An important difference between IFSP and IEP is

IFSP can include family needs, IEP only child.

What happens transition early childhood to school-age

Pragmatics demands decrease because of shift to lecture

Under IDEA "speech language impairment"

includes artic, phonology, fluency, voice, rec and expressive language

which is true of specific language impairment

often difficulties with verb morphology

Upon entry to K child with TD lang skills should

have developed Brown's 14 in oral expression

When spelling children use primarily knowledge from these areas

phonological, orthographic, and morpological

Tier 1 of RtI is best described as

High quality instruction for all

Role of IEP team with initial referral

Consider evidence for suspected disability that warrants further dx

IDEA requires all except

all states adopt common core standards

During emergent literacy

children socialized to cultural aspects of reading and language is dev

Child referred for "following directions" SLP should do what?

Comprehensive speech-language testing using a variety of strategies

Which of the following is supported by research on reading disabilities

early reading difficulty predicts later difficulty

Which is least likely to be a metalinguistic skill

Identify strenghts in test taking

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Early Term 723 Spring 2023

21 termsStudBud Administration9 plays

Imported from external platform

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Questions 21

Answers

1
Cohesion in discourse is primarily a demand on
adaptive functioning
pragmatics
semantics
phonology
2
Difficulties with comprehension of sentences with relative clauses, passive voice, and negation are related to
pragmatics
morphology
semantics
syntax
3
Which is least likely to support academic language
comprehension of decontextualized language
knowledge of implicit rules of discourse
conversational proficiency
metalinguistic ability
4
An important difference between IFSP and IEP is
IEP is legal, IFSP is just agreed upon
IFSP goals must be measurable, not IEP
No difference- only age
IFSP can include family needs, IEP only child.
5
Characteristics that may be used to identify children with LLD include all of the following except
restricted vocabularies
Pragmatic difficulties
Persistent articualtion errors
Difficulty with syntactic structure
6
Spelling is most related to
expressive oral language
receptive oral language
expressive written language
receptive written language
7
What happens transition early childhood to school-age
Increase in complex syntax expectation
Metalinguistic skill increase in importance and deman
Pragmatics demands decrease because of shift to lecture
language becomes decontextualized
8
As a group (recognizing variation), children with Down Syndrome have relative strength in
syntax
semantics
pragmatics
morphology
9
Under IDEA "speech language impairment"
includes artic, phonology, fluency, voice, rec and expressive language
rec/exp language and SSD, but not fluency or voice (no ed impact)
Ed impact is not considered
Standardized testing can be used alone
10
Child uses words like "stuff" and "things"- This is difficulty with
syntax
semantics
morphology
pragmatics
11
which is true of specific language impairment
Specific gene causes it
Diagnostic code that has clinical value since it's in DSM and IDEA
SLI includes neuro disorders like CVA
often difficulties with verb morphology
12
A graduated cylinder is used for _ of matter in the liquid state: A) measure, B) measurement, C) Measurable what assess?
derivational morphology
syntax
semantics
inflectional morphology
13
Upon entry to K child with TD lang skills should
have fully developed derivational and inflectional morphology
spell brown's 14
need explicit instruction in Brown's 14 for oral expression
have developed Brown's 14 in oral expression
14
When spelling children use primarily knowledge from these areas
phonological, orthographic, and morpological
Phonological, morphological, and syntactic
phonological, orthographic, and syntactic
Phonological, morpholoical and pragmatic
15
Tier 1 of RtI is best described as
Direct instruction for Tier 1 vocab for IEP students
High quality instruction for all
Individualized intensive intervention
Small group for "at-risk"
16
Role of IEP team with initial referral
Determine FAPE
Required to provide comprehensive assessment in all dev domains
Consider evidence for suspected disability that warrants further dx
Determine if LRE has been met
17
IDEA requires all except
all states adopt common core standards
Include gen ed representation in special education
parent involvement in special education
Progress of students with IEP in reference to gen ed curriculum
18
During emergent literacy
children socialized to cultural aspects of reading and language is dev
hallmark is explicit sound letter correspondence instruction
children can devote cog resources to comprehension given fluent word id
activies should be decontextualized
19
Child referred for "following directions" SLP should do what?
Comprehensive Speech-Language and IQ and adpative testing
Comprehensive speech-language testing using a variety of strategies
Receptive language only
Standardized testing in all areas
20
Which of the following is supported by research on reading disabilities
early reading difficulty predicts later difficulty
Children with S/L disorders no more likely to have difficulty with reading
PA don't play a significant role
Delays in syntax in preschool do not predict later reading difficulties
21
Which is least likely to be a metalinguistic skill
Identify parts of speech
Defining words
Describe prefix and suffixes
Identify strenghts in test taking

Early Term 723 Spring 2023 Flashcards | StudBud