Pediatric Language Assessment and Intervention - COMPS Practice Questions

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Amanda is conducting therapy with her 34-month-old client, working on using 2-word utterances for requests and protests. Here is an excerpt from a therapy session: (Child sees a doll play set up on the shelf and points to the dolls) Amanda: Yes, I see the dolls. Child: Dolls Amanda: They are dolls. Child: Dolls (reaches hands towards dolls) Amanda: Oh, did you WANT dolls? Child: Dolls Amanda: If you want them, you can ask me Child: (Looks at clinician - 20 second pause) Amanda: WANT (says and signs the word want) _________ Child: Dolls! Amanda: Oh, you WANT dolls. You WANT. WANT. Here are the dolls you WANT. All of the following are examples of evocative strategies EXCEPT: A. "Oh, you want the dolls. You want. Want." B. "Want______" C. "Did you want the dolls?" D. "If you want them, you can ask me."

A. "Oh, you want the dolls. You want. Want."

In April, a 3rd grade teacher approaches you about a student, Brandon, who is struggling academically, and does not appear ready to move to 4th grade. He takes twice as long to read, has poor comprehension of what he reads, and often misunderstands instructions in class. For example, when told that "The bookshelf next to my desk is where to put your homework", Brandon put his homework on the teacher's desk. His parents shared that Brandon "worked on speech sounds" with a SLP in preschool, made fast progress, and was dismissed after a year of therapy. The teacher recommended they talk to you in your role as the school SLP, but the parents are resistant because "Brandon is struggling with learning - he talks just fine." During the assessment process, you perform an onlooker assessment and note that the teacher uses much literate-style structure in his speech. As an example, you heard the teacher say: A. "Skim Chapter 13 and generate 2 hypotheses about ways in which the Industrial Revolution affected daily life in the United States." B. "Write a paragraph about the people involved in the Industrial Revolution." C. "Get into groups and discuss your paragraphs." D. "When you finish writing your paragraph, you may read silently at your desk."

A. "Skim Chapter 13 and generate 2 hypotheses about ways in which the Industrial Revolution affected daily life in the United States."

During an assessment, you show Xavier, a 12-year-old, a picture of a jungle and ask him to make up a story about one of the animals in the jungle. This is the story he tells you: Once there was a funny monkey. He wanted to go to France, but he didn't have no money to go to France. So, he decided he would sneak a ride by an airplane. And so he snuck a ride on somebody's sack and they loaded him up in the airplane. When he got to France he got to see the famous painting of Mama Lisa and he loved the painting, but he got stopped for trespassing and got thrown in jail. The end. In this narrative, the subordination index is: A. 1.2 B. 2.0 C. .80 D. 1.0

A. 1.2

A SLP, OT, and psychologist each conduct an evaluation on a 30-month old child with global delays, and then staff together. During the speech eval, the SLP brings out a dollhouse with baby dolls, furniture, and baby food. The child enjoys opening and closing the door to the house, banging the furniture on the roof, and haphazardly putting all of the dolls, furniture, and food inside the house. When the SLP attempts to play, the child turns away. With her mother, the child initiated communication 12 times in 10 minutes including the following: "That baby" (pointing to the baby) "Mommy baby" (her mom was playing with the baby) "Mommy go" "Hi Mommy" "good juice" (saw sippy cup in her mom's bag) This child's level of play may best be described as: A. Appropriate for children younger than 18 months B. Inappropriate for any age C. In the 18-24 month range D. In the 24-36 month range

A. Appropriate for children younger than 18 months

A. Between 2.8 and 3.2

Bart, a 4-year-6-month male was recently assessed at a private speech and language clinic, after being referred by his preschool teacher. The SLP diagnosed Bart with a moderate-severe language disorder. Testing revealed: norm-referenced scores -2 SD across all areas of language; 70% intelligibility to unfamiliar listeners, difficulty responding to constituent (Wh-) questions, and over-use of nonspecific terms such as "stuff" and "it". When Bart needed help or didn't understand a task, he started singing rather than asking for help. He demonstrated appropriate play skills, maintained the topic of conversation, and has many friends. To address Bart's difficulty responding to constituent questions, the SLP would likely recommend that the teacher use which strategy? A. CROWD strategy B. Sabotage C. Feigned misunderstanding D. Thematic units

A. CROWD strategy

During an assessment, you show Xavier, a 12-year-old, a picture of a jungle and ask him to make up a story about one of the animals in the jungle. This is the story he tells you: Once there was a funny monkey. He wanted to go to France, but he didn't have no money to go to France. So, he decided he would sneak a ride by an airplane. And so he snuck a ride on somebody's sack and they loaded him up in the airplane. When he got to France he got to see the famous painting of Mama Lisa and he loved the painting, but he got stopped for trespassing and got thrown in jail. The end. According to Applebee's rubric, this 12 y.o. produced which type of narrative? A. Chain narrative B. Sequence C. Leap Frog D. High point narrative

A. Chain narrative

Anthony is a 4.5-year-old male with reported concerns of speech and language difficulties in preschool. The clinician collected a language sample and administered the CELF-P2. With a mean of 100, a standard deviation of 15, and standard error of measurement of 4, Anthony achieved a receptive standard score of 80, an expressive standard score of 75, and an overall language score of 78. The SLP chose a test with a low standard error of measure. Because of this, she can: A. Count on this measure being a reliable estimate of Anthony's skills B. Count on this measure being a valid estimate of Anthony's skills C. Use this test to derive goals for Anthony's treatment plan D. All of the above

A. Count on this measure being a reliable estimate of Anthony's skills

Jill, a local SLP, goes to the home of Keshon, a 10-month-old child, to conduct a speech-language evaluation. Keshon was born at 32 weeks and spent 5 weeks in the NICU for fluid in the lungs. Jill observes that the mother responds to Keshon's basic needs (feeding, changing diapers) but is very quiet, rarely talks to Keshon, demonstrates negative affect, and rarely engages in joint attention games. Jill proceeds to collect the following information from her informal assessment:Context: 20 minute observation; Jill collected the following vocalizations: Vocalizations Tally /a/ 1111111 /i/ 1111 /ba/ 111 /o/ 11111 /u/ 1111111 Jill tells the mom that they will know when Keshon reaches the next stage of communication development (illocutionary) when he: A. Deliberately communicates with sounds and gestures B. Understands 3 to 50 words in context C. Increases the frequency of babbling D. Starts using single words

A. Deliberately communicates with sounds and gestures

Jon, a 24-month-old boy is referred for a language assessment. The following is an excerpt from the case history: Family: Mom and Dad are lawyers; only child Medical history: milk allergy; no ear infections noted; normal birth Reported concern: "Doesn't listen to what we say" Excerpt from language sample (playing with cars, farm animals, hairbrush, baby doll): Child: "Ca" ("car" + driving motion; then drives car making "vroom, vroom" sounds) "Me" (+ pointing to large truck on the shelf) "no" (+ shaking head while pointing to another toy on the shelf) "uh" ("up" + pointed to his mom) "vroom, go" (puts "gas" in the truck then races the truck across a finish line) SLP asks the child: "Show me 'Cow pushes the car'." The child pushed the car. SLP asks the child: "Brush the cow's hair." The child brushed the doll's hair. What is the SLP's most appropriate next step in this case? A. Ensure that related factors such as hearing impairment are ruled out B. Have the parents discourage older children at daycare from talking for the child C. Urge the parents to have genetic testing D. Reassure the parents that their son is a "late bloomer" who does not need therapy

A. Ensure that related factors such as hearing impairment are ruled out

Karissa, an infant born at 26 weeks gestation, has been in the NICU for 4 weeks. She has been diagnosed with Down syndrome. She has just started breathing on her own and has gained 2 oz this past week. The SLP interviews the mother and has the following conversation: SLP: Tell me how I can support you and Karissa. Mother: I don't know. I mean, I love my daughter but I wasn't expecting this. SLP: You were surprised by Karissa having Down syndrome? Mother: Well, yes! I'm so worried. Not only does she have Down syndrome, but I read on the internet that kids in NICU have an even greater risk for developmental problems. Is that true? Karissa's diagnosis of Down syndrome is an example of: A. Established risk B. Biological risk C. Environmental risk D. No known risk

A. Established risk

Josiah is a 9-year-old male who was recently assessed at his neighborhood school. The assessment findings were: CELF-5 Core Language Score: 80; below average MLTU and SI; answered 2 out of 10 narrative comprehension questions. His teacher reported that he struggles with reading and reading comprehension, never asks for help, and doesn't have very many friends in class because he monopolizes the conversations. Josiah struggles to compose written narratives. To support his resource allocation, the SLP: A. Has Josiah first draw his ideas, then compose sentences, last edit for spelling and punctuation B. Shows Josiah how to use a semantic map C. Provides Josiah sensory breaks every 5 minutes. D. Encourages Josiah to only use one piece of paper and one pencil

A. Has Josiah first draw his ideas, then compose sentences, last edit for spelling and punctuation

Joann, age 8, is in Mrs. Schrecengost's second grade classroom and her parents are requesting services in the public schools. As the SLP, you conducted an evaluation, including a student interview, artifact analysis, and two oral language samples. You interview Joann alone in the speech room and prompt her to "Tell me about school." Joann replies: "I like my teacher Mrs. S. I like to call her that 'cause I can't say her real name. School is hard. I don't like school. I like swimming. I really liked that book - what's it called again? My favorite is when we go to Orlando's for psghetti." Based on her age, the SLP predicts that Joann will be functioning within the L4L stage and will likely: A. Have relatively few speech sound errors B. Use mostly Tier 3 vocabulary in her oral communication C. No longer be using any comprehension strategies D. Make many syntactic errors in spontaneous speech

