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73 Cards in this Set
- Front
- Back
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A naturalist (also called neutralist) view of language disorder compares the child's language functioning to expectations in the child's environment. A. True B. False |
B. False |
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_____ was one of the first investigators to distinguish expressive language difficulties from receptive language difficulties; later, _____ more broadly defined language disorders to include written language. A. Aram B. Myklebust C. McGinnis D. Chomsky E. Bishop |
C. McGinnis, B. Myklebust |
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The DSM-V refers to children who present with language difficulties as their most salient challenge as A. Developmentally language disordered B. Language delayed C. Late bloomers D. Language impaired |
D. Language impaired |
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Grammatical errors are a distinguishing feature of children with language impairment. In particular, which grammatical form that is typically acquired before age 5 is problematic? A. Plurals B. Particles C. Tense markers D. Gerunds |
C. Tense markers |
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Children with impaired language A. Need more exposures to words in order to learn them B. Make weaker connections across related features of a word C. Have difficulty understanding multiple meanings or multiple layers of meaning D. Have greater difficulty learning nouns compared to learning verbs |
A. Need more exposures to words in order to learn them. B. Make weaker connections across related features of a word C. Have difficulty understanding multiple meanings or multiple layers of meaning |
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One argument against the use of cognitive referencing is that children with discrepancies between language and intelligence scores may still make progress in intervention. A. True B. False |
A. True |
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Children with reduced intelligibility are more likely to be referred for speech/language services than children with language comprehension difficulties. A. True B. False |
A. True |
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What type of language difficulties tend to be "hidden" and therefore place the child at greater risk for academic failure? A. Social skill difficulties B. Expressive morphosyntactic errors C. Expressive vocabulary deficits D. Language comprehension deficits |
D. Language comprehension deficits |
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Universal screenings for developmental language disorder/impairment is now mandated for all preschool children. A. True B. False |
B. False |
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Confidence bands are helpful to clinicians because they take into account the variability that a child may experience when taking a test on a good day versus a bad day. A. True B. False |
A. True |
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The reason why we should not use age equivalency scores to determine eligibility for services is because they do not tell us how far the child's performance is from the average score (that is, we do not know if the age equivalence score that does not match the child's chronological age is different enough to be of concern). A. True B. False |
A. True |
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Match the type of assessment with the description: 1. Dynamic 2. Functional 3. Curriculum based 4. Formative 5. Summative Description a. intended to track progress and assist in providing meaningful feedback b. high stakes; intended to create a summary of current deficits and strengths c. intended to determine impact of language impairment on everyday experiences d. intended to help in determining appropriate methods of intervention e. intended to track through the use of artifacts |
1. D 2. C 3. E 4. A 5. B |
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Behaviorist Theory explains language acquisition as: a. a system of rules for social interaction b. behaviors acquired through presentation of stimuli, followed by response and reinforcement c. a cognitive system for learning word meanings and increasing underlying knowledge of concepts d. an innate system of rules for grammar |
1. B. behaviors acquired through presentation of stimuli, followed by response and reinforcement |
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Is this sentence a mand? "Let me get you something to drink." A. Yes. Mands can either tell someone what to do or ask permission to do something. B. Yes. Mands are comments and this sentence is a comment. C. No. Mands are questions and this is not a question D. No. Mands tell someone else what to do. |
D. No. Mands tell someone else what to do. |
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Nativists and behaviorists are in agreement about the important role of reinforcement in the acquisition of language. A. True B. False |
B. False |
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According to Chomsky, the language acquisition device (LAD) is housed in the frontal cortex and is part of the executive system. A. True B. False |
B. False |
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The LAD contains a few universal rules of language. As the child is exposed to the unique rules of a particular language, the LAD integrates the unique rules of a language with the existing universal rules. A. True B. False |
A. True |
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Deep structures go through a series of transformations to become surface structures. Each deep structure may be transformed into only one surface structure. A. True B. False |
B. False |
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Chomsky describes language as generative, meaning that a. speakers often generate rules that do not actually exist in their language b. the subject of a sentence generates or determines all the rest of the words needed in the sentence c. each listener generates a unique set of language universals d. speakers can generate sentences they have never heard before |
D. Speakers can generate sentences they have never heard before |
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How does nativist theory view language development in relation to other types of development, such as gross motor skills or emotional development? A. language and other aspects of development are interdependent B. language and other aspects of development must be related, although not fully interdependent C. Language and other types of development are independent. |
