Language Development and Disorders
a. Two independent clauses are joined using a conjunction.
"Conjoining" occurs when: a. Two independent clauses are joined using a conjunction. b. A prepositional phrase is inserted into an independent clause. c. A dependent clause is embedded in an independent clause. d. A conjunction is used to embed two dependent clauses, thereby forming an independent clause. e. All the above.
b. "Curriculum based assessment" seeks to established present level of linguistic performance in curricular tasks while "dynamic assessment" seeks to identify instructional supports to be used in intervention to facilitate performance.
"Curriculum based assessment" differs from "dynamic assessment" in that: a. "Curriculum based assessment" employs standardized tests while "dynamic assessment" does not. b. "Curriculum based assessment" seeks to established present level of linguistic performance in curricular tasks while "dynamic assessment" seeks to identify instructional supports to be used in intervention to facilitate performance. c. "Curriculum based assessment" is an outmoded procedure that has been found to discriminate against students from minority language and dialect backgrounds and it has been replaced with "dynamic assessment." d. The terms mean essentially the same thing but "curriculum based assessment" is now preferred since it is specifically referred to in the Americans with Disabilities Act. e. None of the above.
d. All the above.
"Curriculum based" and "dynamic" assessment models may employ: a. Standardized test results. b. Observation of student performance during classroom tasks. c. Interviews with the student, teacher, and parents. d. All the above. e. Answers b and c only.
a. Acquire new lexical items rapidly.
"Fastmapping" enables children to: a. Acquire new lexical items rapidly. b. Master late developing speech sounds such as consonant clusters. c. Estimate a conversational partner's preexisting knowledge of a topic under discussion. d. Perceive and linguistically differentiate their own from a conversational partner's physical perspective. e. Both c and d.
d. They combine the explicit, structured teaching of skills that children with SLI need with creative, stimulating opportunities to use those skills in meaningful contexts.
"Hybrid" or "combined" intervention approaches have become popular because: a. They are a compromise that offends advocates of neither direct instruction nor those who believe in "child-centered/naturalistic" intervention methods. b. They are more easily integrated into the normal routine of most schools. c. They are consistent with the approach most generally advocated by school district textbook adoptions. d. They combine the explicit, structured teaching of skills that children with SLI need with creative, stimulating opportunities to use those skills in meaningful contexts. e. Answers a and b only.
a. Acquisition of new lexical items.
"Neighborhood density" and "phonotactic probability" primarily impact: a. Acquisition of new lexical items. b. Syntactic development. c. Mastery of pragmatic competencies. d. Children's ability to produce certain late-developing speech sounds. e. Morphemic understanding.
a. Can help children with SLI improve their ability to use linguistic and nonlinguistic cues in textbooks and stories to make logical "guesses" about the meaning of words they encounter in reading that they cannot decode or do not understand.
"Story frameworks" with missing elements for the students to fill in: a. Can help children with SLI improve their ability to use linguistic and nonlinguistic cues in textbooks and stories to make logical "guesses" about the meaning of words they encounter in reading that they cannot decode or do not understand. b. Only serve to confuse children with SLI even more and should not be employed with them. c. Are effective with young children with SLI but generally have no value for older students with this condition. d. Cause children with SLI to become visually disoriented and may contribute to increased levels of frustration and generalized hyperactive, inattentive and impulsive behavior. e. Both b and d.
a. The child is displaying symptoms consistent with significant deficits in grammatical rule usage.
A 12-year-old monolingual, English-speaking child writes: There a cow. Him brown. I like the cow. I wanna play with cows. We already seen some. If this sample is representative of the child's written work: a. The child is displaying symptoms consistent with significant deficits in grammatical rule usage. b. The child's written language development is likely to be similar to that of other children his or her age. c. The child is unlikely to require speech/language specialist assistance. d. The child is a normally-developing user of a dialect other than Standard American English. e. All the above except "a."
e. Both answers a and d.
A colleague consults with you. She says she did a classroom observation of a third-grade child's reading comprehension. Her observations suggest that the child independently understands text at an early second grade level. When text is supported with pictures and when these are discussed with the child, comprehension increases to third grade level. You conclude: a. The child's Zone of Actual Development (ZAD) for reading comprehension is approximately at second grade. b. Intervention programs should immediately stress and employ independent reading of third grade level texts. c. The best plan is to return the child to second grade where he will function more adequately. d. The child's Zone of Proximal Development (ZPD) suggests that intervention should employ supported reading of third grade level texts. e. Both answers a and d.
c. He is employing either or both a "curriculum-based" or a "dynamic" assessment model.
A colleague tells you he rarely employs standardized tests for diagnostic purposes, preferring rather to rely on the results of direct classroom observation, probes and informal tasks, analysis of student language samples, and interviews. You conclude: a. He is somewhat "behind the times" and probably received his training 15 to 20 years ago. b. He is violating both ASHA requirements and Federal guidelines and you should report his behavior to his supervisor. c. He is employing either or both a "curriculum-based" or a "dynamic" assessment model. d. His results are likely to be invalid and you will need to reassess all students in your caseload whose initial qualification assessment was done by this man. e. Both answers b and d.
c. She takes an "environmental perspective" in assessment and qualification of children for language assistance.
A fellow speech/language specialist tells you she primarily employs interviews with teachers and parents, observation of student classroom performance, and analysis of schoolwork to determine eligibility for language assistance. You conclude: a. She is violating federal and state assessment mandates. b. She accepts the discrepancy model. c. She takes an "environmental perspective" in assessment and qualification of children for language assistance. d. She is likely to have graduated from a program that advocated the neutralist perspective. e. She is inefficient as an assessor; the same information can be more quickly obtained through standardized tests.
c. This idea has value since it enables Sara to make a useful contribution to her group instead of setting her up to be a liability, and she will master information about the group's historical figure as she repeatedly rehearses the "show."