A. Have relatively few speech sound errors

In April, a 3rd grade teacher approaches you about a student, Brandon, who is struggling academically, and does not appear ready to move to 4th grade. He takes twice as long to read, has poor comprehension of what he reads, and often misunderstands instructions in class. For example, when told that "The bookshelf next to my desk is where to put your homework", Brandon put his homework on the teacher's desk. His parents shared that Brandon "worked on speech sounds" with a SLP in preschool, made fast progress, and was dismissed after a year of therapy. The teacher recommended they talk to you in your role as the school SLP, but the parents are resistant because "Brandon is struggling with learning - he talks just fine." As the SLP, you suspect that Brandon's difficulties may be explained as: A. He is struggling with the shift to a more literate language style B. He has underlying cognitive delays C. He has learning disabilities in academic content areas D. He was dismissed from therapy too early

A. He is struggling with the shift to a more literate language style

Karissa, an infant born at 26 weeks gestation, has been in the NICU for 4 weeks. She has been diagnosed with Down syndrome. She has just started breathing on her own and has gained 2 oz this past week. The SLP interviews the mother and has the following conversation: SLP: Tell me how I can support you and Karissa. Mother: I don't know. I mean, I love my daughter but I wasn't expecting this. SLP: You were surprised by Karissa having Down syndrome? Mother: Well, yes! I'm so worried. Not only does she have Down syndrome, but I read on the internet that kids in NICU have an even greater risk for developmental problems. Is that true? According to Public Law 99-457, the SLP's primary purpose in evaluation is to: A. Identify strengths and needs of the child within the family unit B. Determine Karissa's ability to benefit from FAPE C. Determine if Karissa has a language disorder D. Refer the family for genetic counseling

A. Identify strengths and needs of the child within the family unit

Stephanie is a new SLP with ECI. The following is an exchange between Stephanie and the caregiver of a 12-month-old female named Elise. Elise is currently using grunts and tantrums to communicate. The intake report indicated that the mom watches what Elise does, but rarely talks to her. Stephanie: "Thank you for welcoming me into your home. I know you are worried about Elise, but that's why I'm here. With Elise being 12 months old, our primary goal with treatment is to get her talking. Will you show me how you and Elise normally play?" Mom goes to the play kitchen and pretends to pour tea into cups, takes a sip, and says "mmmm". Elise is taking all of the books off of the shelf. Mom says, "Elise, come have some tea." Mom then picks up Elise, puts her in front of the kitchen set, and Elise throws a temper tantrum. Stephanie says the primary goal should be to get Elise talking. This statement is: A. Incorrect. The primary goal at 12 mo is to increase enjoyable interactions. B. Incorrect. Talking is outside Elise's ZPD. C. Incorrect. The primary goal at 12 mo is to educate caregivers D. Correct. Elise is 12 mo and should be using single words to communicate.

A. Incorrect. The primary goal at 12 mo is to increase enjoyable interactions.

Jonathan, a 19-year-old college freshman, is referred to the speech and hearing clinic by his advisor. Jonathan reports that he "gets" the info from the lectures in his classes but is struggling with understanding his textbooks and completing his assignments accurately and on time. Your assessment reveals the following: CELF Core Language Score: 95, MLTU for conversation and written summary of science paragraph was above normal; SI was age appropriate for both conversation and written samples. Jonathan's written sample include 2 instances of mental verbs, appropriate sequence, and several word meaning errors. Conversation flowed appropriately, but Jonathan's summaries of textbook passages lacked important details. He was highly stimulable for improvement with learning-based strategies. Based on this assessment, you initiate language therapy. Which of the following goals BEST addresses Jonathan's reported difficulty with meta skills specific to completing assignments on time? A. J. will use an online calendar to list assignments and due dates, and plan for completion of all assignments during one semester of coursework. B. J. will independently use visual organizers to generate ideas prior to composing written assignments in 4/5 opportunities during therapy. C. J. will use the frame, focus, guide technique to understand multiple meaning words used in assignments in 4 out of 5 opportunities. D. J. will use mnemonics to remember important details of the assignment with only 1 reminder in 4 out of 5 opportunities.

A. J. will use an online calendar to list assignments and due dates, and plan for completion of all assignments during one semester of coursework.

Anthony is a 4.5-year-old male with reported concerns of speech and language difficulties in preschool. The clinician collected a language sample and administered the CELF-P2. With a mean of 100, a standard deviation of 15, and standard error of measurement of 4, Anthony achieved a receptive standard score of 80, an expressive standard score of 75, and an overall language score of 78. The SLP determines from these scores that Anthony meets criteria for language disorder; however, further evaluation measures (informal and formal) reveal that Anthony's language is actually within normal limits. This suggests that the CELF-P2 has: A. Low specificity B. Low sensitivity

A. Low specificity

A SLP, OT, and psychologist each conduct an evaluation on a 30-month old child with global delays, and then staff together. During the speech eval, the SLP brings out a dollhouse with baby dolls, furniture, and baby food. The child enjoys opening and closing the door to the house, banging the furniture on the roof, and haphazardly putting all of the dolls, furniture, and food inside the house. When the SLP attempts to play, the child turns away. With her mother, the child initiated communication 12 times in 10 minutes including the following: "That baby" (pointing to the baby) "Mommy baby" (her mom was playing with the baby) "Mommy go" "Hi Mommy" "good juice" (saw sippy cup in her mom's bag) This child's frequency of communication is: A. Low, compared to expectations for a 30-month-old B. Typical when interacting with an unfamiliar partner C. A strength for this child D. Invalid because all intents were directed to her mother

A. Low, compared to expectations for a 30-month-old

Adrienne, a 16-year-old in the 11th grade, is assessed by her school-based SLP for a possible LLD. The SLP asks her to bring her science textbook to the assessment. The SLP conducts several assessment tasks with this textbook, including the following passage: The body that impacted Earth at the end of the Cretaceous period was a meteorite with a mass of more than a trillion tons and a diameter of at least 10 kilometers. Scientists first identified evidence of this impact in 1980 from the worldwide layer of sediment deposited from the dust cloud that enveloped the planet like a straight-jacket. This sediment layer is enriched in the rare metal iridium and other elements that are relatively abundant in a meteorite but very rare in the crust of Earth. Even diluted by the terrestrial material excavated from the crater, this component of meteorites is easily identified. By 1990 geologists had located the impact site itself in the Yucatán region of Mexico. The SLP asks Adrienne "If you don't know what 'sediment' means, how could you find out?" The SLP is assessing which area of language? A. Meta skills B. Comprehension C. Literacy skills D. Semantics

A. Meta skills

Adrienne, a 16-year-old in the 11th grade, is assessed by her school-based SLP for a possible LLD. The SLP asks her to bring her science textbook to the assessment. The SLP conducts several assessment tasks with this textbook, including the following passage: The body that impacted Earth at the end of the Cretaceous period was a meteorite with a mass of more than a trillion tons and a diameter of at least 10 kilometers. Scientists first identified evidence of this impact in 1980 from the worldwide layer of sediment deposited from the dust cloud that enveloped the planet like a straight-jacket. This sediment layer is enriched in the rare metal iridium and other elements that are relatively abundant in a meteorite but very rare in the crust of Earth. Even diluted by the terrestrial material excavated from the crater, this component of meteorites is easily identified. By 1990 geologists had located the impact site itself in the Yucatán region of Mexico. The SLP also gives Adrienne portions of the CELF-5. For Adrienne, the primary purpose of administering the CELF-5 is to: A. Obtain information used in the determination of eligibility for services B. Determine if a language sample analysis is necessary C. Establish goals for intervention D. Assess Adrienne's language in contextual situations

A. Obtain information used in the determination of eligibility for services

Joann, age 8, is in Mrs. Schrecengost's second grade classroom and her parents are requesting services in the public schools. As the SLP, you conducted an evaluation, including a student interview, artifact analysis, and two oral language samples. You interview Joann alone in the speech room and prompt her to "Tell me about school." Joann replies: "I like my teacher Mrs. S. I like to call her that 'cause I can't say her real name. School is hard. I don't like school. I like swimming. I really liked that book - what's it called again? My favorite is when we go to Orlando's for psghetti." To complete an artifact analysis, the SLP should: A. Review Joann's homework papers B. Assess Joann's knowledge of parts of a textbook C. Ask Joann about the classroom rules D. Ask Joann to read a grade-level passage

A. Review Joann's homework papers

Kaley, age 4, is assessed by an SLP. The following language sample is collected while looking at pictures: 1. Pretty puppy! 2. Puppy in shoe? 3. That puppy shoe? 4. Where him mommy? 5. Him mommy seeping (sleeping)? 6. Night-night puppy. 7. Puppy bankie (blanket). 8. Bankie falled off. 9. Puppy waked up. According to IDEA 2004, A. School-based services for preschoolers with disabilities begin at age 3. B. The needs of Kaley's family are the primary focus in this assessment. C. Kaley's language disorder will automatically qualify her for services. D. The SLP will write up Kaley's strengths and weaknesses in an IFSP.