C. Language and other types of development are independent |
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In cognitive-semantic theory, the child's environment (i.e., objects, events), as well as the people in the child's environment, play a key role in the development of language and cognition. The child's experiences provide the base upon which language can be overlaid. Semantic theory seems to be most concerned with which aspect of language? A. Development of concepts/vocabulary B. Development of the rules that govern grammar (syntax/morphology) C. Development of social interaction |
A. Development of concepts/vocabulary |
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Within cognitive theory, some theorists believe in the strong cognition hypothesis and some believe in the weak cognition hypothesis. IQ scores are believed to represent one's cognitive abilities. Complete the following explanation of the relationship between a child's IQ score and language test. If the strong cognition hypothesis is true, a child's language test scores should never be ____ than the child's IQ score. A. higher B. lower |
A. Higher |
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Piaget proposed a stage theory of language and cognitive development. Which aspects of development are variable within this theory? A. the order in which the child passes through the stages may vary but not the rate at which the child passes through them may not vary. B. both the rate and the order of the stages may vary C. the rate may vary but not the order of the stages D. both the rate and the order are fixed and cannot vary |
C. the rate may vary but not the order of the stages |
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The child plays an active role in language acquisition. What motivates the child to acquire language, according to social interactionist? A. the desire to learn words and concepts B. the desire to interact with others C. the desire to express complex ideas D. the desire to change one's environment |
B. the desire to interact with others |
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In social interactionist theory, the relationship between thinking and language is as followed: A. if language is strengthened then thinking will be strengthened; if thinking is strengthened then language will be strengthened. B. language and thinking develop independently of each other, they are unrelated so strengthening one does not impact the other C. strengthening language can strengthen thinking but strengthening thinking cannot strengthen language D. strengthening thinking can strengthen language but strengthening language cannot strengthen thinking |
A. if language is strengthened then thinking will be strengthened; if thinking is strengthened then language will be strengthened |
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In general, information processing models explain how language is received, stored, altered, and retrieved. The readings focus on one branch of information processing - auditory processing. When considering auditory processing, the information that comprises language may be thought of as phonological units that must be processed. Processing of language is an auditorily based event that requires: A. good models of vocabulary use B. rules for understanding grammatical structures C. adequate storage capacity and processing speed D. social interactions for the purpose developing auditory memory |
C. adequate storage capacity and processing speed |
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I read a "My Little Pony" graphic novel with my granddaughter on my last visit. A. Episodic memory B. Semantic memory C. Taxonomic knowledge D. Script knowledge E. Actual Event Representation |
A. Episodic memory E. Actual event representation |
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I know that books have pages A. episodic B. semantic C. taxonomic D. script E. actual event representation |
B. semantic C. taxonomic |
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When I want to buy a book on Amazon, I go to their webpage, put in the title, put the book in my cart and proceed to the check out. Sometimes I "look inside" the book first or read reviews, sometimes I do not do that. A. episodic B. semantic C. taxonomic D. script E. actual event representation |
A. episodic D. script |
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To understand and independently use new vocabulary, children with language disorders A. will learn best by imitatively repeating the new words while looking at a picture that represents the word B. should be provided with information about the morphological and syntactic aspects of the word (e.g., "if I say he baby is crying, that means it's crying right now, but if I say the baby cried, that means it's not crying anymore") C. should have the same number of exposures to the target word as typically developing children but the target words should be introduced in a way that makes them more salient D. should have twice as many exposures to the target word compared to typically developing children and phonological characteristics of the word should be highlighted |
D. should have twice as many exposures to the target word compared to typically developing children and phonological characteristics of the word should be highlighted |
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Children with LI tend to have less difficulty acquiring the following grammatical forms: A. auxiliary verbs; bound morphemes B. pronouns; articles C. present progressive - ing ending; irregular past tense verbs D. complex sentences |
C. present progressive - ing ending; irregular past tense verbs |
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When addressing grammar, it is best to ensure that comprehension of a particular form is at 80% consistency prior to addressing production of that form. A. True B. False |
B. False |
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The three main goals of preliteracy development proposed by Kaderavek and Justice are development of: A. phonological awareness, print/alphabet knowledge, narrative/literate language B. letter-sound relationships, symbolic play, narrative retelling C. vocabulary, phonological awareness, integration of language and cognition D. symbolic play, print awareness, narrative language |
A. phonological awareness, print/alphabet knowledge, narrative/literate language |
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Literate language differs from the language used in typical conversations in that literate language is A. less complex and less related to physical contact B. more complex and more related to physical context C. less complex and more related to physical context D. more complex and less related to physical context |
