Praxis: Chapter 3, 4, & 5 questions- Language Development in Children, Language Disorders in Children & Speech Sound Development/ Disorders

When establishing eye contact and eye gaze between the caregiver and infant, which of the following is not a type of gaze? A. Interactive gaze B. Social smile C. Gaze coupling D. Diectic gaze

A. Interactive gaze

A code is a system of rules for arranging arbitrary symbols in an orderly, predictable, systematic manner that allows anyone to know the code to interpret the message. Which type of code is a speech-language pathologist likely to teach someone with a communication device? A. Morse code B. Steganography C. ROT1 D. Transposition

A. Morse code

A first-grade teacher refers 6-year-old Mandy to you for an assessment. The teacher is concerned, because reportedly Mandy has problems with remembering wha she hears. The teacher tells you, "Sometimes I have to give the children tree or four directions, and I have to do it quickly because we have to go somewhere, like an assembly. Mandy is the only one in my class who doesn't remember what I tell the kids to do." Based on this brief description, you suspect that Mandy might have difficulties in which of the following areas? A. Temporal auditory processing B. Divergent semantic production C. Phonological processing D. Convergent Semantic production

A. Temporal auditory processing

An example of a sentence using an embedded form would be: A. The boy who got a haircut looks nice B. The girl ate the cookie, three crackers, and some fruit C. Mom and dad are going to the store to buy some groceries D. Because he was on time, they were happy with him

A. The boy who got a haircut looks nice

A speech-language pathologist who worked in a neonatal intensive care unit treated many children with developmental issues. She asked her student intern what the difference was between reflexive cries and vegetative sounds. How should the student respond? A. Vegetative sounds are associated with feeding while reflexive vocalizations are automatic responses about the physical state of the infant. B. Vegetative sounds are about the physical state of the infant while reflexive sounds are associated with feeding. C. Vegetative sounds are cries, coughs, burps, and grunts while reflexive vocalizations are grunts, sighs, and clicks. D. Vegetative sounds are produced in comfortable states and reflexive sounds are produced in uncomfortable states.

A. Vegetative sounds are associated with feeding while reflexive vocalizations are automatic responses about the physical state of the infant.

Which of the following is not true with regard to treatment of children with language disorders? A. because many children with language disorders have difficulties with working memory, clinicians should conduct therapy primarily through the auditory modality and not be concerned with incorporating tactile and visual activities into therapy B. collaboration with classroom teachers is important in helping children generalize treatment target behaviors C. It is helpful, when appropriate, to incorporate reading and writing intervention into language therapy D. a child's chronological age is not always the best predictor of the kind of treatment that will be appropriate; current skills is a more reliable indicator E. service delivery models can be flexible, ranging from one on one intervention with the clinician to indirect intervention in which the clinician trains significant others to carry out language activities with the child

A. because many children with language disorders have difficulty with auditory processing, clinicians should conduct therapy primarily through the auditory modality. **Clinicians should use a multi-sensory approach

You have just completed an evaluation of Tanveer, a 6-year old who speaks Urdu at home (Urdu is his primary language) and English at school. You have discovered that he has a language impairment, and you are creating an intervention plan for him. It has been found that Urdu is his stronger language, and that he is still in the process of learning English. Which one of the following intervention principles should most strongly guide your treatment plan? A. carrying out treatment in Urdu will be more effective and efficient than carrying out therapy in English B. to not confuse Tanveer, therapy should be conducted in English only C. Tanveer's parents should be told to speak only English at home, as being in a bilingual atmosphere will confuse him D. Tanveer needs to be placed in an all-English special education classroom where he can get intensive English input and extra support

A. carrying out treatment in Urdu will be more effective and efficient than carrying out therapy in English

A 2-year-old named Spencer was referred to your office because other professionals have suspected a potential speech and language disorder. Which of the following characteristics that Spencer exhibited during your assessment does not seem right for his age? A.He rarely used initial consonants and when he did, they were often misarticulated. B.Spencer was able to understand most things that you said to him as he answered questions with the correct responses. C.About 2/3 of Spencer's speech was intelligible. D.Spencer walked with characteristic toddler movements and was almost always on tiptoes.

A.He rarely used initial consonants and when he did, they were often misarticulated.

What are the two steps of developing contrastive stress? A.Maintaining a single prosodic element and prosodic integration of two words into a one-tone unit B.Maintaining a single prosodic element and prosodic integration of two words into a two-tone unit C.Prosodic integration of two words into a one-tone unit and maintaining a single prosodic element D.Prosodic integration of two words into a two-tone unit and maintaining a single prosodic element

A.Maintaining a single prosodic element and prosodic integration of two words into a one-tone unit

In spite of their significant disadvantages, standardized tests are used by most clinicians in assessing clients because such tests A.help qualify children for clinical services in public schools. B.are required by federal law. C.help generate the most reliable and valid assessment data. D.help select target behaviors for treatment.