A. School-based services for preschoolers with disabilities begin at age 3

During an assessment, you show Xavier, a 12-year-old, a picture of a jungle and ask him to make up a story about one of the animals in the jungle. This is the story he tells you: Once there was a funny monkey. He wanted to go to France, but he didn't have no money to go to France. So, he decided he would sneak a ride by an airplane. And so he snuck a ride on somebody's sack and they loaded him up in the airplane. When he got to France he got to see the famous painting of Mama Lisa and he loved the painting, but he got stopped for trespassing and got thrown in jail. The end. Each of the following is a required story grammar element in his narrative EXCEPT: A. "He didn't have no money to go to France" B. "And he really loved it" C. "When he got to France he got to see the famous painting of Mama Lisa" D. "And so he snuck a ride on somebody's sack"

B. "And he really loved it"

Jill, a local SLP, goes to the home of Keshon, a 10-month-old child, to conduct a speech-language evaluation. Keshon was born at 32 weeks and spent 5 weeks in the NICU for fluid in the lungs. Jill observes that the mother responds to Keshon's basic needs (feeding, changing diapers) but is very quiet, rarely talks to Keshon, demonstrates negative affect, and rarely engages in joint attention games. Jill proceeds to collect the following information from her informal assessment:Context: 20 minute observation; Jill collected the following vocalizations: Vocalizations Tally /a/ 1111111 /i/ 1111 /ba/ 111 /o/ 11111 /u/ 1111111 To what age should Jill compare Keshon's speech and language skills? A. 9 months B. 8 months C. 11 months D. 10 months, 2 weeks

B. 8 months

Marcy, an infant born at 30 weeks gestation, has been in the NICU for 4 weeks with severe medical complications. She has just started breathing on her own but still isn't gaining weight. She has strong oral motor skills, but Marcy isn't feeding orally yet, as the doctors have scheduled surgery to resolve a problem with her esophagus. The SLP observes an interaction between Marcy and her parents and notices that a) Marcy grunts and arches her back after 1 minute of being held; b) Marcy's parents get upset when she won't look at them, c) Marcy's monitors go off frequently at an extremely high pitch and loud volume. After being discharged from the hospital, the SLP videos interactions with Marcy and her mom at home to use during treatment. This serves the primary purpose of: A. Determining whether Marcy is showing early signs of language impairment B. Allowing the mom to identify effective interactions with her daughter C. Determining if Marcy has begun to focus on faces D. Looking for signs of oral-motor dysfunction in Marcy

B. Allowing the mom to identify effective interactions with her daughter

A SLP, OT, and psychologist each conduct an evaluation on a 30-month old child with global delays, and then staff together. During the speech eval, the SLP brings out a dollhouse with baby dolls, furniture, and baby food. The child enjoys opening and closing the door to the house, banging the furniture on the roof, and haphazardly putting all of the dolls, furniture, and food inside the house. When the SLP attempts to play, the child turns away. With her mother, the child initiated communication 12 times in 10 minutes including the following: "That baby" (pointing to the baby) "Mommy baby" (her mom was playing with the baby) "Mommy go" "Hi Mommy" "good juice" (saw sippy cup in her mom's bag) Which of the following commands would best assess if this child is using the "do what's usual" strategy? A. Brush your hair B. Brush the house C. Brush mommy's hair D. Brush the baby's hair

B. Brush the house

Brian, a SLP at a private clinic, receives the following assessment information for Trevor, a 22-month-old child diagnosed with developmental language disorder: • Comprehended single words outside of routine 65% of opportunities • Used auto symbolic play; was stimulable for single-scheme symbolic play in 25% of occurrences • Used gestures to request and protest 65% of opportunities; used gestures + word approximations to request and protest 5% of opportunities • No evidence of commenting, greeting, or asking questions Using a communication effectiveness approach to setting goals, which of the following goals should Brian select? A. C. will comprehend single words outside of routine in 90% of opportunities. B. C. will use gestures + word approximations to request and protest in 70% of opportunities during structured activities. C. C. will ask questions and greet using single words in 50% of opportunities during structured activities. D. C. will use single-scheme episodes in 70% of opportunities with familiar toys.

B. C. will use gestures + word approximations to request and protest in 70% of opportunities during structured activities.

In April, a 3rd grade teacher approaches you about a student, Brandon, who is struggling academically, and does not appear ready to move to 4th grade. He takes twice as long to read, has poor comprehension of what he reads, and often misunderstands instructions in class. For example, when told that "The bookshelf next to my desk is where to put your homework", Brandon put his homework on the teacher's desk. His parents shared that Brandon "worked on speech sounds" with a SLP in preschool, made fast progress, and was dismissed after a year of therapy. The teacher recommended they talk to you in your role as the school SLP, but the parents are resistant because "Brandon is struggling with learning - he talks just fine." As a 3rd grade student, Brandon would be expected to: A. Be at the "learning to read" stage B. Decode easily and automatically so he can concentrate on comprehension. C. Decode primarily by "sounding out" each word, phoneme by phoneme D. Use a part-whole strategy and rely on context to bring meaning to text

B. Decode easily and automatically so he can concentrate on comprehension.

Bart, a 4-year-6-month male was recently assessed at a private speech and language clinic, after being referred by his preschool teacher. The SLP diagnosed Bart with a moderate-severe language disorder. Testing revealed: norm-referenced scores -2 SD across all areas of language; 70% intelligibility to unfamiliar listeners, difficulty responding to constituent (Wh-) questions, and over-use of nonspecific terms such as "stuff" and "it". When Bart needed help or didn't understand a task, he started singing rather than asking for help. He demonstrated appropriate play skills, maintained the topic of conversation, and has many friends. The classroom teacher reads to her students every day. To make this activity as beneficial as possible for Bart, the SLP advises the teacher to: A. Present a new story and then ask Bart and peers to generate a story of their own. B. Help Bart and peers reenact the story after hearing it several times. C. Encourage all of the children to listen quietly as the teacher reads the story. D. Present a new story every day to maximize Bart's exposure to new vocabulary.

B. Help Bart and peers reenact the story after hearing it several times.

Marcy, an infant born at 30 weeks gestation, has been in the NICU for 4 weeks with severe medical complications. She has just started breathing on her own but still isn't gaining weight. She has strong oral motor skills, but Marcy isn't feeding orally yet, as the doctors have scheduled surgery to resolve a problem with her esophagus. The SLP observes an interaction between Marcy and her parents and notices that a) Marcy grunts and arches her back after 1 minute of being held; b) Marcy's parents get upset when she won't look at them, c) Marcy's monitors go off frequently at an extremely high pitch and loud volume. Which of the following would be the best immediate goal for Marcy's parents? A. Improve Marcy's joint attention abilities B. Improve ability to read Marcy's state of arousal/organization C. Increase frequency of interaction with Marcy D. Provide as much multimodal stimulation as possible

B. Improve ability to read Mary's state of arousal/organization

Marcy, an infant born at 30 weeks gestation, has been in the NICU for 4 weeks with severe medical complications. She has just started breathing on her own but still isn't gaining weight. She has strong oral motor skills, but Marcy isn't feeding orally yet, as the doctors have scheduled surgery to resolve a problem with her esophagus. The SLP observes an interaction between Marcy and her parents and notices that a) Marcy grunts and arches her back after 1 minute of being held; b) Marcy's parents get upset when she won't look at them, c) Marcy's monitors go off frequently at an extremely high pitch and loud volume. The SLP recommends that the nurses significantly reduce the volume on Marcy's monitors. This is intended to: A. Reduce the impact of potential language problems on Marcy's life B. Improve the NICU environment and prevent/minimize a secondary disorder C. Improve the family's interactions with Marcy in NICU D. Help Marcy learn self-regulation

B. Improve the NICU environment and prevent/minimize a secondary disorder

Jon, a 24-month-old boy is referred for a language assessment. The following is an excerpt from the case history: Family: Mom and Dad are lawyers; only child Medical history: milk allergy; no ear infections noted; normal birth Reported concern: "Doesn't listen to what we say" Excerpt from language sample (playing with cars, farm animals, hairbrush, baby doll): Child: "Ca" ("car" + driving motion; then drives car making "vroom, vroom" sounds) "Me" (+ pointing to large truck on the shelf) "no" (+ shaking head while pointing to another toy on the shelf) "uh" ("up" + pointed to his mom) "vroom, go" (puts "gas" in the truck then races the truck across a finish line) SLP asks the child: "Show me 'Cow pushes the car'." The child pushed the car. SLP asks the child: "Brush the cow's hair." The child brushed the doll's hair. After observing Jon's play, the SLP determines that: A. He is demonstrating global developmental delays. B. Jon demonstrates symbolic play. C. He is at a presymbolic level. D. Jon's play is mostly constructive.

B. Jon demonstrates symbolic play.

A SLP, OT, and psychologist each conduct an evaluation on a 30-month old child with global delays, and then staff together. During the speech eval, the SLP brings out a dollhouse with baby dolls, furniture, and baby food. The child enjoys opening and closing the door to the house, banging the furniture on the roof, and haphazardly putting all of the dolls, furniture, and food inside the house. When the SLP attempts to play, the child turns away. With her mother, the child initiated communication 12 times in 10 minutes including the following: "That baby" (pointing to the baby) "Mommy baby" (her mom was playing with the baby) "Mommy go" "Hi Mommy" "good juice" (saw sippy cup in her mom's bag) This is an example of a: A. Transdisciplinary assessment B. Multidisciplinary assessment

B. Multidisciplinary assessment

Jill, a local SLP, goes to the home of Keshon, a 10-month-old child, to conduct a speech-language evaluation. Keshon was born at 32 weeks and spent 5 weeks in the NICU for fluid in the lungs. Jill observes that the mother responds to Keshon's basic needs (feeding, changing diapers) but is very quiet, rarely talks to Keshon, demonstrates negative affect, and rarely engages in joint attention games. Jill proceeds to collect the following information from her informal assessment:Context: 20 minute observation; Jill collected the following vocalizations: Vocalizations Tally /a/ 1111111 /i/ 1111 /ba/ 111 /o/ 11111 /u/ 1111111 Keshon's vocalizations may best be described as: A. Typical given his premature status B. Of concern since he only produces one consonant C. Impossible to evaluate because the sample is too small D. Encouraging because some premature babies don't babble at all

B. Of concern since he only produces one consonant

Kaley, age 4, is assessed by an SLP. The following language sample is collected while looking at pictures: 1. Pretty puppy! 2. Puppy in shoe? 3. That puppy shoe? 4. Where him mommy? 5. Him mommy seeping (sleeping)? 6. Night-night puppy. 7. Puppy bankie (blanket). 8. Bankie falled off. 9. Puppy waked up. Based on this sample, which morpheme is emerging in Kaley's language? A. Possessive 's B. Past tense -ed C. Articles D. Third person singular

B. Past tense -ed

Margaret, a 5-year-old female attending a private preschool, was recently diagnosed with a language disorder specific to content and comprehension difficulties.Here is an excerpt from her therapy: SLP: Today we are going to learn a new word. Our word is "anticipate". When it rains, I anticipate the roads will be wet. When I see a child fall, I anticipate that he will start crying. Let's watch some videos and practice our new word. Ready? (Plays video of a mouse looking at a piece of cheese from across the room then pauses the video) SLP: What do you ANTICIPATE will happen? What do you EXPECT the mouse to do? Margaret: Get the cheese. SLP: I agree! We anticipate that the mouse will get the cheese. You say it.Margaret: The cheese. SLP: Say, "We anticipate the mouse will get the cheese."Margaret: We ampicade the mouse will get the cheese." SLP: Great work. That's a tricky word. Let's clap it out. Try it with me. SLP and Margaret: AN-TI-CI-PATE SLP: Wow! That is a really long word! Okay let's watch the video and see if we were right. By clapping out the syllables in "anticipate," the SLP is working on Margaret's: A. Auditory processing B. Phonological awareness C. Print knowledge D. Phonemic awareness