A sixth-grade teacher at your school asks your advice about a 12-year-old girl in her class ("Sara") who has SLI and also is on your caseload. She is assigning a major project in which children will work in small groups over a period of several weeks to write and produce "shows" about various historical figures. These shows will be performed for the whole school and the parents. The teacher says she is thinking of assigning Sara a primarily group role of learning and playing historically accurate background music for her group's performance since Sara is known to be a talented musician but has significant difficulty reading and writing. Your reaction to this is: a. This is not a good idea since it "rewards" Sara for having SLI and allows her to get out of having to write papers like the other children in the group. b. You have no opinion since you really don't have any background in the performing arts. c. This idea has value since it enables Sara to make a useful contribution to her group instead of setting her up to be a liability, and she will master information about the group's historical figure as she repeatedly rehearses the "show." d. This is a bad idea because it violates provisions of the State Education Code and the Americans with Disabilities Act that mandate that children like Sara must do exactly the same thing as all the other children. e. Both a and d.
e. Answers a and b only.
A speech/language specialist visits a classroom to observe the general communicative behaviors of a child referred for possible assessment. These observations will help the specialist to: a. Ascertain whether the child may need additional screening or other types of formal assessment. b. Determine the child's level of linguistic performance. c. Precisely measure the child's level of linguistic competence. d. All the above. e. Answers a and b only.
e. Answers a and b only.
A teacher approaches you and asks for advice on ways to help a fifth-grade child with SLI (in your caseload) do better academically in her room. You suggest: a. Highlight important points during lectures or discussions as well as key directions on homework and tests. b. Use introductory activities that will help the child activate related prior knowledge as a "lead-in" to acquiring new information and skills. c. Lower your expectations for the child and give them freeplay time while you work with the other children. d. All the above. e. Answers a and b only.
b. Specific Language Impairment primarily affecting receptive function.
A teacher asks you to observe a child in his third grade classroom. The child appears to have difficulty carrying out directions, following explanations, retelling stories and paraphrasing information. These symptoms most strongly suggest: a. The child has deep-seated psychological insecurities. b. Specific Language Impairment primarily affecting receptive function. c. Communicative behaviors that are grossly within the normal range given the child's grade level in school. d. Impossible to state without further information. e. Both answers a and b.
d. Both of these ideas are likely to be helpful and you will make a point of contacting and explaining the system and its rationale to the child's parents.
A teacher at your school asks your advice about a child in her class who has SLI and also is on your caseload. He says the child has difficulty remembering assignments and information presented in class. He proposes writing the assignments out himself and giving them to the child as well as posting them, and key concepts taught each week in class on a class website. Your reaction to this is: a. The idea of the website is a good one but writing the assignments out for the child encourages him to be irresponsible and should not be done. b. Writing the assignments out is a good idea but posting assignments and concepts on a website supports the child's disability rather than encouraging him to develop successful, in-class learning habits. c. Neither of these ideas is likely to be beneficial since they provide "crutches" that may make the child more disabled than ever. d. Both of these ideas are likely to be helpful and you will make a point of contacting and explaining the system and its rationale to the child's parents. e. None of the above.
e. Answers c and d.
Advantage(s) of the "collaborative/classroom based" service delivery model include: a. Students are removed from the classroom and provided with focused language therapy is one-on-one or small group settings which results in more rapid progress. b. The classroom teacher provides all direct intervention with consultation and advice from the speech/language specialist who then is freed-up to do other work. c. Providing opportunities for the speech/language specialist and classroom teacher to share expertise and acquire skills and competencies from each other. d. Give the speech/language specialist significant opportunity to evaluate the child's needs and progress in meaningful and functional contexts, thereby making treatment more relevant and effective. e. Answers c and d.
c. When a preschooler expands agent + action sentences into agent + action + object sentence forms without specific teaching.
An example of bootstrapping would be: a. When a child confuses the label for a specific concept with a label that specifies an entire class or category. b. When a toddler attempts to assess how much knowledge a conversational partner already shares about a given subject. c. When a preschooler expands agent + action sentences into agent + action + object sentence forms without specific teaching. d. When a child correctly employs begins a response to a question phrased using the second person pronoun "you" with the first person pronoun "I." e. When a young boy combines the sounds /s/ and /t/ to produce the consonant cluster /st/.
c. A young girl who is confused by the concept that both her family's pet and the neighbor's pet are "dogs."
An example of semantic underextension might be: a. A little boy calling all men "daddy." b. A toddler referring to cows as "horsies." c. A young girl who is confused by the concept that both her family's pet and the neighbor's pet are "dogs." d. All the above. e. Answers a and b only.
b. Modifying linguistic complexity to the developmental level rather than the chronological age of the child.
Basic facilitative approach(es) shown to be helpful in treating SLI include: a. Decontextualized drill. b. Modifying linguistic complexity to the developmental level rather than the chronological age of the child. c. Rote memorization of all material presented in class. d. Retaining the child is lower grade levels until he or she can pass standardized tests showing mastery of skills needed for advancement. e. All the above.
d. All the above.
Children "fastmap" words by: a. Constraining the range of possible meanings for an unfamiliar word by assuming its definition is not the same as that of words already known in a given context. b. Using linguistic regularities such as word order and knowledge of bound morphemes as clues to the meaning of an unfamiliar word. c. Employing phonotactic probability to aid rapid recall of newly learned words. d. All the above. e. None of the above.
b. Many are misdiagnosed as having a "learning disability."
Children with SLI are commonly overlooked until they begin to fail in school at which time: a. Most of them drop out and join gangs. b. Many are misdiagnosed as having a "learning disability." c. They are no longer able to profit from treatment. d. They only will respond to appropriate psychological intervention. e. Retention in grade (being "held back") is the only action that can be taken.
e. Answers b and d.
Children with SLI can be helped to acquire and retain information by: a. Having them read assignments over and over. b. Exposing them to key concepts repeatedly using varied modalities and concrete examples and models. c. Allowing them lots of time to daydream and engage in off-task behavior. d. By highlighting critical points for the child in advance in texts he or she will read. e. Answers b and d.
a. Fine and gross motor skill deficits that often accompany SLI.
Children with SLI commonly have trouble writing legibly and "staying on the line" when writing. This is related to: a. Fine and gross motor skill deficits that often accompany SLI. b. Their problems using and understanding linguistically conveyed information. c. Associated attention deficit disorder. d. Impulsive behavior and lack of internal control. e. Poor general attitude toward schoolwork and lack of motivation that is almost always present in children with SLI.
c. Writing key points on the board during lectures and using colored markers to make critical information stand out visually.