A.help qualify children for clinical services in public schools.

In order to begin producing 2-word utterances, how many words does a toddler need to have in his expressive vocabulary?

At least 50 words

A child who shows slow, writhing, involuntary movements has which type of cerebral palsy?

Athenoid (slow, writhing, involuntary movements)

A child says "red crayon." This is an example of which type of semantic relations?

Attribute + entity

A mother comes to you, concerned because her son Jake was born prematurely and had to spend the first few months in a neonatal intensive care unit. Now Jake is 9 months, and his mother wants to make sure that his language is "on target for his age" You go to Jake's home to observe him, and you also ask his mother to give you a detailed description of his communications patterns. As you evaluate Jake's language development, you need to remember that one of the following does not occur between 8 and 10 months of age in the typically developing child. A. comprehension of "no" B using phrases "all gone" to express emerging negation C. using variegated babbling (eg. madamada) D. uncovering a hidden toy (beginning of object permanence)

B using phrases "all gone" to express emerging negation (typical by 1-2 years) **comprehension of "no", using variegated babbling (eg. madamada), & uncovering a hidden toy (beginning of object permanence) is typical by 7-9 months of age

There are two broad levels of human communication: verbal communication and nonverbal communication. Verbal communication uses words as symbols to exchange ideas. Nonverbal communication includes many behaviors that communicate with or without the associated production of symbols. Which of the following is not an example of nonverbal communication? A. Facial expression B. American Sign Language C. Body language D. Extralinguistic communication

B. American Sign Language

When screening children and assessing their communication, it is important to assess sensorimotor foundations for language. Means-end is an example of a sensorimotor foundation for language. What is meant by the term means-end? A. Representing one thing by using something else B. Attaining a desired goal through purposeful action C. Recognizing the behavior of others and reproducing it D. Understanding that things still exist when not in sight

B. Attaining a desired goal through purposeful action

You are observing a clinician in a private practice setting. He specializes in child language disorders and serves elementary children from a variety of local public schools. When you observe the clinician doing therapy, you see that he has a well-structured reward system for each child. Some children receive a fruit loop for each correct response they make; others work to earn stickers and even small toys. This clinician has written down each specific behavior that he wishes to elicit form each child, with a percentage of accuracy attached. For example, an objective for one child reads, "When presented with a picture of two or more objects, Jimmy will label the picture using plural -s 80% of the time." This clinician probably subscribers to which theory of child language development? A. Information processing B. Behaviorist C. Social Interactionist D. Government binding

B. Behaviorist

You have been asked to give a workshop to a group of parents of infants who attend a developmental nursery. The parents are interested in what they can do to communicate more successfully with their infants. Most of the infants are between 1 and 10 months of age. Most of the parents do not have much money or access to toys and objects, but you are told that they do spend plenty of time with their babies. You are asked to speak about what specifically these parents can do to successfully interact with their infants in daily routines, such as bathing,dressing, and eating. You will tell these parents which of the following? A. When your baby starts to cry, let him do so for 5-10 mins before you respond; this will teach the baby independance and motivate him to express himself in words later on B. Ideally, speak to the baby in utterances (child- directed speech) that are high pitched and have greater pitch fluctuations than ordinary speech C. Babies do not benefit from activities used to build turn-taking skills until they are 2 years old, so do not bother with games focusing on turn-taking D. Babies do not usually say their first word until 18 months of age, so do not worry if your child is 12 months and not saying any words.

B. Ideally, speak to the baby in utterances (child- directed speech) that are high pitched and have greater pitch fluctuations than ordinary speech

Mrs. Morris, a kindergarten teacher, has brought it to the attention of the speech-language pathologist that one of her students had an expressive-language delay that began to improve around 40 months of age. The student is currently considered to be within the low range of normal for language development; however, his parents are concerned that he may fall behind when compared to his typically developing peers. Mrs. Morris came to the speech-language pathologist seeking information about this topic. Which of the following would not be appropriate information to share? A. The child is at a modest risk for continuing difficulties. B. If the child is not presenting with outward deficits, further monitoring or intervention is not necessary. C. Problematic social communication should be continuously monitored. D. Language use and development should be continuously monitored. B. If the child is not presenting with outward deficits, further monitoring or intervention is not necessary.