B. Phonological awareness

Amanda is conducting therapy with her 34-month-old client, working on using 2-word utterances for requests and protests. Here is an excerpt from a therapy session: (Child sees a doll play set up on the shelf and points to the dolls) Amanda: Yes, I see the dolls. Child: Dolls Amanda: They are dolls. Child: Dolls (reaches hands towards dolls) Amanda: Oh, did you WANT dolls? Child: Dolls Amanda: If you want them, you can ask me Child: (Looks at clinician - 20 second pause) Amanda: WANT (says and signs the word want) _________ Child: Dolls! Amanda: Oh, you WANT dolls. You WANT. WANT. Here are the dolls you WANT. When Amanda says "If you want them, you can ask me", she is using: A. Delayed imitation B. Preparatory set C. Wait time D. Cloze procedure

B. Preparatory set

Anthony is a 4.5-year-old male with reported concerns of speech and language difficulties in preschool. The clinician collected a language sample and administered the CELF-P2. With a mean of 100, a standard deviation of 15, and standard error of measurement of 4, Anthony achieved a receptive standard score of 80, an expressive standard score of 75, and an overall language score of 78. If the SLP takes confidence intervals into consideration, which area of language might NO LONGER be a concern, using the -1.25 criteria? A. Receptive language B. Receptive language and overall language C. Overall language D. Expressive language

B. Receptive language and overall language

You are working to teach 16-year-old Marissa a strategy for writing a paper for Science class on the similarities and differences between amphibians and mammals. To begin, you introduce a graphic organizer and explain that it is a helpful way to get ideas down before you start to write. You then model use of the organizer by comparing cats and dogs. Therapy continues... The teacher is skeptical about allowing stick writing during class lecture. You explain that for your client, the stick writing allows her to: A. Use her artistic talents in academic contexts B. Represent literate concepts in a visual form C. Focus on the lecture D. Activate her prior knowledge

B. Represent literate concepts in a visual form

In April, a 3rd grade teacher approaches you about a student, Brandon, who is struggling academically, and does not appear ready to move to 4th grade. He takes twice as long to read, has poor comprehension of what he reads, and often misunderstands instructions in class. For example, when told that "The bookshelf next to my desk is where to put your homework", Brandon put his homework on the teacher's desk. His parents shared that Brandon "worked on speech sounds" with a SLP in preschool, made fast progress, and was dismissed after a year of therapy. The teacher recommended they talk to you in your role as the school SLP, but the parents are resistant because "Brandon is struggling with learning - he talks just fine." Brandon's confusion with "the bookshelf next to my desk is where to put your homework" is an example of deficits in: A. Syntax comprehension - Passive voice B. Syntax comprehension- Order of mention C. Meta skills - Rules for discourse D. Semantics - Lexical diversity

B. Syntax comprehension- Order of mention

Marcy, an infant born at 30 weeks gestation, has been in the NICU for 4 weeks with severe medical complications. She has just started breathing on her own but still isn't gaining weight. She has strong oral motor skills, but Marcy isn't feeding orally yet, as the doctors have scheduled surgery to resolve a problem with her esophagus. The SLP observes an interaction between Marcy and her parents and notices that a) Marcy grunts and arches her back after 1 minute of being held; b) Marcy's parents get upset when she won't look at them, c) Marcy's monitors go off frequently at an extremely high pitch and loud volume. The SLP explains that the primary components of therapy for a newborn will include all except: A. Teaching caregivers to self-monitor B. Teaching caregivers to use sabotage and temptations C. Educating caregivers on typical development D. Modeling and coaching adult-infant communication

B. Teaching caregivers to use sabotage and temptations

Jon, a 24-month-old boy is referred for a language assessment. The following is an excerpt from the case history: Family: Mom and Dad are lawyers; only child Medical history: milk allergy; no ear infections noted; normal birth Reported concern: "Doesn't listen to what we say" Excerpt from language sample (playing with cars, farm animals, hairbrush, baby doll): Child: "Ca" ("car" + driving motion; then drives car making "vroom, vroom" sounds) "Me" (+ pointing to large truck on the shelf) "no" (+ shaking head while pointing to another toy on the shelf) "uh" ("up" + pointed to his mom) "vroom, go" (puts "gas" in the truck then races the truck across a finish line) SLP asks the child: "Show me 'Cow pushes the car'." The child pushed the car. SLP asks the child: "Brush the cow's hair." The child brushed the doll's hair. Based on the Cognitive Theory of language development, the SLP should also assess: A. Structural abnormalities of the brain based on an MRI B. The child's gestures and play skills C. The child's social interaction skills D. The child's perceptual processing and memory

B. The child's gestures and play skills

Jon, a 24-month-old boy is referred for a language assessment. The following is an excerpt from the case history: Family: Mom and Dad are lawyers; only child Medical history: milk allergy; no ear infections noted; normal birth Reported concern: "Doesn't listen to what we say" Excerpt from language sample (playing with cars, farm animals, hairbrush, baby doll): Child: "Ca" ("car" + driving motion; then drives car making "vroom, vroom" sounds) "Me" (+ pointing to large truck on the shelf) "no" (+ shaking head while pointing to another toy on the shelf) "uh" ("up" + pointed to his mom) "vroom, go" (puts "gas" in the truck then races the truck across a finish line) SLP asks the child: "Show me 'Cow pushes the car'." The child pushed the car. SLP asks the child: "Brush the cow's hair." The child brushed the doll's hair. When given a command to demonstrate "Cow pushes the car", Jon A. Uses a noun-based comprehension strategy B. Uses a "child as agent" comprehension strategy C. Uses a "do what's usual" comprehension strategy D. Uses an "order of mention" comprehension strategy

B. Uses a "child as agent" comprehension strategy

Margaret, a 5-year-old female attending a private preschool, was recently diagnosed with a language disorder specific to content and comprehension difficulties.Here is an excerpt from her therapy: SLP: Today we are going to learn a new word. Our word is "anticipate". When it rains, I anticipate the roads will be wet. When I see a child fall, I anticipate that he will start crying. Let's watch some videos and practice our new word. Ready? (Plays video of a mouse looking at a piece of cheese from across the room then pauses the video) SLP: What do you ANTICIPATE will happen? What do you EXPECT the mouse to do? Margaret: Get the cheese. SLP: I agree! We anticipate that the mouse will get the cheese. You say it.Margaret: The cheese. SLP: Say, "We anticipate the mouse will get the cheese."Margaret: We ampicade the mouse will get the cheese." SLP: Great work. That's a tricky word. Let's clap it out. Try it with me. SLP and Margaret: AN-TI-CI-PATE SLP: Wow! That is a really long word! Okay let's watch the video and see if we were right. In this example, the SLP used the activity __________ to address the goal of ________. A. Imitation; increasing vocabulary B. Watching videos; increasing vocabulary C. Rich vocabulary instruction; school readiness D. Imitation; defining vocabulary

B. Watching videos; increasing vocabulary

You are working to teach 16-year-old Marissa a strategy for writing a paper for Science class on the similarities and differences between amphibians and mammals. To begin, you introduce a graphic organizer and explain that it is a helpful way to get ideas down before you start to write. You then model use of the organizer by comparing cats and dogs. Therapy continues... POWER is a strategy intended to address: A. improving comprehension of expository passages B. providing a plan for composing passages C. memorizing new vocabulary words D. increasing ability to self-regulate

B. providing a plan for composing passages

Richard, age 11, just started therapy with the SLP at his school. His goals address derivational morphology, semantics, and complex syntax. Here is an excerpt from his first therapy session: Context: SLP and Richard are sitting at a table with a stack of pictures. After 10 pictures, Richard can shoot 5 baskets then return to the table for 10 more pictures. SLP: We are going to work on changing the meaning of words by adding "un". Look at these pictures. This girl is happy. This girl is UN - happy. You say it. Richard: This girl is happy. This girl is sad. SLP: A different way to say sad is "unhappy". Listen again. (SLP repeats model). Richard: Unhappy. SLP: Right! The girl is unhappy. You say it. Richard: The girl is unhappy. SLP: Good. Look at this picture. This shoe is tied. This shoe is UN-tied. You say it. Besides "un" which of the following targets would support Richard's work on derivational morphemes? A. All of the above B. "ed" and "s" C. "dis" and "able" D. "ing" and "ed"

C. "dis" and "able"

A SLP, OT, and psychologist each conduct an evaluation on a 30-month old child with global delays, and then staff together. During the speech eval, the SLP brings out a dollhouse with baby dolls, furniture, and baby food. The child enjoys opening and closing the door to the house, banging the furniture on the roof, and haphazardly putting all of the dolls, furniture, and food inside the house. When the SLP attempts to play, the child turns away. With her mother, the child initiated communication 12 times in 10 minutes including the following: "That baby" (pointing to the baby) "Mommy baby" (her mom was playing with the baby) "Mommy go" "Hi Mommy" "good juice" (saw sippy cup in her mom's bag) The child demonstrated all of the following semantic relations EXCEPT: A. Attribute + entity B. Agent + action C. Action + locative D. Possessor + possession

C. Action + locative

Kaley, age 4, is assessed by an SLP. The following language sample is collected while looking at pictures: 1. Pretty puppy! 2. Puppy in shoe? 3. That puppy shoe? 4. Where him mommy? 5. Him mommy seeping (sleeping)? 6. Night-night puppy. 7. Puppy bankie (blanket). 8. Bankie falled off. 9. Puppy waked up. If the SLP wanted to gather decontextualized information about Kaley's syntax, she should: A. Complete criterion-referenced tasks B. Collect a narrative-based language sample C. Administer the syntax subtest of the CELF-P3 D. Ask the parents to complete the Rossetti during the evaluation

