“Just in time programming” allows the practitioner to upload photos in real time.
The SLP is working on the auxiliary verb. She says “Is the man sleeping? Oh, he is
sleeping! Is the kitty sleeping?” It is likely that the SLP is using focused stimulation.
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.
Norm-referenced tests may over identify children from minority groups.
Norm-referenced tests are generally more valid than criterion-referenced tests.
There are many clinical approaches that lack Level IV EBP evidence.
Close-ended questions are a technique professionals should use when counseling the
parents of a child with HL.
The lack of access to birth care is considered to be a behavioral risk factor.
Computer software is an important component of the explicit phonological awareness
intervention approach.
Identifying the student’s use of past tense verbs in a written composition is an example
of a micro-analysis.
If the SLP and classroom teacher work together to modify the task demands of a
classroom assignment–this represents an aspect of differentiated instruction.
Children with SLI have a primary disorder in the domain of language use.
The Communication Subdomains explain the sequence of skills children learn as they
develop language.
Current research demonstrates that a child with HL who is identified and treated in the
first few months of life has the potential of developing language commensurate with
normal hearing peers when no other disorders exist.
Intervention that occurs in the child’s home or classroom is judged as more natural on
the continuum of naturalness.
The assertiveness-responsiveness scheme is a diagnostic process used to quality an
individual for services.
Otitis media, an infection of the middle ear, results in permanent conductive hearing
loss.
Subdomain 4 is qualitatively different from subdomain 3.
Joint visual attention refers to a child looking directly at the parent’s face.
Evaluating the intake assessment meets the requirement for backwards design.
Criterion-referenced tests are use to compare the individual’s performance with his or
her peer’s performance.
An individual is considered to have ID only if the disability originates at birth.
A child who can write conventionally should be discouraged from using scribble to
represent written language during dramatic play.
A language disorder is impaired comprehension or use of spoken, written, or other
symbol systems.
The words, “bed, jump, arm” are examples of Tier 2 vocabulary.
If the child’s play does not demonstrate symbolic behavior it is likely that
morphosyntax skills will be a focus of intervention.
When an individual believes that all dialects should be valued that is referred to as
“linguistic chauvinism.”
ASDs affect more females than males at a ratio of 4:1.
The Deaf culture believes all children with HL should learn spoken language.
Linguistic stimuli are better than nonlinguistic stimuli in intervention.
Most parents have the skills to select an appropriate communication app without
professional guidance.
If I say, “What word am I saying? /s/—— /I/——/t/” I am asking the child to blend
phonemes to form a word.
ID occurs more frequently in males than females.
The Cottage Acquisition Scales for Listening, Language, and Speech (CASLLS) was
specifically designed for children with HL.
A student who has better-than-expected verbal abilities in relation to cognitive skills is
likely to have
a. Williams syndrome.
b. Down syndrome.
c. Asperger syndrome.
d. Fragile X syndrome.
A good routines-based question would be
a. What time does you child go to bed?
b. Describe what happens during dinnertime
c. Did your child have delayed language as a toddler?
d. A and C
e. All of the above
Enhanced milieu training (EMT), a naturalistic approach to intervention, is appropriate
for children who
a. Are school age.
b. Have a vocabulary of at least 10 words.
c. Have not been successful with other approaches.
d. All of the above.
e. None of the above.
Hearing loss caused by a fluid-filled middle ear or damage such as a perforated eardrum
is known as
a. A conductive loss.
b. A sensorineural loss.
c. A cochlear loss
d. A mixed loss.
e. None of the above.
Knowledge-based learning consist of learning processes that
a. Requires identifying specific subskills needed to accomplish overall tasks.
b. Is framed within its environmental context
c. Based on incoming data
d. Based on prior knowledge
e. A and C
f. B and D
g. All of the above.
A T-unit analysis
a. is used with older school-age children.
b. examines sentence structure including clauses and coordinating conjunctions.
c. Can include an assessment of written work.
d. All of the above
e. None of the above
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
This Subdomain is reached between the ages of 3 and 7 when children become skilled
at conversation and narrative.
a. Subdomain 1: Early Pragmatics
b. Subdomain 2: Vocabulary
c. Subdomain 3: Early Word Combinations
d. Subdomain 4: Morphosyntax
e. Subdomain 5: Discourse
The extent to which a specific intervention results in a positive outcome when it is used
in routine practice is known as
a. Efficacy
b. Effectiveness
c. Efficiency
d. All of the above
e. None of the above
Intervention that focuses on a child’s ability to take conversational turns and initiate
conversation relates to
a. Form.
b. Content.
c. Use.
d. All of the above.
e. None of the above.