D. more complex and less related to physical context |
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Which of the following is not a major characteristic of Indirect Language Stimulation: A. use of delayed imitation; the child is required to imitate the clinician's utterance after a 1 to 2 second delay B. use of contingent feedback, mapping language onto the child's actions C. use of balanced turn-taking in which the child's behaviors are treated as conversational turns and responded to by the clinician D. Use of extension of the child's topic |
A. use of delayed imitation; the child is required to imitate the clinician's utterance after a 1 to 2 second delay |
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Recasting involves A. repeating the child's utterance word for word B. answering the child's question C. repeating the child's utterance but using a different syntactic form that retains the child's meaning D. repeating the child's utterance but including a grammatical error in order to heighten the child's awareness of the rules of the language |
C. repeating the child's utterance but using a different syntactic form that retains the child's meaning |
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Focused stimulation is a type of intervention that occurs in a conversational context and focuses on targeting specific grammatical forms using multiple models of these forms combined with clinician feedback A. True B. False |
A. True |
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In script therapy that is based on event structures, the clinician organizes reenactments of familiar activities; this is thought to reduce the cognitive load of language learning and provide opportunities for learning appropriate social interactions and semantic relationships A. true B. false |
A. True |
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What percentage of children with learning disabilities have primary difficulties related to language? A. 3 B. 10 C. 40 D. 50 E. 80 |
E. 80 |
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One central cause of dyslexia is A. difficulty making the connections between alphabetic symbols and their corresponding sounds B. visual processing deficits that result in letter reversals C. reduced capacity in semantic memory which affects retention of vocabulary D. the central causes of dyslexia are still unknown |
A. difficulty making the connections between alphabetic symbols and their corresponding sounds |
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By 11 years of age, the average rate of syntax errors in the spontaneous speech of children with LLD is about 3% A. true B. false |
A. true |
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Word retrieval difficulties are characterized by deficits in accuracy and/or speed during confrontation naming. A. true B. false |
A. true |
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Polite use of language requires only a few basic rules (e.g., say thank you after someone gives you something), so it is learned more easily and is a relative strength for children with LLD A. true B. false |
B. false |
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Regarding narrative comprehension, children with LLD seem to have relative strength in the area of basic story grammar comprehension and a relative weakness in making inferences. A. true B. false |
A. true |
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What percentage of children with LLD also have behavioral or social-emotional disorders? A. 5 B. 10 C. 25 D. 50 |
C. 25 |
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Which of the following is not a guiding principle for intervention at the L4L stage? A. intervention should be child-centered B. intervention should be curriculum-based C. intervention should address oral and written language D. intervention should include metalinguistic activities |
A. intervention should be child-centered |
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What is semantic integration? A. Correctly using target vocabulary words in written or oral contexts B. Correctly inferring a word's meaning based on surrounding context C. Synthesizing background knowledge with ideas presented across several linguistic units (e.g., sentences, paragraphs). D. Incorporating visual representations into the written definitions of words |
C. Synthesizing background knowledge with ideas presented across several linguistic units (e.g., sentences, paragraphs). |
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One way to address use of advanced morphological forms is to A. paraphrase complex sentences B. practice analyzing and then using complex sentences C. practice organizing vocabulary words around phonological similarities (e.g., identify vocabulary words that are pronounced using the short a sound) D. study the relationships between root words and words that are derived from those root words |
D. study the relationship between root words and words that are derived from those root words |
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Combining sentences is a technique that has been shown to improve both understanding and use of complex sentences in school-aged children A. true B. false |
A. true |
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The QAR technique, as applied to narratives, is helpful in improving comprehension, especially when combined with A. vocabulary instruction B. instruction in self-questioning techniques C. deconstruction of complex sentences found in texts D. developing personal responses to stories |
B. instruction in self-questioning techniques |
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Narrative cohesion refers to A. use of linguistic markers (words) that connect clauses and ideas within and across sentences B. the overall structure or grammar of a narrative C. Similarity in themes across multiple narratives D. The sequence of events within narratives |
A. use of linguistic markers (words) that connect clauses and ideas within and across sentences |
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Children can improve their comprehension monitoring in the classroom when provided with direct training and instructions to ask questions if directions provided are not clear. A. true B. false |
A. true |
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Most secondary school students with LLD are able to produce narratives containing basic story grammar elements. A. True B. False |
A. True |
