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:
Subdomain 4 is qualitatively different from subdomain 3.
Q:
The words "and, but, or" are examples of adjectives.
Q:
When I change the way I say the "ed" sound when saying the words "climbed" versus "cooked," I am demonstrating the implications of morphophonology.
Q:
Bound morphemes must occur with another morpheme.
Q:
At subdomains 2 and 3, children typically produce more action words than agents.
Q:
The word "doggie" and "mommy" are examples of agents when completing a semantic analysis.
Q:
A child must demonstrate 100% evidence of subdomain #1 before an SLP would begin working on skills associated with subdomain #2.
Q:
Most individuals who use General American Dialect rarely exhibit code switching.
Q:
I repeat myself when I think you don"t understand what I am saying, I am using a conversational repair strategy.
Q:
Joint visual attention refers to a child looking directly at the parent's face.
Q:
A child can use different dialectal patterns at home as compared to the dialect used at school.
Q:
When an individual believes that all dialects should be valued that is referred to as "linguistic chauvinism."
Q:
Because vocabulary development is essential to success in school, intervention always begins at Subdomain 2.
Q:
The Communication Subdomains explain the sequence of skills children learn as they develop language.
Q:
An example of the use of Behaviorist Theory is when practitioners observe children's play behaviors to informally gauge children's general cognitive ability and level of representational thought.
Q:
MatchingDevelopmental Theory and TheoristsKey Insight1. BehavioristA. Theory based on the principle that communication interactions play a central role in children's acquisition of language2. Cognitive ConstructivistB. Individual closely aligned with the Social Interactionist theory3. NativistC. Theory that proposes that language learning is an interconnective theory involving brain function and biological adaptation4. SkinnerD. Theory that proposes that children demonstrate a sequence of progressively more sophisticated mental abilities5. Social InteractionistE. Theory that suggests that learning occurs when an environmental stimulus triggers a response or behavior6. EmergentistF. Theory that proposes that children have an innate ability to learn language7. VygotskyG. Individual closely aligned with the Behaviorist TheoryH. Individual closely aligned with the Social Interactionist TheoryI. Individual closely aligned with Cognitive Contructivist Theory
Q:
The infant notices the family pet, the parent says "Doggie, that's our doggie!" Which social interactionist behavior best describes what the parent is doing?
a. Joint visual attention
b. Motherese
c. Scripting
d. Scaffolding
e. Coordinating attention
f. Object permanence
Q:
A parent gives some assistance verbally or nonverbally to help the child build a structure with blocks. Which social interactionist behavior best describes what the parent is doing?
a. Joint visual attention
b. Motherese
c. Scripting
d. Scaffolding
e. Object permanence
Q:
The "zone of proximal development" is associated with
a. Emergentist theory
b. Social interactionist theory
c. Cognitive constructivist theory
d. Behaviorist theory
e. Cognitive Constructivist and Behaviorist Theories
Q:
The theory made possible by recent developments in brain imaging is _______
a. Emergentist theory
b. Social interactionist theory
c. Cognitive constructivist theory
d. Behaviorist theory
e. Cognitive Constructivist and Behaviorist Theories
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:
The empiricist believes the child is a "blank slate," this belief has influenced ___________?
a. Emergentist theory
b. Social interactionist theory
c. Cognitive constructivist theory
d. Behaviorist theory
e. Cognitive Constructivist and Behaviorist Theories
Q:
Children who do not add "ing" to words may need intervention at 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:
Training parents and caregivers to develop children's use of multiple-word utterances is an example of intervention at 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:
This Subdomain is fundamental to all communication and may be the focus of intervention for individuals with severe social communication deficits.
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 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 is reached between the ages of 3 and 7 when children become skilled at conversation and narrative.a. Subdomain 1: Early Pragmaticsb. Subdomain 2: Vocabularyc. Subdomain 3: Early Word Combinationsd. Subdomain 4: Morphosyntaxe. 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:
Language analysis is most frequently used to determine appropriate linguistic targets for children who are having problems 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:
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:
When practitioners facilitate the social use of communication to enhance the child's social and academic achievement the focus is on 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:
Teaching children a variety of semantic meanings at the one-word level and facilitating advanced word learning for children is an example of intervention at 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:
This Subdomain begins towards the end of the first year of life and continues to develop throughout one's life.
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 in this Subdomain show evidence of syntax and morphological development.
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 Social Interactionist Theory is when
a. Practitioners observe children's play behaviors to gauge children's general cognitive 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:
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:
There are many clinical approaches that lack Level IV EBP evidence.
Q:
An SLP doesn"t consider expert opinion since it is Level I EBP evidence.
Q:
If a researcher implements an experimental intervention, randomization has occurred.
Q:
Expressive language refers to an individual's ability to express and communicate meaning with language.
Q:
Receptive language refers to an individual's ability to understand and process language.
Q:
Receptive and expressive language occurs at the acoustic level of the communication system.
Q:
The speech chain includes three levels; the motor/physical, the acoustic, and the linguistic.
Q:
Language disorders are caused when there is a disruption in language form, content, and/or use.
Q:
The terminology late language emergence or late talker is used because language impairment cannot be reliably diagnosed in young children in the absence of a primary disorder.
