Observed behaviours include:

Language skills: grammar, syntax, vocab/semantics

Alphabet/Orthographic knowlege involves letter names& letter sounds which is a better predictor

Letter sound knowledge is a better predictor of reading

Decoding x Language Comprehension = Reading Comprehension

This is the simple view of reading

A homotypic comorbidity= reading disorder is a later impairment of what was originally a:

disorder of spoken language impairment

Impaired visual orthographic analysis doesnt allow string of letters to be identified as a word

Letter by letter reading/ pure alexia

Canonical sentence order is more typical sentence structure and is easier to understand than

noncanonical sentence order which has a passive structure

To assess writing you could use a written picture description, standardised tests or

Informal writing tasks and functioning in daily activities

Social stories are used to:

appropriate social behaviour in specific settings, Teach children with pragmatic difficulties about

Frequency of childcare, social interaction, eye-contact, joint attention and turn-taking are?

Part of psycho-social development

A simple sentence has

One verb plus all the essential elements

What are the principles of intervention?

To make the child a better communicator

studbud

Language Disorders across the Lifespan

252 termsStudBud Administration9 plays

#Languagedisorders #examprep

Flashcards252 cardsFPractice quizPHost liveL

Questions 252

Answers

1
Phonological awareness is the ability to hear sounds as they occur in words.
True
False
2
Tempoparietal lesion; sometimes occipital lobe, impaired aud comp, empty speech, good repetitio
Transcortical
Anomic
Conduction
Wernicke's
3
Word lists are useful for assessment and treatment of dyslexia, there are 3 main word lists:
All of the above
High and low imageability words
Non-words
Regular and irregular words
4
Group therapy provides opportunities to address the dual functions communication which are?
Transaction and Interaction
Talking and listening
5
Semantic relationship between target word and error e.g. chair for table is a:
Neologism
Semantic/verbal paraphrasia
Phonemic Paraphrasia
6
Parents affect joint attention by: not redirecting attenion, attending to childs tasks/objects
False
True
7
Observed behaviours include:
Language skills: grammar, syntax, vocab/semantics
Cerebral Damage
Family Studies
Genetic Disorders
8
1;1 therapy, group therapy, computer-based, telerehabilitation, trained volunteers are all?
Service delivery option
Types of assessment
9
When all goals are worked on at the same time to increase the rate of different behaviours its?
Vertical Approach
Cyclical Approach
Horizontal Approach
10
disability is consequence of disabling attitudes & barriers imposed by society not impairment
Impairment based approach
Social Approach
11
Alphabet/Orthographic knowlege involves letter names& letter sounds which is a better predictor
Letter sound knowledge is a better predictor of reading
Letter naming is a better predictor than letter sound
12
Decoding x Language Comprehension = Reading Comprehension
This is the simple view of reading
This is the complex view of reading
13
Turn-taking, imitation and joint attention are the focus of which period?
linguistic period
Prelinguistic period
literacy period
14
To improve communication and living with aphasia on one or several levels is:
what will happen eventually without therapy
the focus of group therapy
15
The RTI can be used as a school based delivery model?
True
False
16
A discrepancy between spoken (auditory) & ? is a key indicatory of aud com diffic before semant
Written (reading) comp
Listening
17
Language disorders are both a cause & a result of reading disabilities
False
True
18
A homotypic comorbidity= reading disorder is a later impairment of what was originally a:
a disorder of written language impairment
disorder of spoken language impairment
19
Auditory comp is relatively good but impaired, fluent expression, phonemic paraphrasias is:
Transcortical
Broca's
Wernicke's
Conduction
20
When children have the capacity to learn language but are behind their peers due to environment
Language Delay
Language Deficit
Language Disorder (DLD)
Language Difference
21
Immediate repetition of nonwords measures?
Morpho-syntactic production
Semantic working memory
Phonological working memory
22
Impaired visual orthographic analysis doesnt allow string of letters to be identified as a word
Attentional dyslexia
Visual dyslexia
Neglect Dyslexia
Letter by letter reading/ pure alexia
23
Canonical sentence order is more typical sentence structure and is easier to understand than
noncanonical sentence order what has an active structure
noncanonical sentence order which has a passive structure