B. If the child is not presenting with outward deficits, further monitoring or intervention is not necessary.

You are asked to work with 3 and-half -old child whose language has been somewhat slow to develop. Matthew is the youngest of four children, and his parents tell you that his older siblings often talk for him. After assessing Matthew's language, you find that he consistency uses the following morphemes: present, progressive -ing, prepositions in and on, and regular -s. His parents would like to enroll him for therapy because they want him to go to a local preschool, and they want him to "sound like the other kids and have good grammar." Which of the following morphemes would you begin with when Matthew starts therapy? A. Possessive -s B. Irregular past-tense verbs C. Articles the, a, an D. Contractible auxiliary

B. Irregular past-tense verbs

Lyla, a 6-year-old female, is a kindergartener who was referred to your private practice for an evaluation because of suspected speech and language delays. During the interview with her mother June, she revealed that "Lyla does not share with kids in her class and while playing games, will not wait for her turn. It is hard for her to get interested in an activity, even when I try to make it seem very fun. When she does talk to her classmates, she talks about topics that have no interest to her friends. When her peers show their disinterest and the conversation stops, she never tries to find a new topic to talk about." Based on June's descriptions of Lyla, you determine the main concepts to evaluate would be related to turn-taking, joint attention, and conversational topic maintenance. During the evaluation, you notice that Lyla struggles with following three-step directions and does not correctly answer wh questions. For example, you asked Lyla, "Who do you go to see when you are sick?" She answered, "The hospital." At the end of the evaluation, you corrected Lyla when she had errors and she adjusted her answers appropriately. Based on your findings in the evaluation, what other language disorder is an area that should be addressed in future treatment? A. Expressive language B. Receptive language C. Pragmatic language D. Semantic skills

B. Receptive language (following 3-step directions, answering wh-questions)

A new client comes to your office with severe allergies as one of the medical conditions listed on his case history form. Which of the following statements best describes why this piece of information would be important to you as a speech-language pathologist? A.Allergies are not important because of their high prevalence but they should still be listed on his case history form for other professionals such as physicians. B.They can have potential implications for the development of a speech and language disorder. C.Allergies cause a fluid buildup in the middle ear, which results in a hearing loss and speech and language difficulties. D.Allergies result in airway inflammation, which hurts the sound quality of the voice.

B. They can have potential implications for the development of a speech and language disorder.

A clinician is providing services for a school age child, Myron, who uses an AAC device. Myron's parents and teacher report that he is having trouble with the device; others frequently do not understand what he is trying to communicate. He is showing increasing signs of frustration, and the clinician has been asked to help reduce his frustration by facilitating his communication with other people. To help Myron communicate more effectively with others so that they understand his messages better, the clinician needs to make sure that the symbols on Myron's AAC device are: A. PECS friendlu B. transparent C. non-iconally opaque D. opaque

B. Transparent

The Student Study Team believes that Justin might profit from the SCERTS approach to intervention, which involves: A. An emphasis on improving social communication, implementing ongoing evaluation of regulatory behavior, and training syntactic skills for increased communication success. B. An emphasis on the importance of targeting goals in social communication and emotional regulation by implementing transactional supports, such as visual supports, environmental arrangements, and communication- style adjustments C. An emphasis on improving semantic communicative effectiveness, regulation of emotional state and transactional environmental supports, such as increased auditory cues. D. A holistic approach that encourages social communication, effectiveness in regulating transactions, and successful dialogue with others in the environment. E. A dynamic approach to intervention that encompasses successful communication, effective regulatory training of appropriate emotional expression, and social dialogue practice.

B. an emphasis on the importance of targeting goals in social communication and emotional regulation by implementing transactional supports, such as visual supports, environmental arrangements, and communication style adjustments

You are taking a language sample from an 8-year-old child. One of his utterances is "I will go to school tomorrow if I am not sick". This is an example of: A. compound sentence with an independent and dependent clause. B. complex sentence with an independent and dependent clause C. complex sentence with two independent clauses D. complex sentences with two dependent clauses

B. complex sentence with an independent and dependent clause

A baby, Jason, is looking at the family cat. His grandma sees him looking at the cat and directs her gaze toward the cat, also. She prepares to comment about the cat. She is practicing: A. using presuppositions B. following Jason's line of regard C. intuiting Jason's thoughts about fellines D. preparing to use a holophrase

B. following Jason's line of regard

You are evaluating Claudia, a 4-year-old preschooler. She presents with several speech sound disorders during the evaluation including gliding, lateralized production of /s/ phoneme, distortion of the /r/ phonemes, and interdental production of "th". What would be most appropriate goal to address in therapy? A. gliding B. lateralized /s/ C. distortion of /r/ D. interdental "th"

B. lateralized /s/

You observe a clinician working with a child who has a language impairment. They are making cookies together, and the clinician is saying things like "Look, the dough goes in the bowl; the spoon is beside the bowl. We will set the bowl on top of the counter, and then make the cookies. We'll put them in the oven. and take them out when they are done." The clinician is working on developing the child's skill in the area of understanding: A. indirect request B. locatives C. pragmatics D. gerunds