Children with SLI often have memory deficits that can be compensated for by: a. Writing homework assignments on the blackboard and telling the class to copy them when they have free time during the day. b. Having them read assigned text passages over and over. c. Writing key points on the board during lectures and using colored markers to make critical information stand out visually. d. Asking the parents to support the classroom or clinic program by punishing the child when he or she forgets assignments or does not complete assigned homework. e. Making the child stay in at recess and after school to complete all "forgotten" homework.
d. Phonotactic probability.
Common sound sequences such as /st-, bl-, and -ts/ are perceived and produced more quickly by young children than are less common ones such as /skw-, -lf/. This is an example of: a. Neighborhood density. b. Overextension. c. Deictic terms. d. Phonotactic probability. e. Bootstrapping.
e. All the above.
Compound and complex sentences are: a. Ways of joining simple sentences using either conjoining or embedding respectively. b. The most common sentence types used by normally developing people after age eight years. c. Syntactically more complex than either FCSI or simple (basal) sentences. d. Rarely used by children before the age of three years. e. All the above.
e. Answers b and c only.
Consultative service delivery models: a. Risk setting the speech/language specialist up as a "know-it-all" dictating to teachers and may increase inter-staff friction to the detriment of students. b. Are indirect service models in which speech/language specialists advise and direct teachers in ways to implement intervention strategies. c. Employ suggestions that are directly relevant to curricular content and tasks within the student's regular classroom. d. All the above. e. Answers b and c only.
e. Both answers a and c.
Conversational gender differences: a. Begin to appear as early as elementary school. b. Apply primarily to girls; boys rarely display such differences. c. Are displayed in young girls by such behaviors as less verbalization than boys, lower rates of topic introduction, provision of more eye contact and feedback. d. Are not clearly displayed until children reach early adolescence. e. Both answers a and c.
a. Devon's level of functioning in the classroom suggests he may qualify for language assistance despite the results of standardized testing.
Devon, a 7-year-old first grader has been referred to you for assessment. The teacher and parents complain that Devon has significant difficulty understanding text and expressing himself in class. Your classroom observations confirm this. Devon obtained low but grossly adequate scores on standardized tests of vocabulary and sentence structure. You conclude: a. Devon's level of functioning in the classroom suggests he may qualify for language assistance despite the results of standardized testing. b. Although Devon is having difficulty in "real world" communication, his test scores clearly rule out eligibility for language assistance. c. Devon is probably malingering in class since his test scores prove he has all the skills he needs linguistically. d. Devon's teacher and his parents need to be counseled to take more responsibility for Devon's poor classroom performance. e. Assessment using performance-based intelligence tests must be completed before Devon's eligibility for language assistance can be determined.
d. His conversational skills show deficits consistent with Specific Language Impairment.
During a conversation with a monolingual, English-speaking 9-year old boy, you notice that he answers factual questions accurately but does not add new information or initiate topics. He rarely maintains any conversational interchange beyond two or three turns. His mother says this is typical. You conclude: a. He may have a voice disorder that impairs his ability to produce extended utterances. b. He is displaying symptoms consistent with normal development. c. He has a phonological disorder. d. His conversational skills show deficits consistent with Specific Language Impairment. e. He may have a psychogenic disorder and additional psychological testing is warranted.
b. May reflect severe deficits in pragmatic skills.
Excessive antisocial behaviors, shyness, aloofness, or depression: a. Are normal in the stage of Formal Operations. b. May reflect severe deficits in pragmatic skills. c. Almost never result from communicative deficits. d. Will improve if suppressed with "assertive discipline." e. Only respond to psychological counseling and treatment and psychological referral always is essential.
e. Both b and d.
In a normally developing infant (prior to age 12 mo.), we would expect to see: a. An expressive vocabulary of 10 to 20 words. b. Use of a variety of prelinguistic modes to communicate. c. The ability to comprehend between 550 and 1000 words. d. The use of prelanguage modes to communicate a variety of purposes (communicative functions). e. Both b and d.
c. Learn best by seeing compensatory strategies modeled first and then being given opportunities to practice using them.
In general, students with SLI: a. Learn best by "doing," so initial modeling of new compensatory learning strategies is an inefficient and ineffective way of teaching them. b. Intuitively understand and employ compensatory strategies such as webbing, outlining, and rehearsal, so it is unnecessary to model their use. c. Learn best by seeing compensatory strategies modeled first and then being given opportunities to practice using them. d. Learn best through rote memorization and drill. e. Both answers a and d.
b. Syntax.
Increased utterance length and utterance complexity are important indicators of growth in the area of: a. Semantics. b. Syntax. c. Pragmatics. d. Speech. e. Both a and c.
d. All the above.
It may be difficult to get "out-of-classroom" speech/language specialist treatment for a child with apparent pragmatic deficits because: a. Pragmatic skills are best practiced in real-life social contexts. b. The child may miss important academic information taught in class during his/her absence for treatment sessions. c. Pulling the child out of class for special education may make peers regard child negatively, making the problem worse. d. All the above. e. a and c only.
e. Answers b and c only.
Language and communication are similar in that: a. Both require speech. b. Both can be conveyed in a variety of ways. c. Both involve an exchange of information. d. Both a and b. e. Answers b and c only.
d. Both answers b and c.
Language is: a. Dependent on development of muscular control and fine motor skills. b. Possible without the presence of speech. c. An arbitrary code for communicating that uses conventional, agreed-upon signals. d. Both answers b and c. e. None of the above.
d. All the above.
Language learning deficits in SLI: a. Become masked as children grow older. b. Become the basis for poor performance in all academic subject areas in school. c. Become obscured by the more obvious school failure leading to a misdiagnosis of "learning disability" that overlooks the underlying oral language foundation. d. All the above. e. Answers a and b only.
a. Greater metalinguistic competence.
Late school-aged children and adults develop significant new skills in understanding and using figurative language, metaphor, simile, idioms and proverbs. This requires: a. Greater metalinguistic competence. b. Completion of the syntagmatic-paradigmatic shift. c. The ability to understand and employ indirect requests. d. Gender differences in communicative behavior. e. None of the above
a. Observing linguistic performance.
Linguists can deduce the language rules a speaker knows by: a. Observing linguistic performance. b. Evaluating linguistic competence. c. Reviewing academic performance records. d. Asking a speaker about the rules he or she knows. e. b and d.
a. Deictic terms.
