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51. Phonology, morphology, syntax, semantics, and pragmatics are components of
A) Speech
B) Communication
C) Language
D) Syntax
52. A lisp is an example of
A) Omission
B) Substitution
C) Addition
D) Distortion
53. Symptoms of cluttering include all of the following except
A) Reading and writing disorders
B) Word repetitions
C) Short attention span
D) Inability to filter distractions
54. Evaluation of language skills in the preschool child should always include which of the
following measures?
A) Adaptive behavior scales
B) Parent interviews
C) Informal language sampling
D) All of the above
55. Which of the following is not a behavior indicative of a possible language impairment in
children?
Objective: 11.4: Define central auditory processing disorder.
56. Individuals who have problems understanding language in different social contexts are
experiencing ___________ difficulties.
A) Syntactical
B) Semantic
C) Pragmatic
D) Morphological
True/False
57. Language and communication are synonymous terms.
A) True
B) False
58. Speech is the most complex mode for expression of language.
A) True
B) False
59. Most young children who do not speak fluently will develop stuttering as they mature.
A) True
B) False
60. Children with central auditory processing disorder have difficulty paying attention to a
speaker when there is background noise in the room but usually have normal hearing.
A) True
B) False
61. Speech has an expressive and receptive component.
A) True
B) False
62. IDEA 2004 mandates that professionals must seek information from the parents and
include it in the assessment process.
A) True
B) False
63. Prelinguistic skills in young children develop differently based on the child's culture.
A) True
B) False
64. Sign language is an alternative or augmentative communication.
A) True
B) False
65. A speech-language pathologist's use of formal assessment measures is the primary means
for identifying students with speech and language impairments.
A) True
B) False
66. Intervention for young children with speech and language impairments should begin
when a child enters kindergarten.
A) True
B) False
67. Speech and language development begins in the womb.
A) True
B) False
68. Severe communication and language disabilities are most likely to occur secondary to
pervasive cognitive, neurological, or physical disabilities.
A) True
B) False
69. Effective use of language is imperative for children to be able to read, write, and
understand perceptions of those around them.
A) True
B) False
70. Speech and language impairments represent a high-incidence disability. According to the
text, this means that most children receiving a special education have a speech or
language impairment.
A) True
B) False
71. Speech is the oral modality for language.
A) True
B) False
72. Stuttering and cluttering are examples of language disorders.
A) True
B) False
73. Slightly less than 20% of students receiving special education services are receiving
services for speech and language impairments.
A) True
B) False
74. Childhood aphasia is an example of a congenital impairment.
A) True
B) False
75. One of the most important tools in the assessment process for speech and language
impairments is the case history.
A) True
B) False
76. The terms speech, language, and communication are so closely related that they are
interchangeable.
A) True
B) False
Page 22
Objective: 11.1: Define speech, language, and communication.
77. The U.S. Department of Education (2013) reports that over 342,000 preschoolers with
disabilities exhibit speech and language impairments.
A) True
B) False
78. Cleft lip or cleft palate is a congenital abnormality that occurs so frequently that it is one
of the most common birth defects in the United States.
A) True
B) False
79. Children learn the rules of language by listening and imitating what they hear.
A) True
B) False
80. The sooner early intervention begins for a youngster with communication disorders, the
more promising the outcomes.
A) True
B) False
Short Answer
81. What is communication?
82. Briefly define a voice disorder and give two characteristics that may occur in persons
with voice disorders.
83. Etiologies of speech or language impairments can be classified in two broad categories.
Name the categories and provide a brief definition of each.
84. Name three activities you would recommend for parents of a child up to 1 year of age to
stimulate their child's language development.
85. Why is it important for professionals to be aware of basic developmental milestones for
speech and language?
86. Differentiate between receptive and expressive language.
87. Name two informal measures that professionals may use when conducting an assessment
of a student with a suspected speech or language impairment.
88. What is the most important element of language intervention when a child is in a general
education preschool setting?
89. Why it important for families of young children with speech or language impairments to
be involved in the interventions of young children?
90. Provide an example of augmentative and alternative communication technology
and explain its use.
91. Differentiate between speech, language, and communication.
Essay
92. Compare and contrast a phonological disorder and an articulation disorder. Explain why
it is important for a speech-language pathologist to differentiate between these two
disorders and describe the intervention strategies used with each.
93. Differentiate between speech disorders and language disorders. Make sure to provide an
example of a specific speech disorder and a language disorder and describe each of the
disorders.
94. As a content area teacher in an inclusive classroom, what are some effective teaching
strategies you might use to teach language concepts?
95. Discuss, from the perspectives of phonology, morphology/syntax, semantics, and
pragmatics, the impact of language difficulties on students with learning disabilities.
96. If you were providing recommendations to a teacher who had a child with a central
auditory processing disorder in his classroom, what recommendations and strategies
would you recommend to the teacher to improve the child's functioning in the classroom?
97. For a young preschool child with speech and language impairment, what would you
recommend in terms of where the child should be placed? In addition, provide a rationale
for why you made this recommendation.
98. Discuss the family-directed assessment process.
99. Discuss how seating and setting can be manipulated so that the individual with
speech-language disorder can be successful.
100. The American Speech-Language-Hearing Association identified four guiding principles
for early interventions with young children having communication problems. What
are those principles?
