21) Which of the following is not true of maltreatment

Children with LI more less likely to experience than TD peers

11) In evaluating a child from a culturally and/or linguistically diverse background, the SLP should

use a variety of strategies which may include dynamic assessment, case hist

20) Which of the following characteristics is least likely following TBI for a 10 year old child who was TD until injury

Significant deficits in morphosyntax

10) A difference between narrative and expository discourse is

Narrative more structure; expository less

12) Which of the following is true of a child who has been diagnosed with a language disorder by a private clinic

The school team must consider the information within the report

13) Which of the following is not a guiding principle of intervention at the language for learning stage

Given enough homework so the child will make progress

15) Which is an example of connecting clinician directed therapy to the curriculum and state standards

Using spelling words from the classroom to support phonological skills thro

14) Which of the following is an acceptable impact statement for an IEP

Glenda's difficulty with receptive language causes her to have difficulty f

9) Diagnostic labels may help with establishing a protocol because:

Support decisions for skills in trajectory of disability

16) Which of the following does not complete the statement: Word finding difficulties______

Do not affect ability to express what has been learned in the curriculum

17) All of the following are curriculum demands of the advanced language stage except:

Receiving verbatim reading of texts

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Later Term Exam

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Questions 20

Answers

1
21) Which of the following is not true of maltreatment
Fewer labels for internal states
Children with LI more less likely to experience than TD peers
Pragmatics persistent area
Reduced lexical diversity
2
11) In evaluating a child from a culturally and/or linguistically diverse background, the SLP should
use a variety of strategies which may include dynamic assessment, case hist
Attribute all morphosyntactic deviations to second language learning
Wait until they have enough knowledge of English and the mainstream culture
Use available standardized assessments that compare the child's performance
3
20) Which of the following characteristics is least likely following TBI for a 10 year old child who was TD until injury
Deficits in pragmatics
Deficits in executive functioning
Significant deficits in morphosyntax
Deficits in nonverbal IQ
4
10) A difference between narrative and expository discourse is
Expository discourse is completely contextualized by the child's background
Narrative discourse is completely contextualized by the child's background
Narrative more structure; expository less
Narrative necessary for school success; expository just helpful
5
12) Which of the following is true of a child who has been diagnosed with a language disorder by a private clinic
The report does not need to be considered at all
The recommendations for number of sessions must be met by the public school
The school team must consider the information within the report
They are entitled to receive SLP services in school
6
3) All of the following are strategies to address pragmatic skills except
Videos with targeted examples/non-examples
Sorting words by suffix
Scripting
Role-playing
7
13) Which of the following is not a guiding principle of intervention at the language for learning stage
Integrate oral and written language
Focus on meta skills such as metalinguistics and metacognition
Given enough homework so the child will make progress
Make connections to the curriculum
8
15) Which is an example of connecting clinician directed therapy to the curriculum and state standards
Providing a child with a book that is at their instructional level for writ
Using spelling words from the classroom to support phonological skills thro
Working on a syntax structure that was identified through standardized test
Consulting with the teacher about the language demands of an assignment
9
14) Which of the following is an acceptable impact statement for an IEP
Jack's difficulties with use of grammatical endings means they need service
Glenda's difficulty with receptive language causes her to have difficulty f
If Tomas does not receive speech-language therapy to address his difficulty
Lulu's diagnosis of autism makes it difficult for them to establish and mai
10
2) Number of different words, total number of words, and type-token ratio are primarily measures of
Phonology
Semantics
Pragmatics
Morpho-syntax
11
7) While a variety of language skills may be observed during administration of a barrier game activity, the primary goal
Morphosyntactic complexity
Speech Sound Production in connected speech
Lexical diversity
Pragmatic Skills
12
6)Transfer- long winded monologue. Do not prioritize what given limited time?
Topic maintenance
Morphosyntax
Taking the listener's perspective
turn-taking
13
1) Which of the following are not needed under the DSM and ASHA definitions for a diagnosis of ASD
Restricted repetitive behaviors
Deficits in social interaction and socialcommunication
Onset in the developmental period (although may not be apparent from birth
Deficits in morphosyntax
14
9) Diagnostic labels may help with establishing a protocol because:
Support decisions for skills in trajectory of disability
A label defines what you should asses to shorten assessment protocols
Labels don't bias CLD
Labels allow for cognitive referencing
15
16) Which of the following does not complete the statement: Word finding difficulties______
Frequently persist for children with language learning disorders
Do not affect ability to express what has been learned in the curriculum
Can be supported through direct speech and language services
May be targeted using word relationships
16
5) Comprehension of structures that are typically challenging for a child with a language learning disability
Passive Voice
Embedded relative clause
SVO structure
Temporal adverbial conjunctions
17
Beyond SVR to deep comprehension includes all except
Advanced Visual Processing
Academic Language
Perspective Taking
Content knowledge
18
4) Same or different. The cat is followed by the dog. The dog follows the cat. Tests:
Syntactic Skills
Semantic Skills
Phonological Skills
Pragmatic Skills
19
19) Breaking down a complex sentence into constituent parts and then rebuilding primarily supports
Syntax
Pragmatics
Phonology
Semantics
20
17) All of the following are curriculum demands of the advanced language stage except:
Working independently with less help from the teacher
Gaining information from diverse media including lecture, video, and peer r
Taking notes
Receiving verbatim reading of texts

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