Listener perspective is important in the use of: a. Deictic terms. b. Presuppositions. c. Overextensions. d. Bootstrapping. e. Consonant clusters.
b. Those with SLI ultimately have much more successful and fulfilling lives if given early and appropriate treatment.
Long-term follow-up studies of SLI indicate: a. Children with SLI rarely profit from intervention of any type because their condition is caused by an underlying organic, neurological disorder. b. Those with SLI ultimately have much more successful and fulfilling lives if given early and appropriate treatment. c. SLI generally is caused by subtle, but pervasive hearing deficits. d. It is a good idea to wait as long as possible before "labeling" children with SLI since many of them will outgrow the condition without being treated. e. Answers c and d.
c. It provides compensation for the child's language weaknesses by accessing potentially more intact, non-language ways of learning.
Modeling is the single most effective compensatory teaching technique for children with SLI because: a. It is recommended by the American Speech, Language, and Hearing Association. b. It is less expensive and easier to implement than other methods. c. It provides compensation for the child's language weaknesses by accessing potentially more intact, non-language ways of learning. d. It overcomes the hearing deficits that often co-exist with SLI. e. It enables children with SLI, many of whom have mild mental retardation, to understand through more concrete representations.
a. Paralinguistic communicative elements.
Pauses, stress, and intonation patterns can influence the meaning of a communication and are considered: a. Paralinguistic communicative elements. b. Nonlinguistic cues to meaning. c. Metalinguistic components of communication. d. Distractors. e. None of the above.
a. Clauses contain both a noun and verb while phrases have one or the other but not both.
Phrases differ from clauses in that: a. Clauses contain both a noun and verb while phrases have one or the other but not both. b. Phrases can be conjoined to make complete sentences while clauses cannot. c. Prepositional phrases, infinitive phrases, and gerunds are the components used to construct clauses. d. Clauses can be independent or dependent while phrases are always independent. e. Both b and d.
e. It relates new information to personally relevant information that is already known, increasing interest, motivation to learn and both initial comprehension and retention of new information.
Relating new information to children's prior experiences is especially helpful for children with SLI who come from diverse cultural and linguistic backgrounds because: a. It highlights important information providing cues and prompts for understanding. b. These children often are less intelligent than children with SLI who come from "dominant cultural backgrounds" and need even more support to understand basic concepts. c. Focusing on these children's prior experience gives them a feeling of success even when they are unable to understand or remember what lessons are about and bolsters their self-esteem even in the face of academic failure. d. It is required by the Educational Code, IDEA, and the Americans with Disabilities Act. e. It relates new information to personally relevant information that is already known, increasing interest, motivation to learn and both initial comprehension and retention of new information.
b. Excludes information only obtainable by observing children perform meaningful tasks in classroom settings and is prone to error.
Reliance on test scores to determine which students are eligible for speech/language specialist services: a. Is a desirable method of insuring fair treatment for all students. b. Excludes information only obtainable by observing children perform meaningful tasks in classroom settings and is prone to error. c. Is the primary method advocated by the "environmental perspective." d. In mandated by Federal Guidelines. e. Is the only reliable method of available for diagnosing Specific Language Impairment.
d. All the above.
Semantic overextensions are common: a. Among preschoolers in all languages. b. Among toddlers learning American Sign Language. c. Among young speakers of dialects other then Standard American English. d. All the above. e. Answers a and b only.
d. All the above.
Since language is the medium by which knowledge is acquired and expressed in school, it is not surprising that: a. Children with SLI perform poorly in content areas such as physical science and geography. b. Teachers often underestimate the understanding of children with SLI. c. Children with SLI often have trouble keeping up with the curriculum. d. All the above. e. Answers a and c only.
e. All the above.
Socially, children with SLI: a. May express themselves in nonverbal or physical ways that are inappropriate. b. Become passive and withdrawn at times. c. Have difficulty recognizing social cues signaled in facial expression, intonations, and gestures. d. Have difficulty fitting in with peers. e. All the above.
e. Speech/phonology, semantics, syntax/morphology, pragmatics.
Spoken languages develop in the areas of: a. The speech mechanism, the phonatory mechanism, the oral-peripheral mechanism. b. The glottis, the larynx, the pharyngeal cavity. c. Language, dialects, communication, and speech. d. Movement, position, shape, sequence. e. Speech/phonology, semantics, syntax/morphology, pragmatics.
c. Difficulty marking tenses, coordinating ideas between sentences, and producing embedded and conditional phrases.
Students with SLI often have difficulty acquire and using complex grammatical rules. This is reflected by: a. Limited vocabulary knowledge and partial understanding of word meanings. b. Excessive use of gestures, pauses, and fillers when speaking. c. Difficulty marking tenses, coordinating ideas between sentences, and producing embedded and conditional phrases. d. Deficits in conversational turn taking. e. Trouble processing language at a non-literal level.
e. All the above.
Symptoms of vocabulary knowledge deficits in SLI include: a. Having a limited vocabulary of words for temporal, spatial, quantity relationships, and internal states. b. Knowledge of few synonyms or antonyms for basic concept words. c. Partial understanding of word meanings. d. Difficulty understanding subtle differences between words with similar meanings. e. All the above.
True
T/F: "Curriculum based assessment" evaluates how well a child is performing in curricular areas while "dynamic assessment" attempts to identify factors that influence performance.
False
T/F: "Curriculum based assessment" procedures depend heavily on measuring student performance using standardized tests.
False
T/F: "Directed instruction" as an intervention approach exposes children to elements of language and literacy within stimulating, naturalistic environments with the expectation that children will learn needed skills intuitively.
False
T/F: "Dynamic assessment" is used to establish a student's "Zone of Proximal Development" which are those skills that a student cannot understand or acquire in a supportive context. Such skills are immediate therapy targets.
True
T/F: "Embedding" involves the placement of a phrase or clause within another clause.
True
T/F: "Pull-out" therapy services for children with SLI can have significant disadvantages for the child when used exclusively.
False
T/F: A "clause" is a group of words that may contain a noun or a verb but not both.
True
T/F: A child who has difficulty managing turn-taking exchanges, identifying shifts in topic, and making relevant additions to topics is displaying symptoms consistent with Specific Language Impairment.