B. locatives

Brady is a 3-year-old whose mother is concerned about his language development. She reaches out to a SLP to obtain information about normal language development in children, which of the following features is typical of a child who is 3 years old? A. not easily understood by stranger B. speaks in longer, complex sentences C. put 2 words together to from a short sentence D. uses jargon when speaking to adults

B. speaks in longer, complex sentences

Which one of the following is not true? A. standardized language tests provide a means of quantifiable comparison of a child's performance to that of large groups of children in a similar age category B. standardized language tests help sample behaviors adequately, providing multiple contexts for sampling target language behaviors C. with young children, we want to examine play skills (among other things) D. in language sampling, some clinicians calculate a type-token ratio, which represents the variety of different words a child uses expressively E. clinicians are increasingly turning to nonstandardized and alternative measures, because many standardized tests are biased against linguistically and culturally diverse children

B. standardized language tests help sample behaviors adequately, providing multiple contexts for sampling target language behaviors * standardized test do not sample language adequately, only 1 or 2 context that sample each behavior

Your client is having difficulty appropriately using present progressive verbs. During play, you repeatedly model the correct targets without correcting incorrect productions made by the client. This strategy is called: A.Extension B.Forced stimulation C.Milieu teaching D.Expansion

B.Forced stimulation

To obtain a reliable measure of a child's language skills through language sampling, you should A.not get the family members involved because they may introduce bias. B.repeat the language sample. C.not sample language just before the treatment is started. D.only use computer software to analyze the results.

B.repeat the language sample.

Skinner's Theory

Behavior theory-Learning plays a role in language, not an innate mechanism **discriminative stimulus; operant conditioning

A 3rd grade teacher refers 8-year-old Allyson to you. The teacher is concerned because "Allyson's verbal expression skills are just not what they should be. When she talks, she speaks in real simple sentences. Sometimes I feel like I'm dealing with a kindergartener, not a third grader." When you speak with Allyson's parents, they share that "Allyson never was much of a talker. She talked late - later than her brothers and sisters. But Allyson was always well behaved, and we never thought she had a problem." You decide that as part of your assessment on Allyson's language skills, you will gather and analyze a language sample using type-token ratio (TTR). When you eventually calculate TTR based on Allyson's language sample, you find her TTR to be .31. You conclude that: A. Allyson is normally developing her syntactic skills B. Allyson is delayed in pragmatics C. Allyson is low in her lexical skills, or number of words she uses expressively D. Allyson has receptive morphological problems.

C. Allyson is low in her lexical skills, or the number of words she uses expressively

The most basic requirement for the caregiver-infant attachment is ___________________ between caregiver and infant. A. Smiles B. Touch C. Recognition D. Shelter

C. Recognition

With regard to human communication, which of the following viewpoints studies the process of sending and receiving messages? A. behavioral B. Analytical C. Theoretical D. Linguistic

C. Theoretical

You are asked to assess Tina, who has Down Syndrome. She is 4 years 10 months old, and her parents tell you that they wish for her to begin kindergarten in the fall (it is July, and school begins in September). You assess Tina's receptive and expressive language skills and find that she has an average MLU of 3.0 and an expressive vocabulary of 350 words. She sustains a topic of conversation about 20% of the time and overregularize past tense inflections. You will tell Tina's parents that A. Tina's overall language skills are very generally within normal limits for her age B. thought Tina's language skills are approximately 6 months delayed for her age, she will be able to participate in a regular kindergarten classroom C. Tina's language skills are generally commensurate with those of a 2-to 3-year -old child and starting kindergarten in the fall would probably be difficult for her D. Tina's language skills are generally commensurate with those of a 1-year-old, and, thus she needs to be in a preschool setting with very young children.

C. Tina's language skills are generally commensurate with those of a 2-to 3-year -old child and starting kindergarten in the fall would probably be difficult for her

In June, you are asked to assess the language skills of Tony, a boy with Down syndrome. He is 4 years 9 months old, and his parents tell you that they want him to begin kindergarten in September, when he turns 5. You assess Tony's receptive and expressive language skills, and you find that he has an average mean length of utterance of 3.0. He has an expressive vocabulary of 300 words. He overregularizes past-tense inflections and sustains a topic of conversation approximately 20% of the time. What do you tell Tony's parents? A. Tony's language skills are not like those of a typically developing child; they are deviant, and he needs to attend a special school for students with Down syndrome. B. Tony's overall language skills are generally within normal limits for his age. C. Tony's language skills are generally commensurate with those of a 2- to 3-year-old child, and starting kindergarten in September would be difficult for him. D. Though Tony's language skills are approximately 6 months delayed for his age, he should be successful in a kindergarten classroom with typically developing children.

C. Tony's language skills are generally commensurate with those of a 2- to 3-year-old child, and starting kindergarten in September would be difficult for him.