C. Administer the syntax subtest of the CELF-P3

During an assessment, you show Xavier, a 12-year-old, a picture of a jungle and ask him to make up a story about one of the animals in the jungle. This is the story he tells you: Once there was a funny monkey. He wanted to go to France, but he didn't have no money to go to France. So, he decided he would sneak a ride by an airplane. And so he snuck a ride on somebody's sack and they loaded him up in the airplane. When he got to France he got to see the famous painting of Mama Lisa and he loved the painting, but he got stopped for trespassing and got thrown in jail. The end. In this narrative, the MLTU is: A. Between 9.6 and 10.0 B. Between 7.5 and 8.0 C. Between 8.1 and 9.0 D. Between 9.1 and 9.5

C. Between 8.1 and 9.0

Brian, a SLP at a private clinic, receives the following assessment information for Trevor, a 22-month-old child diagnosed with developmental language disorder: • Comprehended single words outside of routine 65% of opportunities • Used auto symbolic play; was stimulable for single-scheme symbolic play in 25% of occurrences • Used gestures to request and protest 65% of opportunities; used gestures + word approximations to request and protest 5% of opportunities • No evidence of commenting, greeting, or asking questions Using a developmental approach to setting goals, which of the following is the highest priority goal? A. C. will ask questions and greet using single words in 50% of opportunities during structured activities. B. C. will use gestures + word approximations to request and protest in 70% of opportunities during structured activities. C. C. will use single-scheme symbolic play episodes in 70% of opportunities. D. C. will comprehend single words outside of routine in 90% of opportunities.

C. C. will use single-scheme symbolic play episodes in 70% of opportunities.

Jon, a 24-month-old boy is referred for a language assessment. The following is an excerpt from the case history: Family: Mom and Dad are lawyers; only child Medical history: milk allergy; no ear infections noted; normal birth Reported concern: "Doesn't listen to what we say" Excerpt from language sample (playing with cars, farm animals, hairbrush, baby doll): Child: "Ca" ("car" + driving motion; then drives car making "vroom, vroom" sounds) "Me" (+ pointing to large truck on the shelf) "no" (+ shaking head while pointing to another toy on the shelf) "uh" ("up" + pointed to his mom) "vroom, go" (puts "gas" in the truck then races the truck across a finish line) SLP asks the child: "Show me 'Cow pushes the car'." The child pushed the car. SLP asks the child: "Brush the cow's hair." The child brushed the doll's hair. The SLP determines that this child has a positive prognosis for achieving typical development with intervention based on which predictor? A. Child's enthusiastic demeanor B. Child's use of CV syllable structures C. Child's use of supplementary gestures D. Child's use of complementary gestures

C. Child's use of supplementary gestures

Brian, a SLP at a private clinic, receives the following assessment information for Trevor, a 22-month-old child diagnosed with developmental language disorder: • Comprehended single words outside of routine 65% of opportunities • Used auto symbolic play; was stimulable for single-scheme symbolic play in 25% of occurrences • Used gestures to request and protest 65% of opportunities; used gestures + word approximations to request and protest 5% of opportunities • No evidence of commenting, greeting, or asking questions Brian believes in the social interactionist theory of development. He is most likely to conduct therapy using which level of naturalness: A. Clinician-directed B. Script therapy C. Child-centered D. Hybrid approach

C. Child-centered

Brian, a SLP at a private clinic, receives the following assessment information for Trevor, a 22-month-old child diagnosed with developmental language disorder: • Comprehended single words outside of routine 65% of opportunities • Used auto symbolic play; was stimulable for single-scheme symbolic play in 25% of occurrences • Used gestures to request and protest 65% of opportunities; used gestures + word approximations to request and protest 5% of opportunities • No evidence of commenting, greeting, or asking questions Brian sees all his clients in small groups. According to current research, Brian should place Trevor in a group with: A. Children with weaker language skills so Trevor can be a model B. Children with similar language difficulties C. Children with better language skills than Trevor D. Older, school-age children

C. Children with better language skills than Trevor

You are working to teach 16-year-old Marissa a strategy for writing a paper for Science class on the similarities and differences between amphibians and mammals. To begin, you introduce a graphic organizer and explain that it is a helpful way to get ideas down before you start to write. You then model use of the organizer by comparing cats and dogs. Therapy continues... You ask Marissa's science teacher to give you a schedule of future writing assignments/topics so you can help Marissa create graphic organizers in advance of each assignment. Where does this aspect of therapy fall on the continuum of naturalness? A. Clinician Directed B. Hybrid C. Client Centered

C. Client Centered

Richard, age 11, just started therapy with the SLP at his school. His goals address derivational morphology, semantics, and complex syntax. Here is an excerpt from his first therapy session: Context: SLP and Richard are sitting at a table with a stack of pictures. After 10 pictures, Richard can shoot 5 baskets then return to the table for 10 more pictures. SLP: We are going to work on changing the meaning of words by adding "un". Look at these pictures. This girl is happy. This girl is UN - happy. You say it. Richard: This girl is happy. This girl is sad. SLP: A different way to say sad is "unhappy". Listen again. (SLP repeats model). Richard: Unhappy. SLP: Right! The girl is unhappy. You say it. Richard: The girl is unhappy. SLP: Good. Look at this picture. This shoe is tied. This shoe is UN-tied. You say it. This type of treatment is: A. Hybrid B. Child-centered C. Clinician-directed

C. Clinician-directed

Karissa, an infant born at 26 weeks gestation, has been in the NICU for 4 weeks. She has been diagnosed with Down syndrome. She has just started breathing on her own and has gained 2 oz this past week. The SLP interviews the mother and has the following conversation: SLP: Tell me how I can support you and Karissa. Mother: I don't know. I mean, I love my daughter but I wasn't expecting this. SLP: You were surprised by Karissa having Down syndrome? Mother: Well, yes! I'm so worried. Not only does she have Down syndrome, but I read on the internet that kids in NICU have an even greater risk for developmental problems. Is that true? The SLP identifies Karissa's current state of organization as: A. Unstable B. Reciprocity C. Coming out D. Turning in

C. Coming out

Josiah is a 9-year-old male who was recently assessed at his neighborhood school. The assessment findings were: CELF-5 Core Language Score: 80; below average MLTU and SI; answered 2 out of 10 narrative comprehension questions. His teacher reported that he struggles with reading and reading comprehension, never asks for help, and doesn't have very many friends in class because he monopolizes the conversations. The SLP decides to try a script for having a conversation with friends. The SLP should: A. Assign this task to Josiah's parents as a carryover activity B. Introduce the script for the first time at lunch with Josiah's friends C. Create the script first, then have Josiah role play using the script in therapy. D. Have Josiah decide what the script should say.

C. Create the script first, then have Josiah role play using the script in therapy.

Joann, age 8, is in Mrs. Schrecengost's second grade classroom and her parents are requesting services in the public schools. As the SLP, you conducted an evaluation, including a student interview, artifact analysis, and two oral language samples. You interview Joann alone in the speech room and prompt her to "Tell me about school." Joann replies: "I like my teacher Mrs. S. I like to call her that 'cause I can't say her real name. School is hard. I don't like school. I like swimming. I really liked that book - what's it called again? My favorite is when we go to Orlando's for psghetti." Joann's use of "psghetti" for spaghetti and "S" for "Schrecengost" suggests that she has: A. Poor phonological memory B. Persisting errors in weak syllable deletion C. Difficulty producing phonologically complex words D. Poor phonological awareness

C. Difficulty producing phonologically complex words

Stephanie is a new SLP with ECI. The following is an exchange between Stephanie and the caregiver of a 12-month-old female named Elise. Elise is currently using grunts and tantrums to communicate. The intake report indicated that the mom watches what Elise does, but rarely talks to her. Stephanie: "Thank you for welcoming me into your home. I know you are worried about Elise, but that's why I'm here. With Elise being 12 months old, our primary goal with treatment is to get her talking. Will you show me how you and Elise normally play?" Mom goes to the play kitchen and pretends to pour tea into cups, takes a sip, and says "mmmm". Elise is taking all of the books off of the shelf. Mom says, "Elise, come have some tea." Mom then picks up Elise, puts her in front of the kitchen set, and Elise throws a temper tantrum. With coaching, the mom begins to respond contingently to Elise's initiations. This was demonstrated in which of the following? A. Elise points to the books and mom says "If you want a book, you can ask me." B. Elise points to the books and mom says "Use your words." C. Elise points to the books and mom says "Books! Look at all the books!" D. Elise points to the books and the mom cleans them up off the floor.