True
T/F: A helpful compensation for a college student with SLI would be to break up a "term paper" assignment into a series of subcomponent "homeworks" which are returned with feedback, then corrected and assembled into the final paper.
True
T/F: A symptom of both receptive and expressive SLI is a tendency to appear passive and agreeable to whatever other people say.
True
T/F: A weakness of the "neutralist perspective" is that its heavy reliance on test scores to diagnose Specific Language Impairment excludes useful information and is prone to error.
False
T/F: A young child calling all animals "doggie" is an example of semantic underextension.
True
T/F: A young child might become upset and argue that the neighbor's dog is not a dog. Such a situation might arise as the result of semantic underextension.
True
T/F: Although "curriculum based" and "dynamic" assessment processes rely heavily on classroom observation, probes, analysis of language samples, and interviews, standardized test results may be considered.
False
T/F: Although children with SLI often have difficulty acquiring word meanings, they usually do not experience word retrieval problems.
False
T/F: Although students with SLI often display deficits in vocabulary knowledge, it is rare for them to have significant difficulty acquiring and using grammatical rules.
False
T/F: Although they have communicative difficulties that impair social communication, most children with SLI do reasonably well in academic content areas such as history and social studies.
False
T/F: As children with SLI grow older and progress in school, spoken language deficits remain the most obvious symptom of their disability.
True
T/F: Because fine and gross motor skill deficits often accompany SLI, children with the condition may need to use compensatory devices to write legibly and quickly.
True
T/F: Because pragmatic disorders may be manifested as shyness, attention deficit, or antisocial behavior they are often confused with behavioral or psychiatric conditions.
False
T/F: Because there is broad agreement about what is "normal" pragmatically, there usually is little difficulty in identifying and obtaining treatment for children with pragmatic deficits.
True
T/F: Children unconsciously employ the concepts of both "neighborhood density" and "phonotactic probability" in the acquisition of new lexical items.
True
T/F: Children who display excessive use of gestures, pauses, or fillers are exhibiting signs consistent with having word retrieval problems.
False
T/F: Children with SLI focus and learn better in classrooms with stimulating and frequently changing decorations posted on walls, windows, and bulletin boards.
True
T/F: Children with SLI may be able to answer simple, concrete questions of fact about stories but usually have difficulty answering cause/effect questions and relating internal thoughts and feelings to story events.
False
T/F: Children with SLI may have difficulty answering simple questions about information presented in stories but they usually are relatively good at making predictions and inferring unstated information.
True
T/F: Children with SLI often are misdiagnosed as "learning disabled" when the real cause of their academic problems is language processing, not "learning."
False
T/F: Children with SLI often have difficulty in content areas such as English literature and science but rarely have language-related social problems.
True
T/F: Children with SLI often have difficulty processing subtle alterations of meaning signaled in grammatical forms such as pronouns, conjunctions, prepositions, and tense endings.
True
T/F: Children with SLI often have trouble appropriately managing turn taking exchanges in conversational interactions.
False
T/F: Children with SLI profit most from being exposed to language-rich learning environments and they usually do not require other compensations.
True
T/F: Children with SLI typically produce a limited variety of sentence types and are likely to get locked into a small set of familiar structures.
False
T/F: Children with SLI who come from diverse cultural and linguistic backgrounds learn and retain linguistic information best when it is presented and then memorized as discrete, isolated facts and not confused with or related to prior experiences.
True
T/F: Children with Specific Language Impairment may have primarily receptive deficits, primarily expressive deficits or a mixture.
True
T/F: Compared to "pull-out" therapy, "consultative" and "collaborative/classroom-based" models have the advantage of increasing the relevance of intervention goals and while supporting the child's interactions with peers in functional settings.
False
T/F: Deictic terms are examples of semantic overextension.
True
T/F: Deictic terms include words such as "this," "that," "I," and "you" that can only be interpreted from the physical location of the speaker.
True
T/F: During the preschool period children rapidly add new terms to their vocabularies on a daily basis using a process called "fastmapping."
False
T/F: For people in late adolescence or adulthood, linguistic development primarily emphasizes elements of language "form" versus "function."
True
T/F: Getting speech/language specialist treatment for a child with pragmatic deficits can be complicated because removing the child from class for treatment services may cause peers to regard the child more negatively, ultimately making the problem worse.
True
T/F: Immersing children with SLI in a "language rich environment," is not an effective way to help them compensate for their disability.
False
T/F: In order for communication skills to develop, language must develop.
True
T/F: Intonation patterns, stress and pauses and hesitations are paralinguistic elements of communication.
True
T/F: It is important to use developmentally appropriate tasks and materials, as opposed to "grade-level appropriate" tasks and materials, for treatment intervention with children with SLI.
True
T/F: It would be an appropriate intervention technique to prompt and assist a child with SLI to remember and talk about a time when they were really hot and uncomfortable as a "lead in" to discussing the early Spanish exploration of the American southwest.
True
T/F: It's important that infants display variety in both their prelanguage communicative functions and in the modes they employ to effect communication.
True
T/F: Language development can progress more or less normally even if there are problems with speech development.
True
T/F: Language is not necessary for communication; communication can occur without language.
True
T/F: Linguistic performance reflects linguistic competence.
True
T/F: Long-term follow-up studies clearly show that early and appropriate treatment of SLI is effective and essential.
True
T/F: Metalinguistic skills enable a speaker to talk about language abstractly, to analyze it, separate it from it context and to judge it's acceptability in an abstract sense.
False
T/F: Modeling compensatory strategies such as outlining, webbing, graphic illustration and identification of topic sentences is unnecessary since students with SLI employ these strategies intuitively to compensate for their linguistic processing weakness.
True
T/F: More than other areas, semantic development varies widely in late school-aged and adult people and is closely related to educational level, socioeconomic status, gender, age, and cultural background.
True
T/F: Observing linguistic performance enables us to estimate the extent of a person's linguistic competence.
False
T/F: Paralinguistic elements of communication include gestures, body posture, facial expression, eye contact, head and body movements and proxemics.
False
T/F: Prelanguage communicative functions include reaching, pointing, vocalizing, and gesturing.