There are several aspects involved in studying language. These include using language as a social tool, a learned behavior, and/or a linguistic means of communication. Which of the following defines language as a learned behavior? A. Verbal language that is learned through trial and error B. Verbal language that is learned through imitation C. Verbal language that is learned through social consequence D. Verbal language that is learned through intentions

C. Verbal language that is learned through social consequence

A fourth-grade child, Alex, has been referred to you for language testing by his teacher. His parents are concerned and upset with the teacher because they feel that Alex needs more help in reading and writing skills than he is receiving. They tell you that the math and science homework assignments are too difficult for him, and they feel that the fourth-grade teacher is making unreasonable demands. You find out that Alex did not attend pre-school, and even in kindergarten, the teacher wrote on his first-trimester progress report that he "began school not knowing basic concepts; he didn't talk as much as the other children either." You will tell Alex's parents that A. the teacher really is being unreasonable and demanding too much. B. Alex definitely has a language delay and needs therapy. C. You would like to conduct an assessment of Alex's language skills in a variety of domains to see whether he needs support services in oral and written language D. Alex definitely needs a psychological evaluation to see if he has an intellectual disability.

C. You would like to conduct an assessment of Alex's language skills in a variety of domains to see whether he needs support services in oral and written language

Imitation is important for the growth of language development in infants. Before assessing an infant with a language disorder, it is important to understand the imitation that occurred between the caregiver and the infant. How long immediately after birth can an infant imitate? A. 3 weeks B. 1 month C. a few hours D. 1 week

C. a few hours

You are seeing a 6 year old child, Tyler, with specific language impairment. When you assess Tyler, you find that he has adequate language comprehension. He is able to follow directions, understand vocabulary, and comprehend sentences of appropriate length and complexity for his age. However, his teacher and parents report that he has "no friends" and that they are concerned about his social skills. When you observe Tyler several times on the school playground, in the classroom, and in the school cafeteria, you see that, while he is well behaved and nondisruptive, he does not initiate interactions with others. Treatment should focus on: A. increasing mean length of utterance B. working on bound morphemes C. increasing assertiveness in conversation D. increasing sentence complexity

C. increasing assertiveness in conversation

You are working with an adolescent, Alyssa, who has receptive and expressive language problems. She is getting Ds in most of her classes at the junior high school and has few friends. In therapy, it would be best to target: A. increasing auditory memory skills B. increasing the use of complex sentences containing subordinate clauses C. increasing social use of language and collaborating with the classroom teacher D. increasing the understanding and use of figurative language

C. increasing social use of language and collaborating with the classroom teachers. Adolescence is a time when the use and comprehension of appropriate social language is critical. In addition, collaboration with classroom teachers would yield directions for use of specific classroom materials and ideas that could be used in therapy to target Alyssa's deficient language skills while increasing her academic performance.

A young child who says "down" when a cup of juice spills off of a dinner table is using the relation of: A. action B. possession C. locative action D. attribution

C. locative action

After analyzing data from an articulation test, your data indicate that the child can produce one- and two-syllable words; however, the child has reduced syllable shapes produced as open syllables in two-syllable words. Based on these findings you conclude that: A. the child lacks one- and two-syllable words. B. two-syllable words were reduced to one-syllable words; however, the child produced multisyllabic words such as "banana." C. most of the two-syllable words were reduced by final consonant deletion. D. most of the time, the child maintained the CVC structure.

C. most of the two-syllable words were reduced by final consonant deletion.

Because of his diagnosis of Asperger's syndrome, you can assume that Justin will probably have characteristics such as: A. generally below average intelligence (IQ 70 below) a lack of responsiveness to and awareness of other people, and stereotypical body movements such as rocking B. a preference for solitude and objects, rather than people, lack of interest in nonverbal and verbal communication, tantrums and head banging C.seemingly excellent vocabulary skills, seemingly normal syntactic skills, and speech that often appears to be a monologue in which Justin does not allow his conversational partner to take turns D.an IQ of 70 or below, speech characterized by monologues and head banging

C. seemingly excellent vocabulary skills, seemingly normal syntactic skills, and speech that often appears to be a monologue in which Justin does not allow his conversational partner to take turns

Which one of the following is NOT a goal of the Common Core State Standards? A. to create globally competitive citizens in the 21st century B. to prepare students for college C. to ensure that all students speak at least 2 languages so they become more competent global citizens D. to help students become responsible citizens who use evidence for deliberation

C. to ensure that all students speak at least 2 languages so they become more competent global citizens

Linguavelars are produced by A.raising the tip of the tongue to make contact with the alveolar ridge. B.the tongue coming in contact with the hard palate. C.the back of the tongue rising to contact the velum. D.the tongue making contact with the upper teeth.

