their nondisabled peers throughout the day.
Q:
For students who cannot be educated solely in the regular education classroom educators consider services that meet the requirement of "least restrictive environment."
Q:
School-age children must be demonstrating academic failure in order to qualify for speech-language pathology services.
Q:
If the child's play does not demonstrate symbolic behavior it is likely that morphosyntax skills will be a focus of intervention.
Q:
SLPs need to be culturally sensitive because
a. It is mandated by IDEA
b. It is mandated by the response-to-intervention approach
c. It is mandated by prevention approaches to language delay
d. All of the above
e. None of the above
Q:
It is likely that the routines-based interview will
a. Provide a rich description of family interactions
b. Provide a raw score that can be used to identify if the child has a language impairment
c. Help place the child on the bell-shaped curve
d. Qualify the child for intervention services
e. All of the above
Q:
The Individuals with Disabilities Education Act requires all of the following EXCEPT:
a. the development of an individualized education plan
b. a free, appropriate public education
c. a formal evaluation administered by an SLP
d. placement in the regular education classroom with age appropriate peers
e. All our required by IDEA
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 good routines-based question would be
a. What time does you child go to bed?
b. Describe what happens during dinnertime
c. Did your child have delayed language as a toddler?
d. A and C
e. All 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:
The appropriate term for the potential to develop a disorder based on specific biological, environmental, or behavioral factors is
a. At risk.
b. Disability.
c. Handicap.
d. Impairment.
e. All of the above
Q:
The question, "Does the student have the ability to introduce topics and ask questions that promote social interaction?" relates to this aspect of communication.
a. Cognitive
b. Early Pragmatic
c. Syntactical
d. Lexical
e. Later Discourse
Q:
The question, "Does this child combine words into two- and three-word combinations?" relates to this aspect of communication.
a. Cognitive
b. Early Pragmatic
c. Syntactical
d. Lexical
e. Later Discourse
Q:
The question, "Does the child demonstrate the mental skills that impact language development?" relates to this aspect of communication.
a. Cognitive
b. Early Pragmatic
c. Syntactical
d. Lexical
e. Later Discourse
Q:
The question, "Does the child have the basic principles of communication underlying social interaction?" relates to this aspect of communication.
a. Cognitive
b. Early Pragmatic
c. Syntactical
d. Lexical
e. Later Discourse
Q:
In RTI, intense, individualized intervention for children who do not progress through classroom-based or small group intervention is an example of
a. Tier 1
b. Tier 2
c. Tier 3
d. All of the above
e. None of the above
Q:
In RTI, small group or individualized intervention for children who are not progressing through classroom-based intervention is an example of
a. Tier 1
b. Tier 2
c. Tier 3
d. All of the above
e. None of the above
Q:
Response to intervention (RTI) is based on scientific, research-based evidence using a tiered approach. Classroom-based intervention on a daily basis provided to all children is an example of
a. Tier 1
b. Tier 2
c. Tier 3
d. None of the above
e. All of the above
Q:
This critical-thinking parameter ensures that practitioners are open to professional development.
a. Accuracy and scope of information
b. Evaluating evidence
c. Change and adaptability
d. All of the above
e. None of the above
Q:
This critical-thinking parameter demands that practitioners consider information supporting assessment tools and intervention protocols.
a. Accuracy and scope of information
b. Evaluating evidence
c. Change and adaptability
d. None of the above
e. All of the above
Q:
This critical-thinking parameter focusing on the need to gather supporting data when identifying a communication problem.
a. Accuracy and scope of information
b. Evaluating evidence
c. Change and adaptability
d. All of the above
e. None of the above
Q:
The extent to which a specific intervention is a cost effective means to rehabilitate a communication disorder is known as
a. Efficacy
b. Effectiveness
c. Efficiency
d. None of the above
e. All of the above
Q:
The extent to which a specific intervention results in a positive outcome when it is used in routine practice is known as
a. Efficacy
b. Effectiveness
c. Efficiency
d. All of the above
e. None of the above
Q:
The extent to which a specific intervention, procedure, or service produces beneficial results under ideal conditions is known as
a. Efficacy
b. Effectiveness
c. Efficiency
d. None of the above
e. All of the above
Q:
A cut-off of 1.25 standard deviations below the mean is often considered the decision point for providing language intervention.
Q:
A student with a Z-score of +1 is a high-average performer as compared to his or her peers.
Q:
If a test has a mean of 50 (standard deviation of 10) and the student obtains a standard score of 45; results suggest the student will require language intervention.
Q:
If a test has a mean of 100 and the student obtains a standard score of 90; she has missed 10% of the items on the test.
Q:
Screening tests are used to develop an intervention plan.
Q:
Discourse skills consider a child's use morphemes and grammar forms.
Q:
Quantitative analyses are more appropriate for school-age children as compared to analytic procedures used for preschool children.
Q:
T-unit analysis is used to account for differences in morphosyntax due to dialectal differences.
Q:
Language Sample Analysis (LSA) is a criterion-referenced assessment because the child's output is compared to developmental data.
Q:
Norm-referenced tests are generally more valid than criterion-referenced tests.
Q:
Norm-referenced tests may over identify children from minority groups.