False
T/F: Prelanguage communicative modes include protesting, indicating possession, requesting an object and requesting an interaction.
False
T/F: Reading given passages of text over and over is the best way for children with SLI to acquire information
False
T/F: Reliance on standardized test scores as a means of diagnosing SLI is characteristic of the "environmental perspective."
True
T/F: Requiring a child with SLI to read text passages over and over is unlikely to be a helpful compensatory technique for improving comprehension of written language.
False
T/F: Semantic development is primarily reflected by increases in sentence length and structural sentence complexity.
True
T/F: Semantic overextensions occur when young children fail to distinguish between basic concepts and general conceptual categories.
False
T/F: Standardized test results are not used as a part of either "curriculum based" or "dynamic" assessment.
False
T/F: Students with SLI have problems with "academic" language but generally display normal social, conversational skills.
False
T/F: Students with SLI learn most efficiently if given immediate, hands-on opportunities to use new compensatory strategies rather than first seeing them modeled.
True
T/F: Students with SLI learn most efficiently if new strategies are modeled first and only subsequently practiced in "hands-on" activities.
True
T/F: Students with SLI may not be able to learn all necessary language rules and skills by incidentally participating in "authentic" tasks which is one reason to avoid using "naturalistic" or "child-centered" intervention techniques exclusively.
False
T/F: Students with SLI should be discouraged from relying on nonverbal cues and prompts that support and illustrate written and verbally presented information since doing so constitutes a "crutch" that can prolong and intensify the disability.
False
T/F: Symptoms of receptive SLI include difficulty producing well-structured sentences, difficulty selecting and retrieving words, and production of spoken and written narratives that lack detail and organization.
True
T/F: Syntactic development is reflected by increases in both utterance length and utterance complexity.
True
T/F: Syntax and morphology are the rules governing the sequencing of sentence components and the transformation of words to increase clarity and alter meaning.
True
T/F: Talking about how immediate and familiar experiences relate to events that are removed in time and space is an appropriate compensatory strategy that provides "contextual support" for children with SLI.
True
T/F: The "environmental perspective" advocates using interviews with teachers and parents, observations of student performance, and analyses of schoolwork as the means of diagnosing Specific Language Impairment.
False
T/F: The "neutralist perspective" advocates assessing for Specific Language Impairment by looking at children's performance relative to environmental norms rather than relying on standardized test results.
True
T/F: The likelihood of a particular sound pattern occurring is called it "phonotactic probability."
False
T/F: The purpose of highlighting important information and directions in text is to provide "contextual support" for children with SLI.
True
T/F: The term "language competence" refers to a language user's underlying knowledge about language rules and structures.
False
T/F: The terms "fastmapping" and "bootstrapping" are synonymous terms used to describe methods children use to discriminate and produce speech sounds.
False
T/F: The terms "phrase" and "clause" can be used interchangeably; they are synonymous.
True
T/F: To encourage retention, it is especially important to relate new information to prior experiences when teaching children with SLI who come from diverse cultural and linguistic backgrounds.
False
T/F: Use of interviews with teachers and parents, observations of student classroom performance and analyses of schoolwork are relatively weak assessment methods because they exclude useful information and are more prone to error than are standardized tests.
False
T/F: Use of such strategies as outlines, graphic illustrations, and webbing have not been found to facilitate school performance of children with SLI.
True
T/F: When children use what they already know about language to help them comprehend and produce new and more complex forms of language we say they are "bootstrapping."
False
T/F: When children with SLI retell stories, they typically remember a few salient ideas from the middle but little or nothing from the beginning and ending.
True
T/F: When employing either a "curriculum based" or "dynamic" assessment model, speech/language specialists never rely exclusively on standardized test results.
False
T/F: While students with SLI are likely to know words for temporal, spatial, and quantity relationships, internal states, and generic categories, they are less likely to know the meaning of simple, concrete words such as heavy, hard, cut, wipe, shake, rip.
True
T/F: Words may be "fastmapped" using any of several different strategies.
True
T/F: Written language demands greater metalinguistic competence and this is a major developmental area for late school-aged and adult people.
a. Use of the "discrepancy model" to identify children with Specific Language Impairment.
The "neutralist perspective" is associated with: a. Use of the "discrepancy model" to identify children with Specific Language Impairment. b. B.F. Skinner. c. Use of environmental measures to identify students with language learning/using disabilities. d. Both a and b. e. Answers b and c only.
c. Pragmatics
The area of most significant linguistic growth during the school-aged and adult years is: a. Phonology b. Syntax c. Pragmatics d. Morphology e. Comprehension of commands employing deictic terms.
e. Semantics.
The expansion of vocabulary is an important development in the language area of: a. Syntax. b. Articulation. c. Pragmatics. d. Jargon. e. Semantics.
e. a and b only.
The nonlinguistic communicative elements of a message include: a. Body posture. b. Facial expression. c. Intonation patterns, pauses, and stress. d. All of the above. e. a and b only.
b. Understand and produce new and more complex forms and elements of language rapidly.
The process of "bootstrapping" helps children: a. Learn to produce some of the later developing sounds of speech. b. Understand and produce new and more complex forms and elements of language rapidly. c. Estimate a listener's knowledge about a subject under discussion. d. Interpret a speaker's view of his or her physical location and relationship to a listener. e. Avoid producing underextensions.
c. The term "linguistic performance" involves the linguistic rules a speaker actually uses while the term "linguistic competence" involves all the underlying knowledge of linguistic rules a speaker has whether or not they are used.
The term "linguistic performance" differs from "linguistic competence" in that: a. A person is said to exhibit linguistic competence to the extent that he or she displays adequate linguistic performance. b. This is a trick question; there is no difference in the meaning of these terms and they can be used interchangeably. c. The term "linguistic performance" involves the linguistic rules a speaker actually uses while the term "linguistic competence" involves all the underlying knowledge of linguistic rules a speaker has whether or not they are used. d. Linguistic performance is estimated by assessing linguistic competence. e. Both a and d.
e. The neutralist perspective.
The use of a discrepancy in standardized language and nonlanguage test scores to identify SLI is called: a. The environmental perspective. b. The diagnosogenic model. c. Diagnosis by exclusion. d. The neuropsychogenic paradigm. e. The neutralist perspective.
b. Primarily employ performance-based intelligence tests and standardized language tests to diagnose SLI.