24
Which assessment teaches using mediated learning and evaluates responsivity and transfer?
Standardised Assessment
Observational Assessment
Informal Assessment
Dynamic Assessment
25
results from writing via impaired semantic route- semantic errors, nonword spelling difficult
Surface
Phonological
Deep
26
If helping children to improve their comprehension should you ask more simple or complex q's?
Simple
Complex
27
target is tiger & person says 'lion' this is a semantic paraphasia so if they say 'giger':
Phonemic Paraphasia
Its a neologism
Perseveration
28
Reading via an impaired semantically mediated lexical rount- ortho to phono conversion impaired
Deep Dyslexia
Phonological Dyslexia
Surface Dyslexia
29
Aphasia is a disturbance of ........... only:
Cognition
Language
Perception
Memory
30
Encompasses all strategies employed to gather, interpret & record info relating to disorder
Formal Assessment
Informal Assessment
31
difficulty in sublexical writing to dictation, very poor writing of non words to dictation
Deep dysgraphia
Phonological dysgraphia
Surface dysgraphia
32
There are three types of dysgraphia: deep, surface and phonological?
True
False
33
To assess writing you could use a written picture description, standardised tests or
Informal writing tasks and functioning in daily activities
Not get the person to write
34
Paragrammatisms and anomia are common in
Broca's Aphasia
Wernickes Aphasia
35
Why intervene at school level?
strong links between oral lang and reading skills
All of the above
Oral language competency is necessary for academic success
Oral language skills protective factor for literacy success
36
Omission of function words and syntactic language structures, use of only content words is:
Anomia
Agrammatism
Paraphasia
37
Social stories are used to:
grab childrens attention
appropriate social behaviour in specific settings
Teach children with pragmatic difficulties about
38
In PA: recognising/providing words starting with the same sound is
Segmentation
Alliteration
Rhyming
Isolation
39
Which cognitive factory says language structures are autonomous of other cog systems?
Linguistic Knowledge
Process-based explanations
40
inherited condition that makes it difficult to read, write & spell despite average intelligence
Developmental Language Disorder
Learning Difficulty
Dyslexia
Learning Disability
41
Whataimstochange or eliminate underlying problem, change disorder, teach compensatory behaviour
Assessment
The ICF
Therapy
42
Frequency of childcare, social interaction, eye-contact, joint attention and turn-taking are?
Part of cognitive development
Part of background
Part of psycho-social development
Part of language development
43
Reading at writing should be assess at?
Word Level
Paragraph Level
All of these levels
Sentence Level
44
Which perspective involves listening for & to the life experiences & perspectives of PWA?
Narrative Perspective
Discourse Approach
Conversation analysis
45
Form, Content and Use are the three major components of
Communication
Language
Speech
46
The interaction between language domains and spoken and written systems is:
One Way
Dynamic
47
Learning spelling involves learning the patterns & rules that apply to large numbers of words
False
True
48
A simple sentence has
More than one verb or verb string- more than one action
One verb plus all the essential elements
49
RTI (Response-to-intervention) approaches have how many levels/tiers?
2
3
1
4
50
What are the principles of intervention?
To have a child respond to modelling
To make the child a better communicator
To improve Ax scores
51
What is based on the presumption that immersion in books will teach reading, memorising words
Whole Language
Phonics
52
Standard & dynamic assessment, observation analysis, language sampling, parent/teacher reports
are types of speech assessment
are types of language assessments
are OT assessments
53
Aphasia has a profound impact on a persons life and can lead to:
No changes in life
Isolation, changes in relationships, anxiety
54
Poor or non-existence nonword reading or nonwords read as visually similar read words is:
Phonological Dyslexia
Surface Dyslexia
Deep Dyslexia
55
What term used for language difficulties in children that are not acquired or due to comordity
Specific Language Impairment (SLI)
Language Disorder
Developmental Language Disorder (DLD)
Language Delay
56
PWA post 1 month should recieve intensive therapy can those with chronic aphasia still benefit?
No Maam
Yes siree
57
Oral Language skills are the foundation of good communication skills- both spoken and written
True
False
58
Errors in spelling, morphology and syntax =
Dysgraphia
Dyslexia
59
In surface dyslexia regular words are read better than irregular words but in deep dyslexia:
Unable to read non-words
Semantic errors in single word reading Ape-monkey
High imageability words read better than low imageability
All of the above
60
In PA: Identifying a particular sound when it occurs in different words positions is
Blending
Segmentation
Alliteration
Isolation
61
Varied lesion sites, good aud comp, wordretrieval difficulty most prominent, circumlocutions is
Anomic
Wernicke's
Conduction
Transcortical
62
You can use phoneme-grapheme matching, phone discrim, spoken word picture matching as therapy
for word sound deafness
for written difficulties
63
Does the goal for every child need to be to get them WNL for their age?
Yes, this is important
No, we just need to teach them what they need
64
Key symptom is substitution rather than omission of morphology, typically in fluent aphasias
Most common in Wernickes-Agrammatism
Most common in Wernickes- Paragrammatism
65
Cognitive-psychological bases for SLI have both process based explanations&linguistic knowledge
Process-based explanations & linguistic knowledge r the same
Processbased=memory capacity, cog&auditory perceptualprocess
66
When planning assessment for aphasia:
and also considers goals, current setting & functioning
Need to be done on a case by case basis that considers needs
One set of measures can be applied to all cases
67
Plastic changes in the brain may be:
adaptive (as we expect from therapy)
Both
maladaptive (loss of function from failure to use a skill)
68
In which are shorter words harder to understand than longer words because of more phono neighb
Pure word deafness
Word form deafness
Word meaning deafness
69
Treatments that aim to improve access and retrieval of words from the lexical network are:
Semantic Feature analysis
Verb Network Strengthening treatment
All of these!
Cueing Hierarchies
70
The benefits of a case history is that it is: easy to elicit, time efficient, family focused
True
False
71
Should you set goals with the client before or after you do an assessment?
After
Before
72
AAC supports intentional communication, can facilitate receptive & expressive language and inc.
Training
Telephone calls
Key word sign, PECS, visual schedules, comm devices
73
Which aphasia test battery tests expressive & receptive lang, screens for neuropsych deficits?
BDAE- Boston Diagnostic Aphasia Examination
WAB-Western Aphasia Battery
CAT- also includes a disability questionairre
74
Which type of aphasia is known as expressive aphasia, where comprehension is better than speech
Wernickes
Brocas
75
Supralinguistic language is high level language that involves:
Written and social language
Syntax and Morphology
Inferencing, sequencing & predicting
Vocab & semantics
76
Receptive Aphasia is:
Wernickes Aphasia
Broca's Aphasia
77
Neglect on either side of the word- e.g. LOG- 'dog'-'lot' =
Neglect Dyslexia
Visual Dyslexia
Attentional Dyslexia
78
Which treatment approach is guided by the underlying deficit?
Consequences approach
Impairment-based approach
79
key impact is on the ability to retain verbal info long enough to make accurate representations
Short Term Memory
Working Memory
Long Term Memory
80
What type of text's purpose is to tell a story witha focus on character goals & familiar schema
Narrative
Expository
81
Promoting membership in communicating society & participation in personally relevant activities
Is an impairment approach to aphasia therapy
Is a social approach to aphasia therapy
82
Impaired aud comp, verbal expression, reading, writing BUT good repetition
Brocas
Transcortical Motor
Global
Mixed Transcortical
83
Phonics and whole language should be incorporated into classroom, one on its own is not enough
False
True
84
lesions that occur in the border zone outside brocas area: anterior superior frontal lobe:
Broca's Aphasia
Transcortical Motor
Mixed Transcortical
Global
85
Eat your breakfast before you brush your teeth is a
Simple Sentence
Complex Sentence
86
Cognitive Factors: Processing skills refers to children whose processing skills may be in tact
Which increases the amount of info held at any one time
BUT they have a slower speed of info processing
which reduces the amount of info held at any one moment
BUT they have a faster speed of info processing
87
relates to the administration of a standardised and norm-referenced test
Informal Assessment
Formal Assessment
88
Why teach spelling?
Not knowing how to spell words can slow down flow of writing
toomuch emphasis on spelling may inhibit willingness towrite
89
What is the purpose of assessment?
Identify areas of strength and weakness & baseline measures
All of the above
Breakdown of language into subskills, referalls if needed
describe the characteristics & severity of delay or disorder
90
Perseveration is unintentional repetition of the previous response