C. Elise points to the books and mom says "Books! Look at all the books!"

Bart, a 4-year-6-month male was recently assessed at a private speech and language clinic, after being referred by his preschool teacher. The SLP diagnosed Bart with a moderate-severe language disorder. Testing revealed: norm-referenced scores -2 SD across all areas of language; 70% intelligibility to unfamiliar listeners, difficulty responding to constituent (Wh-) questions, and over-use of nonspecific terms such as "stuff" and "it". When Bart needed help or didn't understand a task, he started singing rather than asking for help. He demonstrated appropriate play skills, maintained the topic of conversation, and has many friends. Which overall focus of treatment is NOT necessary for Bart? A. Acquire tools to adequately express thoughts/ideas B. Successfully navigate the academic world C. Engage in effective social interactions D. Comprehend others' communication

C. Engage in effective social interactions

Stephanie is a new SLP with ECI. The following is an exchange between Stephanie and the caregiver of a 12-month-old female named Elise. Elise is currently using grunts and tantrums to communicate. The intake report indicated that the mom watches what Elise does, but rarely talks to her. Stephanie: "Thank you for welcoming me into your home. I know you are worried about Elise, but that's why I'm here. With Elise being 12 months old, our primary goal with treatment is to get her talking. Will you show me how you and Elise normally play?" Mom goes to the play kitchen and pretends to pour tea into cups, takes a sip, and says "mmmm". Elise is taking all of the books off of the shelf. Mom says, "Elise, come have some tea." Mom then picks up Elise, puts her in front of the kitchen set, and Elise throws a temper tantrum. Stephanie says "I noticed when you brought Elise to the kitchen, away from what she was doing, that she had became upset. Let me show you how to ______________. A. Encourage vocalizations B. Up the ante C. Follow your child's lead D. Use communication temptations

C. Follow your child's lead

Jill, a local SLP, goes to the home of Keshon, a 10-month-old child, to conduct a speech-language evaluation. Keshon was born at 32 weeks and spent 5 weeks in the NICU for fluid in the lungs. Jill observes that the mother responds to Keshon's basic needs (feeding, changing diapers) but is very quiet, rarely talks to Keshon, demonstrates negative affect, and rarely engages in joint attention games. Jill proceeds to collect the following information from her informal assessment:Context: 20 minute observation; Jill collected the following vocalizations: Vocalizations Tally /a/ 1111111 /i/ 1111 /ba/ 111 /o/ 11111 /u/ 1111111 From her initial observations, Jill is concerned about Keshon's development because: A. Keshon isn't demonstrating complex syllable structures B. Keshon is in the coming out stage of homeostasis C. Keshon is experiencing weak parent/child interactions D. Keshon is still in the perlocutionary stage of development

C. Keshon is experiencing weak parent/child interactions

Jill, a local SLP, goes to the home of Keshon, a 10-month-old child, to conduct a speech-language evaluation. Keshon was born at 32 weeks and spent 5 weeks in the NICU for fluid in the lungs. Jill observes that the mother responds to Keshon's basic needs (feeding, changing diapers) but is very quiet, rarely talks to Keshon, demonstrates negative affect, and rarely engages in joint attention games. Jill proceeds to collect the following information from her informal assessment:Context: 20 minute observation; Jill collected the following vocalizations: Vocalizations Tally /a/ 1111111 /i/ 1111 /ba/ 111 /o/ 11111 /u/ 1111111 Jill asked the mother to complete a developmental scale to gather more information about Keshon's comprehension. The mother provides this information by completing the: A. PLS-5 B. Battelle C. MacArthur CDI D. OWLS

C. MacArthur CDI

Karissa, an infant born at 26 weeks gestation, has been in the NICU for 4 weeks. She has been diagnosed with Down syndrome. She has just started breathing on her own and has gained 2 oz this past week. The SLP interviews the mother and has the following conversation: SLP: Tell me how I can support you and Karissa. Mother: I don't know. I mean, I love my daughter but I wasn't expecting this. SLP: You were surprised by Karissa having Down syndrome? Mother: Well, yes! I'm so worried. Not only does she have Down syndrome, but I read on the internet that kids in NICU have an even greater risk for developmental problems. Is that true? The SLP needs to gather more information as part of Karissa's assessment. The best way to collect that information would be: A. Administer a standardized measure normed on infants B. Wait until Karissa is home to assess the family unit C. Observe Karissa's parents as they interact with her D. Interview the nurse and physician about the parents' responsiveness

C. Observe Karissa's parents as they interact with her

C. Picture walks

Margaret, a 5-year-old female attending a private preschool, was recently diagnosed with a language disorder specific to content and comprehension difficulties.Here is an excerpt from her therapy: SLP: Today we are going to learn a new word. Our word is "anticipate". When it rains, I anticipate the roads will be wet. When I see a child fall, I anticipate that he will start crying. Let's watch some videos and practice our new word. Ready? (Plays video of a mouse looking at a piece of cheese from across the room then pauses the video) SLP: What do you ANTICIPATE will happen? What do you EXPECT the mouse to do? Margaret: Get the cheese. SLP: I agree! We anticipate that the mouse will get the cheese. You say it.Margaret: The cheese. SLP: Say, "We anticipate the mouse will get the cheese."Margaret: We ampicade the mouse will get the cheese." SLP: Great work. That's a tricky word. Let's clap it out. Try it with me. SLP and Margaret: AN-TI-CI-PATE SLP: Wow! That is a really long word! Okay let's watch the video and see if we were right. The SLP forgot two important steps in providing rich vocabulary instruction. These are: A. Sounding out the word and spelling it on paper B. Choosing a simpler word and selecting words with 1-2 syllables C. Providing explicit instruction and a child-friendly definition D. Providing examples and using the word in context

C. Providing explicit instruction and a child-friendly definition

Anthony is a 4.5-year-old male with reported concerns of speech and language difficulties in preschool. The clinician collected a language sample and administered the CELF-P2. With a mean of 100, a standard deviation of 15, and standard error of measurement of 4, Anthony achieved a receptive standard score of 80, an expressive standard score of 75, and an overall language score of 78. Which score(s) fall(s) below the - 1.25 SD criteria recommended by Paul? A. Receptive and expressive language B. Expressive language only C. Receptive, expressive, and overall language D. Expressive language and overall language

C. Receptive, expressive, and overall language

Karissa, an infant born at 26 weeks gestation, has been in the NICU for 4 weeks. She has been diagnosed with Down syndrome. She has just started breathing on her own and has gained 2 oz this past week. The SLP interviews the mother and has the following conversation: SLP: Tell me how I can support you and Karissa. Mother: I don't know. I mean, I love my daughter but I wasn't expecting this. SLP: You were surprised by Karissa having Down syndrome? Mother: Well, yes! I'm so worried. Not only does she have Down syndrome, but I read on the internet that kids in NICU have an even greater risk for developmental problems. Is that true? The SLP explains that one factor that places babies in NICU at greater risk for developmental delays is: A. Inadequate medical care in some counties B. Possible infection exposure C. Reduced interaction/bonding with family D. Reduced nutritional intake

C. Reduced interaction/bonding with family

Margaret, a 5-year-old female attending a private preschool, was recently diagnosed with a language disorder specific to content and comprehension difficulties.Here is an excerpt from her therapy: SLP: Today we are going to learn a new word. Our word is "anticipate". When it rains, I anticipate the roads will be wet. When I see a child fall, I anticipate that he will start crying. Let's watch some videos and practice our new word. Ready? (Plays video of a mouse looking at a piece of cheese from across the room then pauses the video) SLP: What do you ANTICIPATE will happen? What do you EXPECT the mouse to do? Margaret: Get the cheese. SLP: I agree! We anticipate that the mouse will get the cheese. You say it.Margaret: The cheese. SLP: Say, "We anticipate the mouse will get the cheese."Margaret: We ampicade the mouse will get the cheese." SLP: Great work. That's a tricky word. Let's clap it out. Try it with me. SLP and Margaret: AN-TI-CI-PATE SLP: Wow! That is a really long word! Okay let's watch the video and see if we were right. Which evocative strategy does the SLP use in this interaction? A. Forced choice B. Cloze procedure C. Request for imitation D. Preparatory set

C. Request for imitation

In April, a 3rd grade teacher approaches you about a student, Brandon, who is struggling academically, and does not appear ready to move to 4th grade. He takes twice as long to read, has poor comprehension of what he reads, and often misunderstands instructions in class. For example, when told that "The bookshelf next to my desk is where to put your homework", Brandon put his homework on the teacher's desk. His parents shared that Brandon "worked on speech sounds" with a SLP in preschool, made fast progress, and was dismissed after a year of therapy. The teacher recommended they talk to you in your role as the school SLP, but the parents are resistant because "Brandon is struggling with learning - he talks just fine." As the SLP, you assess Brandon's phonemic awareness skills by asking him to: A. Read a paragraph from his language arts textbook out loud B. Identify the number of syllables in the word 'revolution' C. Segment the word "desk" into 4 separate phonemes (d-e-s-k) D. Show how he would look up the word "predict"

C. Segment the word "desk" into 4 separate phonemes (d-e-s-k)

C. Syntax

Stephanie is a new SLP with ECI. The following is an exchange between Stephanie and the caregiver of a 12-month-old female named Elise. Elise is currently using grunts and tantrums to communicate. The intake report indicated that the mom watches what Elise does, but rarely talks to her. Stephanie: "Thank you for welcoming me into your home. I know you are worried about Elise, but that's why I'm here. With Elise being 12 months old, our primary goal with treatment is to get her talking. Will you show me how you and Elise normally play?" Mom goes to the play kitchen and pretends to pour tea into cups, takes a sip, and says "mmmm". Elise is taking all of the books off of the shelf. Mom says, "Elise, come have some tea." Mom then picks up Elise, puts her in front of the kitchen set, and Elise throws a temper tantrum. Stephanie wants to see if Elise is ready to use sign language to request. As "homework" for the week, Stephanie asks the mom to model the sign "more" each time she offers Elise a snack and withhold more snack until Elise imitates. Stephanie will check back next week to see how it went. What is the error? A. The SLP should have started with a motor activity for behavior chain interruption. B. The SLP should be targeting words because sign language could hold Elise back. C. The SLP should be the one to introduce new forms. D. The SLP should require intelligible word attempts instead of signing.