Those who accept the "environmental perspective": a. Believe that a discrepancy between language and nonlanguage test scores is the best way to diagnose SLI. b. Primarily employ performance-based intelligence tests and standardized language tests to diagnose SLI. c. Reject the concept of relying on discrepancy between language and nonlanguage test scores as the primary means of diagnosing SLI. d. None of the above. e. a and b only.
c. By providing one-on-one or small group intervention outside the classroom, typically in a clinical setting.
Traditionally, speech/language specialists have provided treatment services for children with SLI: a. By advising and directing teachers about how to implement intervention strategies. b. Through direct, collaborative participation in the classroom, providing treatment services within the classroom setting itself. c. By providing one-on-one or small group intervention outside the classroom, typically in a clinical setting. d. All the above. e. Answers a and b only.
a. Pointing, gesturing, pantomiming, leading other by the hand to show what is wanted and vocalizing.
We expect to see a normally developing infant express a variety of communicative functions using a variety of communicative modes such as: a. Pointing, gesturing, pantomiming, leading other by the hand to show what is wanted and vocalizing. b. Syntax, morphology, and pragmatics c. Requesting interactions and objects, commenting, offering, and protesting. d. Understanding the word "no," cooing, and babbling consonant chains. e. Increasingly accurate production of vowel sounds and some early developing consonants.
c. They are less well-adapted for providing high levels of explicit, structured exposure and practice of discrete, critical skills and it is more difficult to measure treatment progress precisely in relatively uncontrolled settings.
Weakness(es) of "collaborative" and "classroom based intervention" models relative to "direction instructional models" include: a. Treatment goals are less functional and realistic since they are derived from standardized test scores rather than from curricular content and classroom task performance. b. Communication skills are learned in inflexible communicative situations largely devoid of realistic communicative purpose. c. They are less well-adapted for providing high levels of explicit, structured exposure and practice of discrete, critical skills and it is more difficult to measure treatment progress precisely in relatively uncontrolled settings. d. All the above. e. None of the above.
b. Strategies for improving linguistic comprehension that students with SLI can learn to employ by first seeing them modeled and then practicing them under guidance.
Webbing, outlining, rehearsal, interpretation of text conventions (e.g., purpose of boldface, italics, topic headings), and graphic illustration are: a. Intuitive compensatory strategies usually acquired innately by children with SLI without a need for specific modeling or directed teaching. b. Strategies for improving linguistic comprehension that students with SLI can learn to employ by first seeing them modeled and then practicing them under guidance. c. Learned most efficiently by giving children with SLI "trial and error" opportunities coupled with verbal or written directions. d. Usually not employed with students with SLI since they accommodate the disability and enable such children to avoid having to acquire the linguistic processing skills used by other students. e. Strategies that fall under the general heading of "ways to modify language complexity and expectations" so that the match between students' language abilities and the demands they encounter is appropriate.
d. The semantic relationship of "attribution."
When a child's mother says "Do you want the red brush?" and the child says "Want blue brush," we are seeing: a. Utterance length and complexity appropriate for a child aged 5 years. b. A speech problem. c. An MLU of 4.53. d. The semantic relationship of "attribution." e. Both a and c.
e. The first step followed by guided and monitored practice.
When helping children with SLI learn new compensatory strategies, modeling strategy use is: a. Not helpful since such students only learn by doing. b. Unnecessary since students with SLI learn compensatory strategies independently in order to overcome their deficits in language comprehension and use. c. Confusing or distracting to students with SLI and generally impairs their ability to efficiently acquire new strategies. d. Sometimes helpful after first giving students opportunities to practice the strategy and learn from their mistakes. e. The first step followed by guided and monitored practice.
e. Both answers c and d.
When retelling stories, school-aged children with SLI: a. Use simple sentence structures to express their otherwise adequate understanding and retention of the information presented. b. Typically remember limited but equal amounts from the beginning, middle, and ending parts of the story. c. Usually remember simple, concrete facts presented in the story. d. Remember more from the beginning and end of a story than they do about what occurred in the middle. e. Both answers c and d.
a. Employ the language students hear and read in texts, class presentations, and assignments as primary sources of information about a student's present level of linguistic performance in curricular tasks.
When using "curriculum based assessment" techniques, speech/language specialists: a. Employ the language students hear and read in texts, class presentations, and assignments as primary sources of information about a student's present level of linguistic performance in curricular tasks. b. Rely on batteries of specially designed, standardized tests as a means of sampling all language and communicative skills needed in an educational program. c. Cue, model, and prompt in order to find out what kinds of support facilitate performance. d. Are primarily seeking to establish a student's Zone of Proximal Development as a means of developing intervention programs. e. All the above.
d. Metalinguistic aspects of communication.
When we consider a communication in the abstract, talk about it, analyze it and judge its appropriateness and form we are employing: a. Communication. b. Nonlinguistic cueing systems. c. Paralinguistic elements. d. Metalinguistic aspects of communication. e. Nonlanguage indicators of intent.
c. Reading, comparing and contrasting three different versions of the Cinderella story including a Korean version, an Ethiopian version, and a version from Peru.
You are a speech/language pathologist working with a group of four, 7-year-old children with SLI. Two of the children in the group are from Vietnamese backgrounds, one is African-American, and one is Hispanic. Their teacher is focusing on the story of Cinderella this week in class. The most effective strategy to help these children relate to, understand and remember information from their classroom activities related to Cinderella is likely to be: a. Reading the Grimms Fairy Tales version of Cinderella to them several times. b. Reading them a number of other Grimms Fairy Tales such as Little Red Riding Hood, Goldilocks and the Three Bears and The Three Little Pigs to help them understand the fairy tale genre. c. Reading, comparing and contrasting three different versions of the Cinderella story including a Korean version, an Ethiopian version, and a version from Peru. d. Reading material unrelated to fairy tales so as to help the children approach the classroom activities with a refreshed attitude. e. Both answers a and b.
d. Teach a unit on ancient Egypt employing a series of multimedia presentations including music, photographs, and maps to illustrate selected text readings and lecture presentations.