C.the back of the tongue rising to contact the velum.

Piaget's Theory

Cognitive theory- Theory stating that children actively construct their understanding of the world and go through four stages of cognitive development. **Object permanence

Speech sounds are classified in various ways. Select the statement that is correct according to the classification mentioned in each answer. A. Voicing makes a distinction between vowels and consonants. B. The cognate pairs distinction is based on the place of articulation. C. Among others, speech sounds bilabials and labiodentals are based on the manner of articulation. D. Among others, speech sounds affricates, stops, and liquids are based on the manner of articulation. E. Among others, speech sounds glides and stops are based on the place of articulation

D. Among others, speech sounds affricates, stops, and liquids are based on the manner of articulation.

Babbling and early words have so much in common that some professionals have difficulty differentiating between the two. Which of the following statements is not a main characteristic of the transition from babbling to the first word? A. Monosyllabic utterances B. Bilabial and apical productions C. Rare use of consonant clusters D. Frequent use of glides and liquids

D. Frequent use of glides and liquids

A school based SLP is conducting classroom based intervention with several students diagnosed with specific language impairment. This means that the SLP is: A. Conducting pull-out intervention, in which she brings the students to ther therapy room and uses classroom materials as part of small-group therapy session. B. Conducting pull-out intervention, in which she brings the students to her therapy room and uses classroom materials as part of an individual therapy session. C. Teaching language skills to the whole class; the students with specific language impairment are a part of this class. D. Going into the classroom and helping these students, in a small-group format, to achieve classroom curriculum goals.

D. going into the classroom and helping these students, in a small-group format, to achieve classroom curriculum goals

A child with traumatic brain injury would most likely manifest with: A. a higher familial incidence B. echolalia and obsessive talking C. hypersensitivity to touch, insistence on routines, lack of interest in human voices D. impaired word retrieval and comprehension, and lack of attention and memory problems

D. impaired word retrieval and comprehension, and lack of attention and memory problems ** hypersensitivity to touch, insistence on routines, lack of interest in human voices= ASD

A 7 year old girl, Ashton, is referred to you by her second-grade classroom teacher, Mr. Alvarez. Mr. Alvarez says that Ashton "doesn't always get along with her peers" and "doesn't know how to hold a decent conversation." You assess Ashton personally and also observe her on the playground during recess and in the cafeteria at lunch time. You see that Mr. Alvarez is right. Ashton has difficulty in conversational exchanges with her peers, and they frequently ignore her. You notice when talking to you, she seems uncomfortable and doesn't say much, even when you use a variety of interesting games and toys. In therapy, you first priority with Ashton will be to: A. teach her the appropriate use of compound and complex sentences in appropriate contexts B. teach her appropriate use of allomorphs when presented with pictures of different people and activities C. increase her skills in quick incidental learning so that she can expand her vocabulary D. increase her skills in discourse

D. increase her skills in discourse

You move to a new elementary school and begin seeing the children on the caseload at this school. One child, who is being treated to increase semantic skills, has five goals listed on her IEP. Which one of these goals is inappropriate? A. increase types and numbers of words the child uses in the classroom B. increase specific word usage and decrease usage of nonspecific words such as this, thing, that C. decrease overextensions of words D. increase us of appropriate discourse skills, turn taking, and conversational repair strategies E. increase comprehension of vocab words used in the classroom

D. increase us of appropriate discourse skills, turn taking, and conversational repair strategies

A child has been referred to you for an assessment of his pragmatic skills. The chief complaint of adults and children with whom he interacts is that he frequently gives commands and sounds rude/bossy. He says things like "take me to the pizza place" and "get me the spiderman dvd." The father would like intervention to help work on his son saying things more politely instead of giving orders. In therapy, you will need to work on: A. passive sentence transformation B. cohesion C. narrative skills D. indirect requests

D. indirect requests

You have been asked to assess the language skills of a 6-year old girl who has been referred by her teacher. The teacher says the child "talks in really short sentences. I don't know if she is just shy or if there is more going on." You decide to conduct an informal language screening to decide whether you need to formally evaluate. You find that she uses many sentences, such as "He has a ball" and "I like Pokemon." She uses few compound or complex sentences. You talk with her parents and find that this is also typical at home. Your next step would be to: A. tell the teacher and parents that Jennifer is within normal limits for her age, and that a formal language evaluation is unnecessary B. inform the teacher and parents that Jennifer may have austic-like tendencies and that she needs to be formally evaluated C. tell the teacher and parents that you will take a "wait and see" approach. If the 2nd grade teacher has concerns similar to those of the 1st grade teacher, you will follow up D. tell the teacher that you would like to formally evaluate because at 6 years, she should have an average MLU of 6.0-8.0 and her language should approximate the adult model

