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30 Cards in this Set
- Front
- Back
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Lisa is 3. Her speech is intelligible but her vocab appears to be restricted to only 50 words. She does not combine words to make phrases, yet she manages to establish joint attention with her parents and familiar adults. She uses language and gestures to accomplish functions such as making requests, commenting on people, objects and events and engage in play. Lisa seems to be demonstrating delayed language in the areas of
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Semantics and syntax
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Two year old Carrie is demonstrating typical development. Her parents report that she makes statements such as…
“Up Daddy” “No I don’t want to go “My Baby” |
“Up Daddy” “My Baby”
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4 year old Michael exhibits severe communication and language delay. He does not interact well with his family or friends and often avoids eye contact. He isolates himself from his peer in daycare preferring to stack blocks repeatedly. When his teachers ask him questions, he simply repeats the question. Lately his parents have noticed that he has stopped using many of the words he used to use. The slp decides to structure her evaluation to test the hypothesis that Michael may be exhibiting communication and language behaviors characteristic of
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PDD or Autism
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Most children understand more words than they produce; hence their expressive language skills are better than their receptive language skills. T/F
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False
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First words are usually adjectives that are 1-2 syllables in length and contain speech sounds such as /f, v, s, z/
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False
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Failure to acquire words during the second year of life is a sign of language delay T/F
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True
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Children with SLI often have difficulty using both regular and irregular verbs T/F
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True
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Children who do not effectively use early communicative vocalizations and gestures to establish joint attention and to engage in social interaction often experience language delay later in life T/F
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True
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It has been established that the occurrence of autism and PDD are related to childhood immunizations T/F
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False
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James heard the sentence "the player who replaced the team captain scored the winning point” and concluded that the ‘team captain’ scored the winning point. James is exhibiting difficultly with
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processing relational meanings signaled by grammatical forms
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In response to the request “Find the ball that’s not blue” the child selected the blue ball.
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The child most likely failed to attend to the small grammatical elements
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The SLP plans her language assessment for Raymond by learning about the language and processing demands of his curriculum, textbooks and exams. The slp then compares Raymond’s performance in class with the language skills he demonstrates during the speech and language eval to develop statesments about his strengths and weaknesses and to recommend intervention strategies that will support Raymond’s language learning and academic achievement. This approach to assessment is referred to as
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The Curriculum-Based Assessment Model
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The slp decides to particpate in a science experiment on electricity with Thomas' sixth grade class. The slp hopes to gatehre info about Thomas' langage and communication skills as part of an overall assessment process. This assessment procedure is referred to as
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Participant observation
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Children with autism don’t have SLI because an exclusionary diagnosis for SLI is autism. T/F
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True
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12 year old Kevin’s conversations contain few specific nouns and many indefinite words and pronouns. He nicknames every friend “Buddy” and uses gestures often when talking. He is doing poorly in school. He is repeated the 5th grade and has yet to pass a single test in language arts, social studies, or science. The speech-language pathologist decides to investigate the hypothesis that Kevin is experiencing a disorder of
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word retrieval
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John performs poorly on tasks of word definitions, identifying synonyms, recognizing the multiple meanings of words and correcting grammatical errors. Further investigation into this area may be enlightening in regards to
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Metalinguistic skill
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Students encounter difficulty in school when discrepancies exist between their language abilities and the language demands of the curriculum T/F
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True
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4 year old Amy recognizes rhymes such as “bake-cake” and “cat-hat”. This skill demonstrates
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phonological awareness
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Mary can tell you the sound the letter “f” makes. She can also tell you the sounds the letters “b”, “t” and “k” make. Mary has knowledge of…
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sound-symbol correspondence
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3 ½ year old Julie loves to write. She demonstrates ‘invented spelling’ which means she attempts to write words using
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randomly chosen letters, pictures and symbols?
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Linda can analyze printed words into sound elements and translate the sounds to their corresponding letters. This skill is referred to as
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decoding
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To spell, children segment words into syllables and speech sounds and generate the corresponding letter. This skill is referred to as
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encoding
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Children with delayed language development in their preschool years show significantly higher incidence of reading problems than do children without language problems T/F
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True
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Which of the following is not a characteristic feature of children with autism?
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Articulation errors
(characteristics listed: marked difficulty with social interactions, language disorder, repetitive behaviors) |
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When language impairments occurs in the absence of other handicapping conditions, it is referred to as:
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SLI
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Why is the word “jumping” more difficult for a child to learn than the word “ride”?
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it has more complex morphology
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When playing with young children with the intent of improving language performance, your approach should be to:
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follow the child’s attention lead
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Define a late talker
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·by 16 months has not spoken their 1st word
·by 24 months has significantly less words than 50 in their vocabulary and is not producing 2-word phrases |
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What are the two primary components of reading comprehension according to the simple view of reading?
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A. word recognition
B. listening comprehension |
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Identify the clinic group that fits in each blank in the table below
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That Box
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