The language sample analysis (LSA) is useful for children with SLI as it identifies
morphosyntax errors.
Children with Williams syndrome exhibit which of the following characteristics
a. Overly friendly.
b. Hoarse voice.
c. Delayed verbal skills in early childhood.
d. All of the above.
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
Families of a child with HL need to consider the following factors
a. Early identification.
b. Audiological management.
c. Choice of communication modality.
d. Family involvement in the remediation process.
e. All of the above.
The SCERTS approach, based on development and social interaction theory
emphasizing ecological validity, uses a facilitative intervention style that
a. Follows the child’s lead.
b. Offers choices and alternatives.
c. Embeds learning sequences with the child’s everyday activities.
d. All of the above.
e. B and C only.
A social script intervention
a. Provides an opportunity for the SLP to write scripts
b. Encourages creative play.
c. Is a repeated social interaction likely to occur in daily life.
d. All of the above.
e. None of the above.
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.
AAC symbols include
a. Device used to send message
b. Visual scene display
c. Just in time programming
d. None of the above
e. All of the above.
During a book reading, I sometimes track the text from left-to-right with my index
finger. When I do this I am fostering which aspect of literacy?
a. Dialogic speech
b. Narrative development
c. Phonological awareness
d. Concepts of print
e. B and C
f. All of the above
The prevalence of ID encompasses all, except
a. 1.5 million people ages 6-64
b. Consist of 1%-3% of the population.
c. Children with ID make up 50% of the caseloads of school-based SLPs.
d. Occurs more frequently in males than females.
e. All of the above are true
A student whose vocabulary development is better than his morphosyntax skills is
likely to have
a. Williams syndrome.
b. Down syndrome.
c. Asperger syndrome.
d. Fragile X syndrome.
Which is not a basic principle used to guide intervention for individuals with ID?
a. Provide intervention from the prelinguistic stage through adulthood.
b. Approach intervention from an ecological viewpoint.
c. Identify and focus on the intellectual deficits of the individual with ID.
d. Follow a three-pronged approach to intervention programming considering typical
development, life span needs, and an individual’s strengths and weaknesses
The utterance “I went to the store and I bought some bread” has ___ T-units
a. 1 t-unit
b. 2 t-units
c. 3 t-units
d. cannot tell with only this limited sample
The features of the System for Augmenting Language (SAL) include all of the
following, except
a. Using the ACC device in within realistic spoken communication.
b. Communication partners serve as models for AAC use.
c. Structured didactic instruction.
d. Ongoing support for the student and communication partners.
e. All of the above are characteristic of SAL
The embedded-explicit model of early literacy intervention includes all of the
following, except
a. Meaningful literacy targets within everyday activities
b. Child-directed talk
c. Regular explicit activities.
d. Self-directed workbook activities.
e. Individual or small-group sessions for children who need increased learning
opportunities.
f. All of the above represent the embedded-explicit model
The explicit phonological awareness intervention (EPAI) intervention targets
a. Building syllable-level awareness
b. Rhyming
c. Phoneme-level awareness
d. A and B
e. A, B, and C are all part of the EPAI intervention approach
Children with hearing loss who did not have early intense auditory training or who have
other associated deficits are likely to have language impairments including
a. Morphologic and syntactic deficits.
b. Semantic and pragmatic delays.
c. Articulation and phonological deficits.
d. A, B, and C.
e. A and B only.
A child with SLI has a significant language impairment without associated
a. Hearing loss.
b. Cognitive deficit.
c. Neurological, or motor impairments.
d. B and C
e. A, B, and Ca.
The question, “Does this child combine words into two- and three-word combinations?”
relates to this aspect of communication.
a. Cognitive
b. Early Pragmatic
c. Syntactical
d. Lexical
e. Later Discourse
I test a child on Monday using a norm-reference test, another SLP does not realize he
was already tested and she tests him on Friday of the same week. Our scores are quite
different. This situation suggests that the test has:
a. poor validity
b. poor reliability
c. poor validity and reliability
d. poor age-equivalency
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