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Students with LLD have particular difficulty comprehending the following aspects of narratives. A. intentions, goals, plans, and motivations B. initiating events (events that begin the problem/attempt/response/resolution sequence) C. actions the main character takes in order to solve a problem (attempts) D. resolution of the main character's problem |
A. intentions, goals, plans, and motivations |
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Which of the following is NOT true of the written communication of students with LLD compared to the written communication of their peers? The written communication of children with LLD A. is shorter in length and contains less information B. shows reduced sensitivity to audience C. is of overall reduced quality despite more time being spent on planning and revising D. contains more errors |
C. is of overall reduced quality despite more time being spent on planning and revising |
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To compute the percentage of correct word sequences (%CWS) in a written language sample the SLP does the following: 1. elicits a three minute written language sample from the client 2. examines each pair of adjacent words and marks each sequence as correct or incorrect based on grammaticality, spelling, punctuation, and meaning 3. divides the total number of correct sequences by the total number of sequences to derive the %CWS. This method A. provides a valid measure for determining the presence or absence of written language impairment B. provides a valid measure of written language growth C. is popular because it is easy to compute but has been proven invalid and should not be used D. is intended to be used with a written transcript of an oral language sample and is therefore invalid as a measure of written language |
B. Provides a valid measure of written language growth |
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Juvenile offenders have been found to have weak skills in which area of language? A. understanding of figurative language B. morphology C. vocabulary D. expressive use of linking words, such as conjunctions (e.g., because) |
C. vocabulary |
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What type of writing is difficult for students with LLD but is also required in high stakes testing? A. narrative B. persuasive C. explanatory D. descriptive |
B. persuasive |
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Cain and Towse found that the major source of difficulty in understanding idioms in context is A. poor understanding of the literal meaning of words B. poor word retrieval C. poor phonological awareness D. poor inferencing from context |
D. poor inferencing from context |
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Vaughn et. al found that reciprocal teaching (RT) is a dialogic approach that has been shown to improve reading as well as writing skills in students with LLD. A. true B. false |
A. true |
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The ability to evaluate one's own performance in order to decide when to use previously learned strategies requires the ability to use self regulation. A. True B. False |
A. True |
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Duckworth and Seligman report that which of the following predicts academic success better than IQ. A. vocabulary knowledge B. reading comprehension C. executive function D. visual imagery skills |
C. executive function |
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Learning strategies approaches best foster metacognition if they contain four elements. Which of these is one of the four elements? A. Extended practice with feedback from adults and peers B. Expanding tasks into additional parts C. Providing cues and prompts that are gradually increased D. Using comments that promote interactions |
A. Extended practice with feedback from adults and peers |
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Improving reading skills in some children with ASD had been shown to improve their oral language abilities.
A. True B. False |
A. True |
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Understanding the alphabetic principle is a precursor to being able to decode words.
A. True B. False |
A. True |
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Although vocabulary development is a weakness in preschool children with ASD, by the time they reach adulthood it typically becomes a relative strength.
A. True B. False |
B. False |
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The difficulty experienced by students with ASD in including evaluative comments when telling personal narratives compared to when retelling narratives may be because telling personal narratives requires creating the content as well as the structure of the narrative and this is more difficult than being able to rely on the content and structure provided in the original narrative that is being retold.
A. True B. False |
A. True |
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Emergent Literacy Stage Children with ASD have uneven profiles of language development with which two areas of language being notably lower than the other areas? A. narrative retelling (pragmatics) B. complex sentence use (syntax) C. vocabulary (semantics) D. morphology |
A. narrative retelling (pragmatics) C. vocabulary (semantics) |
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Which two types of reading comprehension questions are most difficult for children with ASD? A. Factual B. Interpretive C. Applicative D. Transactive |
C. Applicative D. Transactive |
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Creating reading and writing activities around actual experiences is not recommended for children with ASD because this approach to reading relies too much on incidental learning rather than planned,structured learning. A. True B. False
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B. False |
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When children who have good word recognition skills struggle with reading comprehension, the cause may be due to underlying difficulties with phonological awareness.
A. True B. False |
B. False |
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Reading comprehension of children with ASD may be improved with activation of prior knowledge before reading, however not all approaches work equally well. A. True B. False |
A. True |
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Throughout the article, suggestions are made for intervention that are not based on findings related to children with ASD, rather they are related to findings for a different population. What population is that? A. Children with SLI B. Children who are hearing impaired/deaf C. Children who have learning disabilities D. Children who have CAPD |
C. children who have learning disabilities |