You are an SLP team-teaching in a fifth grade remedial reading classroom. Several students in the room have SLI and are on your caseload. In planning next week's lesson, your teaching partner proposes several choices. The plan most likely to benefit your SLI students is: a. Implement intensive language stimulation in which the class spends a week focusing on reading grade-level text unsupported by illustrations as a means of increasing reading comprehension. b. Work on lecture note-taking skills and auditory processing by having a week of spoken lectures from which students take notes. c. Use a series of essay tests based on information contained in typed "handouts" so that students can learn to retain written information and express their understanding in writing. d. Teach a unit on ancient Egypt employing a series of multimedia presentations including music, photographs, and maps to illustrate selected text readings and lecture presentations. e. Both answers a and c.
d. The child may have deficits in passage comprehension.
You are evaluating an 8-year-old, monolingual English speaking child. After reading him a short section from the beginning of the book Curious George Gets a Job, you ask him a few simple questions about concrete information presented in the passage you read. These questions he answers correctly. You then ask him to predict what will happen next. He is unable even to make a guess about this. These observations suggest: a. The child is displaying symptoms consistent with inadequate development of grammatical rule usage. b. The problem is likely to be one of poorly developed vocabulary. c. The child has significant pragmatic deficits. d. The child may have deficits in passage comprehension. e. None of the above.
d. Is suggestive of the kinds of problems in grammatical rule usage that are common in children with SLI.
You are reviewing the classroom written work of a 11-year-old, monolingual English speaking student referred to you for assessment. You note that the child's written narratives employ simple, declarative sentence structures almost exclusively with few conjoinings or embeddings. This observation: a. Suggests the child has limited vocabulary knowledge. b. Is consistent with normal written language development in 11-year-old children. c. Implies that the child has deficits in passage comprehension. d. Is suggestive of the kinds of problems in grammatical rule usage that are common in children with SLI. e. Indicates that the child has difficulty recognizing and producing sound patterns in language.
b. Have a "freeform" discussion as you play related music and project some slides of people places and things relevant to the topic unit.
You are working collaboratively with a teacher in a sixth-grade classroom. You are brainstorming together about how to introduce a new unit. There are three children identified with SLI in the class. INITIAL teaching strategi(es) most likely to be helpful to these children include: a. Begin the unit with a multiple-choice test as a way of finding out what the children already know about the subject. b. Have a "freeform" discussion as you play related music and project some slides of people places and things relevant to the topic unit. c. Have the children fill in a crossword puzzle using vocabulary words relating to the unit you will later teach. d. Assign reading textbook reading about the topic. e. All the above.
d. Before having her read a text, do a "picture walk" with her, guiding her to use the accompanying pictures in a book to make predictions about the story and what will happen to its characters.
You are working with a second grade, 7-year-old girl with SLI. Her reading comprehension is similar to that of normally developing children at the beginning of first grade. You can help her better understand what she reads by: a. Making her read every passage over and over. b. Telling her to read more slowly. c. Post a "happy/sad face" chart on the wall. Whenever she reads and understands a text, give her a happy face. When she doesn't understand what she reads, give her a sad face. Be sure to call her performance, good or bad, to the attention of the whole class. d. Before having her read a text, do a "picture walk" with her, guiding her to use the accompanying pictures in a book to make predictions about the story and what will happen to its characters. e. All the above.
a. Before having her read a text, discuss ways in which the information about to be presented is similar to or contrasts with experiences she personally has had.
You are working with a third grade, 8-year-old Hispanic girl with SLI. Her primary language is Spanish although she now is considered "fluent English proficient." She came to the United States from Mexico 4 years ago. She seems to have considerable difficulty remembering new information even when it is presented in Spanish. To help her retain information better you might: a. Before having her read a text, discuss ways in which the information about to be presented is similar to or contrasts with experiences she personally has had. b. Have her stay in from recess and after school to read passages repeatedly until she can remember critical facts from what she has read. c. Use a metronome to "pace" her reading, having her read one word every time the metronome "clicks." This will help her slow down and will improve her retention. d. Post a "happy/sad face" chart on the wall. Whenever she reads and remembers what she has read, give her a happy face. When she doesn't remember what she reads, give her a sad face. Be sure to call her performance, good or bad, to the attention of the whole class. e. Both answers a and d.
d. The symptoms suggest limited vocabulary development and deficits in word retrieval that are consistent with the possible presence of SLI.
You have been asked to assess a seven year old, second grader. During a classroom visit you observe the child having apparent difficulty recalling word names and using indefinite words such as some, stuff or thing excessively. The child often resorts to gestures or displays long pauses during conversation. You conclude: a. The child is slow but these symptoms are consistent with normal development. b. These symptoms suggest the child is primarily having difficulty mastering grammatical rules. c. This child's problem is likely to be confined to a deficit in understanding and using metaphorical language. d. The symptoms suggest limited vocabulary development and deficits in word retrieval that are consistent with the possible presence of SLI. e. Answers a and b only.
a. The child is at risk for Specific Language Impairment and diagnostic assessment is warranted.
You have been asked to evaluate an 8-year-old second grader who has difficulty reading. Interviews with the parent, teacher, and child, and classroom observation of the child suggest he has poorly developed phonemic awareness, phonic skills, and vocabulary. You conclude: a. The child is at risk for Specific Language Impairment and diagnostic assessment is warranted. b. A behavioral analysis should be conducted including performance-based intelligence testing. c. The child is somewhat slow but is unlikely to need speech/language specialist intervention. You suggest the team monitor the child and contact you next year. d. This problem would be better addressed exclusively by a reading specialist. e. The child is probably malingering and may require a rigorous behavior modification program.
b. The child is exhibiting semantic overextension.
You overhear a toddler telling his mommy that your dog is a "kitty." The most likely explanation for this mistake is that: a. The child really thinks your dog looks like a cat. b. The child is exhibiting semantic overextension. c. The child is teasing you about your dog. d. The child is exhibiting semantic underextension. e. The child is trying to see if his mother knows the right answer.
d. All the above.
You read aloud a story about a little bear that gets lost. You ask a young student with SLI to tell you how she thinks the bear feels. Likely response(s) might be: a. She tells you the bear is little. b. She tells you she lost her doll yesterday. c. She doesn't say anything until you ask if she thinks the bear feels happy; then she agrees that the bear is happy. d. All the above. e. Answers b and c only.