C. The SLP should be the one to introduce new forms.

C. To compensate for the disorder

Amanda is conducting therapy with her 34-month-old client, working on using 2-word utterances for requests and protests. Here is an excerpt from a therapy session: (Child sees a doll play set up on the shelf and points to the dolls) Amanda: Yes, I see the dolls. Child: Dolls Amanda: They are dolls. Child: Dolls (reaches hands towards dolls) Amanda: Oh, did you WANT dolls? Child: Dolls Amanda: If you want them, you can ask me Child: (Looks at clinician - 20 second pause) Amanda: WANT (says and signs the word want) _________ Child: Dolls! Amanda: Oh, you WANT dolls. You WANT. WANT. Here are the dolls you WANT. By not rewarding the child's attempts to get the doll using gestures and single words, Amanda is: A. Likely frustrating the child B. Working on joint attention C. Upping the ante D. Using a communication temptation

C. Upping the ante

Bart, a 4-year-6-month male was recently assessed at a private speech and language clinic, after being referred by his preschool teacher. The SLP diagnosed Bart with a moderate-severe language disorder. Testing revealed: norm-referenced scores -2 SD across all areas of language; 70% intelligibility to unfamiliar listeners, difficulty responding to constituent (Wh-) questions, and over-use of nonspecific terms such as "stuff" and "it". When Bart needed help or didn't understand a task, he started singing rather than asking for help. He demonstrated appropriate play skills, maintained the topic of conversation, and has many friends. For therapy, Bart's insurance will cover four sessions weekly until discharge. Using evidence from research on intervention intensity, how long do you recommend each session be? A. 30 minutes, because a preschooler cannot pay attention for longer than that B. 45 minutes to allow sufficient time to address each goal C. 1 hour to maximize carry-over of new skills D. 20 minutes, to balance frequency and dose of treatment

D. 20 minutes, to balance frequency and dose of treatment

Anthony is a 4.5-year-old male with reported concerns of speech and language difficulties in preschool. The clinician collected a language sample and administered the CELF-P2. With a mean of 100, a standard deviation of 15, and standard error of measurement of 4, Anthony achieved a receptive standard score of 80, an expressive standard score of 75, and an overall language score of 78. If Anthony's expressive language fell at the 16th percentile, what would his standard score have been? A. 70 B. 80 C. 60 D. 85

D. 85

Jonathan, a 19-year-old college freshman, is referred to the speech and hearing clinic by his advisor. Jonathan reports that he "gets" the info from the lectures in his classes but is struggling with understanding his textbooks and completing his assignments accurately and on time. Your assessment reveals the following: CELF Core Language Score: 95, MLTU for conversation and written summary of science paragraph was above normal; SI was age appropriate for both conversation and written samples. Jonathan's written sample include 2 instances of mental verbs, appropriate sequence, and several word meaning errors. Conversation flowed appropriately, but Jonathan's summaries of textbook passages lacked important details. He was highly stimulable for improvement with learning-based strategies. Based on this assessment, you initiate language therapy. Jonathan may understand more if he connects what he reads to his own experiences. This strategy is known as: A. Making predictions B. Developing mental pictures of the content C. Retelling and summarizing D. Activating prior knowledge

D. Activating prior knowledge

Adrienne, a 16-year-old in the 11th grade, is assessed by her school-based SLP for a possible LLD. The SLP asks her to bring her science textbook to the assessment. The SLP conducts several assessment tasks with this textbook, including the following passage: The body that impacted Earth at the end of the Cretaceous period was a meteorite with a mass of more than a trillion tons and a diameter of at least 10 kilometers. Scientists first identified evidence of this impact in 1980 from the worldwide layer of sediment deposited from the dust cloud that enveloped the planet like a straight-jacket. This sediment layer is enriched in the rare metal iridium and other elements that are relatively abundant in a meteorite but very rare in the crust of Earth. Even diluted by the terrestrial material excavated from the crater, this component of meteorites is easily identified. By 1990 geologists had located the impact site itself in the Yucatán region of Mexico. To assess Adrienne's pragmatic skills with minimal contextual support, the SLP should: A. Ask Adrienne to define "deposited" in the passage above B. Ask Adrienne to identify words in the passage that are unfamiliar to her C. Ask Adrienne to talk about the vacation pictures on her phone D. Ask Adrienne to summarize a passage from her textbook

D. Ask Adrienne to summarize a passage from her textbook

Bart, a 4-year-6-month male was recently assessed at a private speech and language clinic, after being referred by his preschool teacher. The SLP diagnosed Bart with a moderate-severe language disorder. Testing revealed: norm-referenced scores -2 SD across all areas of language; 70% intelligibility to unfamiliar listeners, difficulty responding to constituent (Wh-) questions, and over-use of nonspecific terms such as "stuff" and "it". When Bart needed help or didn't understand a task, he started singing rather than asking for help. He demonstrated appropriate play skills, maintained the topic of conversation, and has many friends. Which goal best addresses Bart's school readiness needs? A. Bart will increase intelligibility to 90% by reducing use of phonological processes during structured activities. B. Bart will increase syntactic complexity by using noun phrases in 70% of utterances. C. Bart will use specific nouns and verbs to express his ideas in 80% of structured activities. D. Bart will use scripted utterances to request help or clarification when needed in 70% of opportunities.

D. Bart will use scripted utterances to request help or clarification when needed in 70% of opportunities.

Richard, age 11, just started therapy with the SLP at his school. His goals address derivational morphology, semantics, and complex syntax. Here is an excerpt from his first therapy session: Context: SLP and Richard are sitting at a table with a stack of pictures. After 10 pictures, Richard can shoot 5 baskets then return to the table for 10 more pictures. SLP: We are going to work on changing the meaning of words by adding "un". Look at these pictures. This girl is happy. This girl is UN - happy. You say it. Richard: This girl is happy. This girl is sad. SLP: A different way to say sad is "unhappy". Listen again. (SLP repeats model). Richard: Unhappy. SLP: Right! The girl is unhappy. You say it. Richard: The girl is unhappy. SLP: Good. Look at this picture. This shoe is tied. This shoe is UN-tied. You say it. According to research on intervention for morphology, which should be most effective for Richard? A. Enroll him in a language-based classroom. B. Provide daily direct instruction on target forms. C. Use focused stimulation targeting derived forms. D. Begin with clinician-directed tasks and move to embedded activities.

D. Begin with clinician-directed tasks and move to embedded activities.

You are working to teach 16-year-old Marissa a strategy for writing a paper for Science class on the similarities and differences between amphibians and mammals. To begin, you introduce a graphic organizer and explain that it is a helpful way to get ideas down before you start to write. You then model use of the organizer by comparing cats and dogs. Therapy continues... After you provide a model, you ask the client to practice the strategy independently. According to your steps for learning new strategies, which is the best topic to compare/contrast next? A. Dictatorships vs democracies B. World War I vs World War II C. Amphibians vs mammals D. Birds vs butterflies

D. Birds vs butterflies

Brian, a SLP at a private clinic, receives the following assessment information for Trevor, a 22-month-old child diagnosed with developmental language disorder: • Comprehended single words outside of routine 65% of opportunities • Used auto symbolic play; was stimulable for single-scheme symbolic play in 25% of occurrences • Used gestures to request and protest 65% of opportunities; used gestures + word approximations to request and protest 5% of opportunities • No evidence of commenting, greeting, or asking questions Brian determines that addressing joint attention would support Trevor's emerging play and communication skills. Which strategy should Brian use to increase joint attention? A. Mand-model B. Preparatory set C. Wait time D. Contingent imitation

D. Contingent imitation

Kaley, age 4, is assessed by an SLP. The following language sample is collected while looking at pictures: 1. Pretty puppy! 2. Puppy in shoe? 3. That puppy shoe? 4. Where him mommy? 5. Him mommy seeping (sleeping)? 6. Night-night puppy. 7. Puppy bankie (blanket). 8. Bankie falled off. 9. Puppy waked up. Which of Brown's morphemes is omitted in utterance #4? A. Uncontractible copula B. Uncontractible auxiliary C. Contractible auxiliary D. Contractible copula

D. Contractible copula

Adrienne, a 16-year-old in the 11th grade, is assessed by her school-based SLP for a possible LLD. The SLP asks her to bring her science textbook to the assessment. The SLP conducts several assessment tasks with this textbook, including the following passage: The body that impacted Earth at the end of the Cretaceous period was a meteorite with a mass of more than a trillion tons and a diameter of at least 10 kilometers. Scientists first identified evidence of this impact in 1980 from the worldwide layer of sediment deposited from the dust cloud that enveloped the planet like a straight-jacket. This sediment layer is enriched in the rare metal iridium and other elements that are relatively abundant in a meteorite but very rare in the crust of Earth. Even diluted by the terrestrial material excavated from the crater, this component of meteorites is easily identified. By 1990 geologists had located the impact site itself in the Yucatán region of Mexico. Using Adrienne's textbook throughout the assessment is known as: A. Language Sampling B. Dynamic Assessment C. Narrative Analysis D. Curriculum-based Assessment

D. Curriculum-based Assessment

Joann, age 8, is in Mrs. Schrecengost's second grade classroom and her parents are requesting services in the public schools. As the SLP, you conducted an evaluation, including a student interview, artifact analysis, and two oral language samples. You interview Joann alone in the speech room and prompt her to "Tell me about school." Joann replies: "I like my teacher Mrs. S. I like to call her that 'cause I can't say her real name. School is hard. I don't like school. I like swimming. I really liked that book - what's it called again? My favorite is when we go to Orlando's for psghetti." The SLP identifies Joann as having a language disorder. The next step in the eligibility process under IDEA is to: A. Create developmentally appropriate treatment goals B. Identify the most appropriate service delivery model C. Get permission from parents to begin therapy D. Determine if there is an educational need

D. Determine if there is an educational need

Joann, age 8, is in Mrs. Schrecengost's second grade classroom and her parents are requesting services in the public schools. As the SLP, you conducted an evaluation, including a student interview, artifact analysis, and two oral language samples. You interview Joann alone in the speech room and prompt her to "Tell me about school." Joann replies: "I like my teacher Mrs. S. I like to call her that 'cause I can't say her real name. School is hard. I don't like school. I like swimming. I really liked that book - what's it called again? My favorite is when we go to Orlando's for psghetti." Which of the following common symptoms of LLD was NOT observed in this portion of Joann's interview? A. Difficulty with conversational discourse B. Reliance on simple syntax C. Overuse of limited verbs D. Difficulty with multiple meaning words

D. Difficulty with multiple meaning words

Richard, age 11, just started therapy with the SLP at his school. His goals address derivational morphology, semantics, and complex syntax. Here is an excerpt from his first therapy session: Context: SLP and Richard are sitting at a table with a stack of pictures. After 10 pictures, Richard can shoot 5 baskets then return to the table for 10 more pictures. SLP: We are going to work on changing the meaning of words by adding "un". Look at these pictures. This girl is happy. This girl is UN - happy. You say it. Richard: This girl is happy. This girl is sad. SLP: A different way to say sad is "unhappy". Listen again. (SLP repeats model). Richard: Unhappy. SLP: Right! The girl is unhappy. You say it. Richard: The girl is unhappy. SLP: Good. Look at this picture. This shoe is tied. This shoe is UN-tied. You say it. The SLP decides to target Richard's use of subordinating conjunctions. This should improve Richard's ability to: A. Produce a true narrative B. Use passive voice C. Produce more compound sentences D. Elaborate the verb phrase

