School Age Language Exam 2

Front 1

What are some reasons that teachers do not refer students?

Back 1

1. They feel their referrals are not heeded.
2. The kid's speech and language sounds good to the "naked ear".
3. Problems are minor in comparison to behavioral, attentional, academic, or social problems.
4. Problems are considered to be primarily in reading.
3.

Front 2

Why might a checklist be used by the teacher?

Back 2

To help the SLP easily identify students who are in need of services.

Front 3

What are some cautions against mass screenings?

Back 3

Local norms discriminate against those with language differences.

Front 4

What is an SST?

Back 4

Student Success Teams

Used to attempt to meet the needs of students within regular classes without identifying them as disabled.

Front 5

Why is standardized testing needed in the L4L stage?

Back 5

Eligibility

Front 6

What are three types of standardized tests that can be used in a broad based approach?

Back 6

comprehensive language batteries, tests of pragmatics, and tests of learning-related language skills

Front 7

Students with LLD often have what kind of deficit?

Back 7

Pragmatic

Front 8

Three ways to assess phonology in students with LLD.

Back 8

1. Look at production skills in phonologically demanding contexts.

2. Examing phonological awareness directly.

3. Assess Rapid Automatized Naming (RAN)

Front 9

The reason behind phonological assessment in students who are L4L.

Back 9

To identify children who are at risk for reading failure. Students who are L4L probably don't have phonological difficulties!

Front 10

Two sources of potentially problematic vocabulary?

Back 10

Textbook Vocabulary &
Instructional Vocabulary

Front 11

Two aspects of expressive vocabulary that important to assess.

Back 11

Lexical Diversity &
Word Retrieval

Front 12

How can you tell if the student have word-finding difficulties?

Back 12

A much higher score on a receptive vocabulary test than on the expressive. Or use a checklist.

Front 13

What is Quick Incidental Learning? (fast mapping)

Back 13

The ability to acquire new words quickly, but with limited meaning.

Front 14

What is the best way to assess expressive syntax?

Back 14

Collecting a speech language sample.

Front 15

What is a T-unit?

Back 15

One main clause with all the subordinate clauses and non clausal phrases attached to or embedded in it.

Front 16

What is a complex sentence?

Back 16

Sentences that contain more than one verb phrase in embedded or conjoined multiclause utterances.

Front 17

Three major areas to think about when assessing pragmatics.

Back 17

1. Communicative intent of the student.

2. Whether or not they can modify their communicative style.

3. How well they can manage discourse turns, topics, and breakdowns.

Front 18

Three characteristics that distinguish narratives of disordered kids.

Back 18

1. Overall maturity of narrative. Story macrostructure. Indicated by number and type of story grammar elements in the story.

2. Clear and appropriate use of linguistic markers to provide cohesive ties.

3. The amount of sparkle: a high point in the story, diverse vocab, advanced episodic structure.

Front 19

Applebee's Stage 1

Back 19

Heap Stories

Descriptions of actions and events
No central theme
Produced by children between 2 and 3 years of age

Front 20

Applebee's Stage 2

Back 20

Sequence Stories


Labeling events around a central theme
No plot
Produced by children at 3 years

Front 21

Applebee's Stage 3

Back 21

Primitive Narratives


Have an initiating event, an actions, and some consequence related to the central theme

No defined ending

Contain 3 elements of story grammar

Produced by children between 4 and 4 ½ years of age.

Front 22

Applebee's Stage 4

Back 22

Chain Narratives


Some indication of cause-effect and temporal relationships

Plot not strong

Ending may not be the result of the logical conclusion of the events (may be abrupt)

Include 4 elements of story grammar

Usually produced by children between 4 ½ and 5 years

Front 23

Applebee's Stage 5

Back 23

True Narratives


Have central theme, character, and plot

Include motivation

Include logical sequence of events (temporally related)

Include at least 5 elements of story grammar

Produced by children at 5-7 years of age

Front 24

Literate language

Back 24

Highly decontextualized.

Front 25

True or False: Narrative skills are highly predictive or academic skills.

Back 25

True

Front 26

What kind of comprehension is required to understand a story?

Back 26

Inferential comprehension

Front 27

All of Applebee's Stages:

Back 27

Stage 1: Heap Stories
Stage 2: Sequence Stories
Stage 3: Primitive Narratives
Stage 4: Chain Narrative
Stage 5: True Narrative

Front 28

Expository text

Back 28

Provides information rather than tell a story. There is also no structure like in story grammar.

Front 29

Semantic Judgment tasks:

Back 29

Sounds OK, doesn't sound OK

Front 30

Interpretation tasks

Back 30

offer interpretations and student chooses correct interpretation or examiner asks a question about statement and child responds.

Front 31

The child's comprehension in decontexualized environments indicates what?

Back 31

the child’s level of comprehension and level of function with few other cues

Front 32

The child's comprehension in contexualized environments indicates what?

Back 32

how well the child utilizes environmental cues to support meaning

Front 33

More than ___ disruptions in a 100 word speech sample is significant.

Back 33

8

Front 34

Self-regulation

Back 34

The ability to plan, organize, and execute actions efficiently using consciously selected strategies

Front 35

Self-assessment

Back 35

Understanding of the thinking process and the ability to consciously consider and reflect on knowledge and understanding of one's self and others.

Front 36

Artifact analysis

Back 36

Examines products of the student's regular curricular activities (homework, classwork) for evidence of various communicative skills.

also known as portfolio assessment

Front 37

Onlooker observation

Back 37

Involves watching from a distance as the child participates in classroom activities. Useful to see how well they follow directions.

Front 38

Dynamic Assessment

Back 38

Involves the clinician working side by side with the student, facilitating the student's participation in the classroom activity, while observing how the student does with the facilitation technique.

Front 39

Personal Narratives

Back 39

describing a personal experience

Front 40

Script Narratives

Back 40

talking about a series of events (like making a sandwich)

Front 41

Fictional narratives

Back 41

retelling a story after it had been read to them

Front 42

Three types of narratives that may be used to assess students

Back 42

Personal Narratives
Script Narratives
Fictional Narratives

Front 43

Length of T-units

Back 43

In G6 and G7, length of oral T-units is longer than written T-units

In G8 and G9, length of oral T-units is approximately equal to length of written T-units

In G10, length of written T-units surpasses length of oral T-units and increases through G12

Front 44

Phonemic segmentation

Back 44

Segmenting the sounds in a word. "Say all the sounds in dog."

Front 45

Phoneme synthesis

Back 45

Putting together sounds to make a word. "What word does /h/ /a/ /t/ make?"

Front 46

Sound comparison

Back 46

Which word begins with the same sound as dog?

Front 47

When a word has been read several times, it is stored as what?

Back 47

A sight word -- recognized by all the letters in the word.

Front 48

Writing stages

Back 48

Prewriting
Drafting
Revising
Editing
Publication

Front 49

Hierarchical approach to writing assessment

Back 49

Fluency
Lexical maturity
Sentential syntax

Front 50

Good writers spend more time in what stages than students with LLD?

Back 50

the planning stage and in the revising stage