Q:
A young child (2 to 3 years old) who exhibits a developmental lag in language is called autistic.
Q:
Language difference is a result a variation of a symbol system used by a group of individuals that reflects and is determined by shared regional, social, or cultural/ethnic factors.
Q:
A language disorder is impaired comprehension or use of spoken, written, or other symbol systems.
Q:
Matching:Evidence-Based PracticeKey Insight1. FidelityA. The experimental goal of documenting the intervention was administered as intended2. Internal evidenceB. A series of different researchers have found similar results, but the studies were not randomized3. External evidenceC. After the subjects agree to the study, the experimenter pulls numbers "out of a hat" to assign subjects to the intervention group or the control group4. BlindingD. The researcher reports, "the language ability of the subjects in group A was not statistically different from the language ability of the subjects in group.5. RandomizationE. The experimenter has graduate students (who do not know if subjects were in the control or experimental intervention group) administer and score the assessments used during an experiment6. Subject equivalencyF. Results from experiments7. Meta-analysisG. Practitioner expertise8. Level II evidenceH. The results of several studies investigating a specific experimental question are statistically summarizedI. Case studies and expert opinion
Q:
You are an SLP and you worry that without a specific diagnosis you will be unable to develop an effective language intervention approach. To avoid this problem you should
a. Refer the student to a physician for a specific diagnosis
b. Consider the situation from a descriptive-developmental approach
c. Continue to administer assessments until a diagnosis is made
d. Refuse to provide intervention until the student receives a diagnosis
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:
I frown at you because I do not agree with what you are saying. I am using
a. Speech
b. Language
c. Communication
d. All of the above
Q:
In a study, if I report my statistically statistical results, but do not indicate the magnitude of the statistical effect, I have violated which aspect of high-quality research?
a. Randomization
b. Fidelity
c. Blinding
d. Subject equivalency across control and experimental groups
e. Effect-size estimates
f. None 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:
In an experimental study, if I videotape the intervention and carefully document the interventionist's behaviors it is likely that I am trying to control which feature of experimental design quality?
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:
Level IV research reflects:
a. High-quality, non-randomized experimental research
b. Well-designed non-experimental research
c. Case studies
d. None of the above
Q:
A hierarchy of research quality is used to rank the scientific merit of a particular intervention with respect to evidence-based practice (EBP). The highest quality evidence resulting from randomized experimental research is
a. Level I.
b. Level II.
c. Level III.
d. Level IV.
e. Level III and Level IV.
Q:
When a child stops calling all males "da-da" and identifies only his/her father as "daddy," he/she is demonstrating the use of
a. Morphology.
b. Syntax.
c. Semantics.
d. Phonology.
e. Pragmatics.
f. All of the above.
Q:
When a child adds begins to add "s" to nouns to indicate more than one, he/she is demonstrating the use of
a. Morphology.
b. Syntax.
c. Semantics.
d. Phonology.
e. Pragmatics.
f. All of the above.
Q:
The domains of language include form, content, and use. The components of language include
a. Morphology.
b. Syntax.
c. Semantics.
d. Phonology.
e. Pragmatics.
f. All of the above.
Q:
The Speech Chain Model includes all of the following, except
a. the speaker's production of words.
b. the transmission of sound.
c. the cause and effect relationship.
d. the listener's perception of what has been said.
Q:
Clinical practitioners who work with children who have language impairments need
a. the ability to synthesize information.
b. the ability to weigh scientific evidence.
c. the ability to see connections between basic principles.
d. all of the above.
Q:
A child who does not comprehend the spoken word or is unable to communicate verbally with others has a
a. language difference.
b. language delay.
c. language disorder.
d. all of the above.
Q:
Describe the various marital types discussed in your book
Q:
How does parenting vary among the races?
Q:
According to your book, what are the three ways that men approach fathering and give examples?
Q:
According to your book, what makes a good marriage?
Q:
According to your book, there are seven stages that is the typical life cycle of families with children. Fully describe each of these seven stages
Q:
Clifford Notarius identified three key elements that influence satisfaction with long-term relationships. Fully describe each of these elements
Q:
Discuss each of the four guidelines for effective communication in families. Give an example of each guideline
Q:
Americans increasingly accept online romantic relationships as "real"
Q:
Many churches now perform union ceremonies for gay and lesbian couples, and leading national newspapers, such as The New York Times, include gay and lesbian unions in the announcements section of the paper. In addition, an increasing number of municipalities grant licenses that legally recognize same-sex unions
Q:
In the general U.S. population, 51% of people oppose or strongly oppose same-sex marriage, and only 30% approve or strongly approve. Among college students, however, 52% approve or strongly approve of same-sex marriage, and only 26% oppose or strongly oppose it
Q:
Compared to previous eras, today there is less bias against same-sex couples, especially among college students
Q:
Historian Stephanie Coontz (2005a, 2005b), who studies the history of marriage, thinks the mushrooming variety of family forms makes it possible for more people to have fulfilling family lives
Q:
In 2000, 22% of children lived only with their mothers, whereas 4% of children lived only with their fathers
Q:
Over 4 million children live with at least one stepparent
Q:
Nearly 40% of births in America are to unmarried parents
Q:
One-third of adults in the U.S. have never married, and the number of unmarried people in the U.S. has doubled in the past 25 years