Q:
An advantage of criterion-referenced tests is that the assessments are efficient to administer.
Q:
Criterion-referenced tests are use to compare the individual's performance with his or her peer's performance.
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:
If I say to the child "What TV shows do you like to watch all the time." It is likely that I am:
a. Trying to elicit a present progressive verb (I am watching Batman)
b. Trying to elicit a past tense verb (I watched Batman)
c. Trying to elicit a regular verb (I watch Batman)
d. Can"t tell what verb form will be elicited from this example
Q:
The utterance "I went to the store and I bought some bread" has ___ T-units
a. 1 t-unit
b. 2 t-units
c. 3 t-units
d. cannot tell with only this limited sample
Q:
A student has a standard score that places him at the -2 standard deviation on a comprehensive language test. This situation suggest that the student:
a. Has a language disorder or delay
b. Is within normal limits for language ability
c. Is above normal limits for language ability
d. Cannot tell if the student has a language impairment with only this information
Q:
A child scores very well on my test of vocabulary, but the child's teacher indicates he is struggling with vocabulary learning in the classroom. This situation suggests that the test has:
a. poor validity
b. poor reliability
c. poor validity and reliability
d. poor age-equivalency
Q:
I test a child on Monday using a norm-reference test, another SLP does not realize he was already tested and she tests him on Friday of the same week. Our scores are quite different. This situation suggests that the test has:
a. poor validity
b. poor reliability
c. poor validity and reliability
d. poor age-equivalency
Q:
If a child says "He walking."
a. The child has a language impairment
b. The child may have a language impairment depending on his/her age and home dialect
c. Doesn"t need further assessment; it is typical for children to talk like this
d. Is demonstrating difficulty producing adjectives
e. Answer B and Answer D
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:
The number of different words (NDW) is
a. a quantitative analysis of language content.
b. a measure of levels of vocabulary diversity.
c. compared to normative data.
d. All of the above
e. None of the above
Q:
A T-unit analysis
a. is used with older school-age children.
b. examines sentence structure including clauses and coordinating conjunctions.
c. Can include an assessment of written work.
d. All of the above
e. None of the above
Q:
The mean length of utterance (MLU) refers toa. the total number of words used by a child.b. an average for utterance length.c. the transcript of a speech sample.d. the length of time required to gather a speech sample.e. All of the above
Q:
If a student's standard score falls between +1 and +2 standard deviations on the bell-shaped curve, we know thata. the child is language impairedb. he got 100 answers correct on the administered testc. he performed worse than 90% of his peersd. d. None of the abovee. All of the above
Q:
An assessment tool is said to have reliability if ita. provides intervention strategies.b. is efficient to administer and score.c. produces similar scores if administered by different peopled. measures what it says it measures.e. All of the above
Q:
An assessment tool is said to have validity if ita. provides intervention strategies.b. is efficient to administer and score.c. produces similar scores if administered by different peopled. measures what it says it measurese. All of the above
Q:
A Language Sample Analysisa. is a criterion-referenced assessment.b. evaluates an individual's spontaneous or self-generated speech in naturalistic setting.c. provides information needed to develop intervention goals.d. has been proposed as one of the best means to identify children with language impairment.e. All of the above
Q:
If a norm-referenced assessment has a mean of 100 and the child receives a 100, he would have a z-score of:
a. 0
b. +1
c. +2
d. -1
e. -2
f. none of the above
Q:
This type of assessment uses a test-teach-retest approach.
a. Norm referenced
b. Criterion referenced
c. Dynamic assessment
d. All of the above
Q:
This type of assessment is useful for a child from a culturally and linguistically diverse background.
a. Norm referenced
b. Criterion referenced
c. Dynamic assessment
d. All of the above
Q:
Choose the best answer. This type of assessment is the often used to monitor student progress during intervention.
a. Norm referenced
b. Criterion referenced
c. Dynamic assessment
d. All of the above
Q:
Choose the best answer. This type of assessment does not include clinician-developed protocols
a. Norm referenced
b. Criterion referenced
c. Dynamic assessment
d. All of the above
Q:
Chose the best answer. This type of assessment may over-identify children from minority cultures.
a. Norm referenced
b. Criterion referenced
c. Dynamic assessment
d. All of the above
Q:
Choose the best answer. This type of assessment uses a short-term teaching session to determine if a child can learn tasks.
a. Norm referenced
b. Criterion referenced
c. Dynamic assessment
d. All of the above
Q:
Choose the best answer. This type of assessment is used to document an individual's ability in a specific domain; the raw data are used to develop intervention plans and document behavior change.
a. Norm-referenced
b. Criterion referenced
c. Dynamic assessment
d. All of the above
Q:
Choose the best answer. This type of assessment is likely to be the most reliable
a. Norm referenced
b. Criterion referenced
c. Dynamic assessment
d. All of the above
Q:
Choose the best answer. This type of assessment is frequently used in all subdomains and at all ages.
a. Norm referenced
b. Criterion referenced
c. Dynamic assessment
d. All of the above
Q:
Choose the best answer. This type of assessment has statistical properties that allow the assessor to compare the individual's performance to that of his or her chronological peer group.
a. Norm referenced
b. Criterion referenced
c. Dynamic assessment
d. All of the above