D. Elaborate the verb phrase

You are working to teach 16-year-old Marissa a strategy for writing a paper for Science class on the similarities and differences between amphibians and mammals. To begin, you introduce a graphic organizer and explain that it is a helpful way to get ideas down before you start to write. You then model use of the organizer by comparing cats and dogs. Therapy continues... Marissa's teacher has also noted concerns with understanding multiple meaning words. You decide to add which technique to your sessions? A. Preparatory sets B. Visual organizers C. POSSE D. Frame, focus, guide

D. Frame, focus, guide

Amanda is conducting therapy with her 34-month-old client, working on using 2-word utterances for requests and protests. Here is an excerpt from a therapy session: (Child sees a doll play set up on the shelf and points to the dolls) Amanda: Yes, I see the dolls. Child: Dolls Amanda: They are dolls. Child: Dolls (reaches hands towards dolls) Amanda: Oh, did you WANT dolls? Child: Dolls Amanda: If you want them, you can ask me Child: (Looks at clinician - 20 second pause) Amanda: WANT (says and signs the word want) _________ Child: Dolls! Amanda: Oh, you WANT dolls. You WANT. WANT. Here are the dolls you WANT. Amanda's choice to over-emphasize "want" is known as: A. Modeling B. Build-up/break-down C. Recast D. Intonational highlighting

D. Intonational highlighting

Amanda is conducting therapy with her 34-month-old client, working on using 2-word utterances for requests and protests. Here is an excerpt from a therapy session: (Child sees a doll play set up on the shelf and points to the dolls) Amanda: Yes, I see the dolls. Child: Dolls Amanda: They are dolls. Child: Dolls (reaches hands towards dolls) Amanda: Oh, did you WANT dolls? Child: Dolls Amanda: If you want them, you can ask me Child: (Looks at clinician - 20 second pause) Amanda: WANT (says and signs the word want) _________ Child: Dolls! Amanda: Oh, you WANT dolls. You WANT. WANT. Here are the dolls you WANT. Amanda is targeting the word "want" to increase the child's lexicon because: A. It is just beyond the child's zone of proximal development B. It requires joint attention C. It is a ditransitive verb D. It is a verb which could facilitate use of semantic relations

D. It is a verb which could facilitate use of semantic relations

Josiah is a 9-year-old male who was recently assessed at his neighborhood school. The assessment findings were: CELF-5 Core Language Score: 80; below average MLTU and SI; answered 2 out of 10 narrative comprehension questions. His teacher reported that he struggles with reading and reading comprehension, never asks for help, and doesn't have very many friends in class because he monopolizes the conversations. Which of the following best exemplifies a curriculum-based goal for narrative comprehension? A. Josiah will paraphrase information from his science textbook in 2 out of 3 opportunities. B. Josiah will answer Wh-questions in classroom conversations with 40% accuracy. C. Josiah will use visual strategies to retell fictional narratives in 80% of opportunities. D. Josiah will answer questions related to the setting, problem, and solution from stories in his grade-level reader with 80% accuracy.

D. Josiah will answer questions related to the setting, problem, and solution from stories in his grade-level reader with 80% accuracy.

Marcy, an infant born at 30 weeks gestation, has been in the NICU for 4 weeks with severe medical complications. She has just started breathing on her own but still isn't gaining weight. She has strong oral motor skills, but Marcy isn't feeding orally yet, as the doctors have scheduled surgery to resolve a problem with her esophagus. The SLP observes an interaction between Marcy and her parents and notices that a) Marcy grunts and arches her back after 1 minute of being held; b) Marcy's parents get upset when she won't look at them, c) Marcy's monitors go off frequently at an extremely high pitch and loud volume. The SLP provides oral-motor stimulation so Marcy doesn't lose her muscle tone and strength before she is ready for surgery/oral feedings. This is a form of: A. Facilitation B. Induction C. Compensation D. Maintenance

D. Maintenance

Margaret, a 5-year-old female attending a private preschool, was recently diagnosed with a language disorder specific to content and comprehension difficulties.Here is an excerpt from her therapy: SLP: Today we are going to learn a new word. Our word is "anticipate". When it rains, I anticipate the roads will be wet. When I see a child fall, I anticipate that he will start crying. Let's watch some videos and practice our new word. Ready? (Plays video of a mouse looking at a piece of cheese from across the room then pauses the video) SLP: What do you ANTICIPATE will happen? What do you EXPECT the mouse to do? Margaret: Get the cheese. SLP: I agree! We anticipate that the mouse will get the cheese. You say it.Margaret: The cheese. SLP: Say, "We anticipate the mouse will get the cheese."Margaret: We ampicade the mouse will get the cheese." SLP: Great work. That's a tricky word. Let's clap it out. Try it with me. SLP and Margaret: AN-TI-CI-PATE SLP: Wow! That is a really long word! Okay let's watch the video and see if we were right. According to IDEA: A. Margaret's needs plus the family's needs must be addressed in the treatment plan. B. Margaret must receive therapy at a private clinic or a hospital C. Margaret must enroll in an all-day public preschool program for children with disabilities D. Margaret is eligible for special education services until she is 21, if needed.

D. Margaret is eligible for special education services until she is 21, if needed.

D. SQ3R

Richard, age 11, just started therapy with the SLP at his school. His goals address derivational morphology, semantics, and complex syntax. Here is an excerpt from his first therapy session: Context: SLP and Richard are sitting at a table with a stack of pictures. After 10 pictures, Richard can shoot 5 baskets then return to the table for 10 more pictures. SLP: We are going to work on changing the meaning of words by adding "un". Look at these pictures. This girl is happy. This girl is UN - happy. You say it. Richard: This girl is happy. This girl is sad. SLP: A different way to say sad is "unhappy". Listen again. (SLP repeats model). Richard: Unhappy. SLP: Right! The girl is unhappy. You say it. Richard: The girl is unhappy. SLP: Good. Look at this picture. This shoe is tied. This shoe is UN-tied. You say it. In class, Richard and his classmates must define words from Charlotte's Web based on categories (what is it, what does it look like, what do you use it for, what parts does it have). Which strategy will best help Richard with this assignment? A. 4- Square B. Vocabulary sandwich C. Venn Diagram D. Semantic Map

D. Semantic Map

Stephanie is a new SLP with ECI. The following is an exchange between Stephanie and the caregiver of a 12-month-old female named Elise. Elise is currently using grunts and tantrums to communicate. The intake report indicated that the mom watches what Elise does, but rarely talks to her. Stephanie: "Thank you for welcoming me into your home. I know you are worried about Elise, but that's why I'm here. With Elise being 12 months old, our primary goal with treatment is to get her talking. Will you show me how you and Elise normally play?" Mom goes to the play kitchen and pretends to pour tea into cups, takes a sip, and says "mmmm". Elise is taking all of the books off of the shelf. Mom says, "Elise, come have some tea." Mom then picks up Elise, puts her in front of the kitchen set, and Elise throws a temper tantrum. Stephanie's therapy is guided by Part C of IDEA which states that: A. Stephanie should focus only on Elise's strengths. B. Elise can receive therapy in the public schools instead of at home. C. All goals should be documented in an Individualized Education Plan. D. The focus of therapy should be family-centered.

D. The focus of therapy should be family-centered

Adrienne, a 16-year-old in the 11th grade, is assessed by her school-based SLP for a possible LLD. The SLP asks her to bring her science textbook to the assessment. The SLP conducts several assessment tasks with this textbook, including the following passage: The body that impacted Earth at the end of the Cretaceous period was a meteorite with a mass of more than a trillion tons and a diameter of at least 10 kilometers. Scientists first identified evidence of this impact in 1980 from the worldwide layer of sediment deposited from the dust cloud that enveloped the planet like a straight-jacket. This sediment layer is enriched in the rare metal iridium and other elements that are relatively abundant in a meteorite but very rare in the crust of Earth. Even diluted by the terrestrial material excavated from the crater, this component of meteorites is easily identified. By 1990 geologists had located the impact site itself in the Yucatán region of Mexico. From this passage, the SLP asks Adrienne to explain what "like a straight-jacket" means in the underlined sentence. This assesses Adrienne's: A. Knowledge of Tier 3 vocabulary B. Ability to infer meaning C. Understanding of passive voice D. Understanding of figurative language

D. Understanding of figurative language

Josiah is a 9-year-old male who was recently assessed at his neighborhood school. The assessment findings were: CELF-5 Core Language Score: 80; below average MLTU and SI; answered 2 out of 10 narrative comprehension questions. His teacher reported that he struggles with reading and reading comprehension, never asks for help, and doesn't have very many friends in class because he monopolizes the conversations. All of the following are appropriate strategies to support Josiah's ability to monitor his comprehension and request help/clarification EXCEPT: A. Teach the click or clunk technique B. Set a timer to check comprehension at regular intervals C. Practice with varied "problem messages" (e.g., mumbled, too quiet) D. Use sentence bridges with textbook passages

D. Use sentence bridges with textbook passages

During an assessment, you show Xavier, a 12-year-old, a picture of a jungle and ask him to make up a story about one of the animals in the jungle. This is the story he tells you: Once there was a funny monkey. He wanted to go to France, but he didn't have no money to go to France. So, he decided he would sneak a ride by an airplane. And so he snuck a ride on somebody's sack and they loaded him up in the airplane. When he got to France he got to see the famous painting of Mama Lisa and he loved the painting, but he got stopped for trespassing and got thrown in jail. The end. Which problem with cohesion is evident in this narrative? A. use of nonspecific terms B. lack of initiating event C. Use of "and" as the only conjunction D. poor use of ellipsis

D. poor use of ellipsis

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