D. tell the teacher that you would like to formally evaluate because at 6 years, she should have an average MLU of 6.0-8.0 and her language should approximate the adult model

Approximately when is the past tense regular -ed mastered by typically developing children? A. 19-28 months B.24-33 months C.18-32 months D.26-48 months

D.26-48 months

You are observing Nathan, who is 18 months old. It is suspected that Nathan has severe developmental delays. He is producing variations in consonants and vowels from syllable to syllable with smooth transitions between his vowels and consonants. What prelinguistic stage is he currently in and what is the average age associated with the stage? A.Cooing (4-6 months) B.Jargon (10-12 months) C.Vocal play (4-6 months) D.Canonical babbling (6-10 months)

D.Canonical babbling (6-10 months)

Choose the statement that correctly describes an aspect of a client with a phonological disorder that pertains to phonemic contrasts. A.Meaning distinguishing contrasts have been established. B.The accurate production of sounds is emphasized. C.The contrastive use of phonemes is realized. D.Contrastive phoneme utilities have not been realized if two or more phonemes are characterized by the same production.

D.Contrastive phoneme utilities have not been realized if two or more phonemes are characterized by the same production.

Which of the following is not a general language deficit of children with autism spectrum disorder? A.Inadequate response to speech B.Perseveration on certain words or phrases C.Slow acquisition of speech sound production and language D.Delayed morphosyntactic skills

D.Delayed morphosyntactic skills

Lyla, a 6-year-old female, is a kindergartener who was referred to your private practice for an evaluation because of suspected speech and language delays. During the interview with her mother June, she revealed that "Lyla does not share with kids in her class and while playing games, will not wait for her turn. It is hard for her to get interested in an activity, even when I try to make it seem very fun. When she does talk to her classmates, she talks about topics that have no interest to her friends. When her peers show their disinterest and the conversation stops, she never tries to find a new topic to talk about." Based on June's descriptions of Lyla, you determine the main concepts to evaluate would be related to turn-taking, joint attention, and conversational topic maintenance. During the evaluation, you notice that Lyla struggles with following three-step directions and does not correctly answer wh questions. For example, you asked Lyla, "Who do you go to see when you are sick?" She answered, "The hospital." At the end of the evaluation, you corrected Lyla when she had errors and she adjusted her answers appropriately. What is your primary concern for Lyla? A.Expressive language B.Receptive language C.Semantic skills D.Pragmatic language

D.Pragmatic language (turn-taking, joint attention, and conversational topic maintenance)

The term coarticulation refers to which of the following? A.Speech sounds being modified due to the influence of adjacent sounds to the point that there are perceptible changes in the speech sounds B.The extent to which vocal tract configuration changes shape during the production of consonants and vowels in running speech C.The influence of various syllables upon one another when a client recites a phonetically balanced list of words D.The influence of one phoneme upon another in production and perception, wherein two different articulators move simultaneously to produce two different speech sounds

D.The influence of one phoneme upon another in production and perception, wherein two different articulators move simultaneously to produce two different speech sounds

Sara is reading a story aloud in her class. To make distinctions between similar-sounding words like "I scream" and "ice cream," she uses a combination of suprasegmentals such as intonation and pausing, which mark special distinctions or grammatical divisions in speech. This type of vocal punctuation is also called A.stress. B.prosody. C.pitch. D.juncture.

D.juncture.

You are working with a 2-year-old boy to offer early intervention. His parents are concerned because they want him to go to preschool next year, but they believe his language skills will be insufficient for him to be successful in interacting in a preschool environment. The boy's language skills are comparable to those of a 9-month-old; his vocal expressions are limited to variegated babbling. An appropriate therapy goal for this child might include A.use of two-word combinations. B.development of basic morphological features. C.comprehension of compound sentences. D.use of functional words in one-word utterances.

D.use of functional words in one-word utterances.

Using Brown's morphemes as a reference, which utterance below represents 2 morphemes? A. Mice B. cupcake C. choo-choo D. No no! E. Daddy's

E. Daddy's

The mother of Danny, a 3 year old who is speaking very little, has been working with an SLP on some language stimulation techniques to build Danny's expressive language skills. One day when they are driving, Danny points to the sky and says excitedly, "Plane sky!" His mother responds "Yes, I see the big silver plane flying up in the blue sky! Wow!" She has just used the technique of: Extension Parallel talk Expansion Recasting Modeling

Extension

You are conducting an assessment with an incoming kindergartener, Jason E., who has difficulty with word endings. Specifically, he tends to omit endings like -est (saying "sad" instead of "saddest"), ily (saying "angry" instead of "angrily"), etc. He is having difficulty with which specific aspect of language?

Morphology

Chomsky Theory of Language Development

Nativist - language is species specific, and is an innate behavior in humans **Language generativity

A clinician is working with parents on home language-stimulation activities for their 3-year-old daughter Hannah, who is language delayed. Among other things, Hannah needs to increase her expressive language skills to a level more commensurate with her chronological age. Her mean length of utterance is restricted and her utterances are more typical of a young 2-year-old child. The clinician has recommended that at home, the parents use a technique in which they play with Hannah and describe and comment upon what she is doing and the objects she is interested in. For example, the parents might say, "You are making the car go fast," or "That pig is pink." The parents are using the technique of:

Parallel talk. If parents are using a technique in which they play with their child and describe and comment upon what she is doing and the objects she is interested in (the parents might say, "You are putting the dolly to sleep," or "You have the red dog book."), the parents are using the technique parallel talk.

A young child who often says things like "my doggy" and "her ball" is using the relation of:

Possession

You are seeing a 9 year old boy, Emile, whose Peabody Picture Vocabulary Test- 4th Edition score is 1 year above age level. Emile appears to be performing adequately in the classroom. His teacher reports that he is at grade level in most subjects. However, he often interrupts others and irritates his listeners; as a result, he is avoided by many peers. His mother reports that he is not invited to other children's birthday parties, and that she has heard the other mothers view him as rude and disrespectful. Treatment should focus on:

Pragmatic skills

Which one of the following Piagetian stages, which include object permanence, corresponds with the emergence of a typically developing child's first word?

Sensorimotor

Vygotsky's Theory

Social-Interactionism Theory: A sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development. **zone of proximal development

A child using recurrence would say a. "face dirty" b. "all gone juice" c. "more cookie" d. "doll mine"

c. "more cookie" "face dirty"= attribution "all gone juice"= nonexistence "doll mine"= possession

In a preschool setting, a typically developing child walks up to a child with specific language impairment and says, "Let's play house. You be the mommy, and I'll be the daddy, and we'll make dinner." The typically developing child is suggest that they engage in which type of play? Parallel play Associative play Cooperative play Isolated play Side-by-side symmetrical play

cooperative play

You are working with a 7-year-old child for language therapy, and you are teaching the accurate production of the plural -s. You record the correct and incorrect responses on each attempt you ask the child to make. This practice is called:

discrete-trial procedure

Justin is a 7 year old second grade child who has been diagnosed with Asperger's syndrome. Since he was a toddler, he has bad language difficulties. He has just transferred to your school district, and speech language services have been recommended for him. Justin's parents are anxious for him to begin therapy as soon as possible. You read over the file of reports written by personnel from his previous school district, and meet with your school's Student Study Team (SST) to discuss Justin and recommend the best possible program for him in your school district. The report from the previous SLP says, among other things, that Justin's language sample showed that he had difficulty with forms such as -er (e.g. bigger) and -est (e.g. biggest). Problems with these forms reflect poor ____ skills. A. morphological skills B. pragmatic skills C. literacy skills D. semantic skills

morphologic skills -er & -est are comparatives and superlatives

Jeannette is a 4 year old girl with specific language impairment. At preschool, the teacher says, "Before you put on your jacket to go outside, be sure to get your snack." Jeannette puts her jacket on first and then tries to get her snack. The teacher becomes angry and believes Jeannette is not following orders. Jeannette is showing difficulty with: Phonological awareness. Pragmatics. Syntax. Order of mention. Morphological causality.

order of mention

The SLP has noted that when Danny does speak, he appears to have word retrieval difficulties. The SLP decides to target this in therapy. In targeting word retrieval skills, she is working in the area of...

semantics

You are working in a NICU in a hospital. You often evaluate the infants there by using Ollier's stages as a guide. One of Ollier's stages of infant vocalization, in which the infant continues to use adult-like syllable in CV sequences but uses a variety of consonants and vowels in single vocalizations, is known as:

variegated or non reduplicated babbling stage

You are assessing the expressive language skills of a 4 year old with delayed language. One of the things he says is "My birthday party was fun- we ate cake and cookies!" This would count as ____ words and ____ morphemes.

10 words, 11 morphemes

A 5 year old child has been referred to you for a language assessment. There is a concern about his expressive language skills, and you decide to gather a language sample to assess expressive morphology and syntax. At one point, when looking at a book, the child points to a book character and says, "Him no eat cookies." This is an example of: A. 4 words, 5 morphemes, person pronoun + 1 negative + 1 verb + 1 plural noun B. 4 words, 6 morphemes, model + 1 negative + 1 verb + 1 auxiliary C. 4 words, 4 morphemes, personal pronoun + 1 copula + 1 negative + 1 noun D. 4 words, 5 morphemes, negative + 1 personal pronoun + 1 copula

4 words, 5 morphemes, person pronoun + 1 negative + 1 verb + 1 plural noun