True
False
91
The ability to auditorily recognise and manipulate individual phonemes in words is
Phonemic Awareness
Phonological Awareness
92
When assessing reading and writing you should also consider premorbid skills and:
disregard premorbid skills
test silent reading and reading allowed
93
When asking about language development you should specifically ask about:
Play activities
Social communication, babbling, gesture, no. of words, comp
Sleeping patterns
Hospitalisations, allergies etc
94
Results from impaired sublexical reading route
Phonological Dyslexia
Deep Dyslexia
Surface Dyslexia
95
Lesion spares brocas, wernickes & arcuate fasciculus but isolates these areas from other brain
Global
Transcortical Motor
Mixed transcortical aphasia
Brocas
96
You can use conversational recast techniques, scripts, structures and colourful semantics to?
Develop MLU
Develop pragmatics
Develop Grammar
Develop sentence structure
97
Content is made up semantics, form is structure of language, phonology, syntax, morphology
whilst use is pragmatics, knowledge about how to communicate
whilst use is vocab and content
98
Description of the language abilities/disabilities of people with aphasia traditionally incl.
Reading- written comprehension (WC)
All of the above
Writing- Written expression (WE)
Auditory Comprehension (AC) & Verbal Expression (VE)
99
What is an observational tool that samples behaviours from a particular developmental period?
Standardised Assessment- can get age equiv's
Informal Assessment
Dynamic Assessment
Developmental Scales- get age equivs & standardised outcomes
100
Surface Dyslexia, Deep dyslexia, Phonological Dyslexia are all types of:
Peripheral dyslexias
Central Dyslexias
101
Wernicke's, Conduction, Anomic and Transcortical Sensory Aphasia's are all:
Non-Fluent Aphasias
Fluent Aphasias
102
What word contrast types are useful for assessment and intervention?
All of the above
Words w contrasting phonology , non-words, long & short word
High and low imageability words
103
Jargonistic speech output is rapid and full of paraphasias and neologims speech output may be:
Incomprehensible to the listener
Comprehensible to the listener
104
The rapid retrieval of phonological information is
Phonemic Awareness
Phonological awareness
Phonological Memory
Rapid Automatic Naming
105
DLD stands for Developmental Language Disorder?
True
False
106
Universal screening is:
To identify children with increased liklihood of a disorder
Some children within an age group are screened for problems
All children of a particular age undergo therapy
All children within an age group are screened for a problem
107
Using the ICF- asking peers for objects in order to complete a classroom task is which level?
Impairment
Environment
Activity
Personal
108
In PA: Linking sounds to form words is
Blending
Alliteration
Exchanging
Rhyming
109
In PA: matching, selecting odd one out, recognition and generation of rhyming words is
Alliteration
Segmentation
Isolation
Rhyming
110
Determining if a language problem exists, what it's aetiology is and focus of intervention is?
Dynamic Intervention
Purpose of Assessment
Therapy
A formal assessment
111
Sentence difficulties in aphasia are influenced by complexity and passive sentences may be:
Easier for PWA to understand
More difficult for PWA to understand
112
Problems distinguishing brief or rapid sounds are which cognitive component?
Memory Capacity
General Cognitive Processing
Auditory Perceptual Processing
113
Expressing opinions & explaining, justifying them to others in higher language is:
Inferencing
Problem solving
Prediction
Justifying Opinions
114
A lesion in the left parietal lobe- also supramarginal gyrus and arcuate fasciculas is:
Transcortical Aphasia
Broca's Aphasia
Wernicke's Aphasia
Conduction Aphasia
115
Approaches to aphasia intervention are:
Consequences Based language Intervention
Both
Impairment-based language intervention
116
Which approaches explicit goal is to enhance participation and acknowledges impact of environm
Consequences-Focused approach
Impairment-based Approach
117
Which aphasia battery will give you an Aphasia Quotient, Language Quotient & Cortical Quotient?
CAT
BDAE
WAB
118
A report needs to include: case & ax history, reason for referal, explanation of tasks and
recommendations
interpretation of results
interpretation of results, summary & recommendations
summary
119
The 5 steps of therapy are: info gathering & sharing, collaborative goal setting, pretherapy ax
reassessment
therapy
BOTH!
120
Pragmatic Language assessment tells you what a child knows but does this mean they are doing it
Yes- if they know it then they are using it
Not neccessarily- they may not do it in practice
121
Lesion in brocas area: posterior-inferior frontal gyrus of the dominant hemisphere is:
Wernickes
Brocas
122
A vertical approach to presenting goals in intervention is:
all goals are worked on at the same time
1 or 2 goals are worked before moving to next goal
goals are presented in a cycle
123
Made-up fluently articulated error word e.g. we are having a semling (for BBQ) IS a:
Semantic/Verbal Paraphasia
Neologism
Phonemic Paraphasia
124
In the pathways to building better outcomes diagrams Green= most evidence, yellow=less evidence
so YA
and red= clinicians expertise
125
Tests of specific linguistic skills include:
CAT & WAB
All of the above
BDAE
Boston Naming Test and the PALPA
126
Which kind of text's purpose is to inform and focuses on factual info & abstract ideas
Narrative
Expository
127
Impairment to lexically mediated writing, regular & nonwords written better than irregular word
Deep Dysgraphia
Phonological Dysgraphia
Surface Dysgraphia
128
Assessment for living with aphasia (ALA) was developed to capture:
Severity of aphasia & participation and activities
Environment as a facilitator or barrier
Personal, emotional and identity factors
All of the above
129
Impaired reading aloud but relatively good reading comp and impaired writing is:
Transcortical
Broca's
Wernicke's
Conduction
130
The dual functions of language is that it is Transacational and Interactional
False
True
131
Aphasia intervention principles are that therapy is based on evidence-based practice which is:
Clinical expertise, research evidence, practice context
All of the above
and clients values
132
Environmental factors that enable or enhance functioning are:
Barriers
Facilitators
133
In semantics Tier 1 goals are: clock, lamp, run, Tier 2 words are powerful, virtue etc and
Tier 1 words need explicit instruction
Tier 2 and Tier 3 words need explicit instruction
134
Forced use of verbal language therapy that is based on basic neuroscience 'use it or lose it'
Group Therapy
Constraint-Induced Therapy
135
Pure word deafness, word form deafness and word meaning deafness are top 3 left side CNP & are:
3 different types of sensory comprehension in aphasia
3 different types of motor comprehension in aphasia
3 different types of auditory comprehension in aphasia
136
Which approach teaches that each letter of the alphabet makes one sound- then applies rules
Phonics Approach
Whole Language
137
Visually coordinating attention to an object with another, sharing interest and understanding
that partner is sharing the same focus is: joint attention
is: intentionality
138
child being aware their 'signal' will effect listener & persisting till effect is achieved is?
Play
Connected conversation language
Joint attention
Intentionality
139
General Goals are basic, how goal is going to be achieved based on theory is intermediate so
Specific goals are short term
Specific goals are long term
Specific goals target specific aspects of language or comm
140
Which aphasia battery assess core areas: spontaneous speech, aud comp, repetition, naming, read
WAB
CAT
BDAE
141
When you use the best research evidence, clinical expertise and patient preferences you are
engaging in evidence based practice
engaging in the biomedical model of care
engaging in patient centred care
142
Lesions in the posterior portion of the left superior temporal gyrus is usually:
Broca's Aphasia
Wernicke's Aphasia
143
Decoding and word recognition involves:
All of the above
Phonological awareness
Orthographic Awareness
Morphological Awareness
144
A made up word is called a:
Jargon
Neologisms
145
The limitations of developmental scales are that they are:
Family focused and collaborative
Sometimes they are standardised
Not culturally or linguistically sensitive to diversity
Easy to elicit and time efficient
146
Which approach recognises aphasia has an impact on PWA and their family, friends etc?
Impairment-based approach
Consequences based approach
147
Intervention within a social model can include: a focus on conversations, group therapy and?
Environmental factors- aphasia accessible environments
All of the above
Counselling
Advocacy & access to services
148
Using past experience & personal knowledge to form an inference is:
Prediction
Problem Solving
Justifying Opinions
Inferencing
149
In PA: replacing, deleting or adding sounds is:
Exchange
Rhyming
Alliteration
Isolation
150
Screening, case history, observation, standardised tests, descriptive analysis are all?
Types of Intervention
Essential Assessments you have to do them all
Types of Therapy
Types of Language Assessments
151
Basic, Intermediate and Specific are 3 types of?
Assessment
Goals
Therapy
Environments
152
Is aphasia a multimodal disorder of symbolic processing that is neurogenic and acquired
No
Yes
153
good aud comp, may initially be mute, repetition-good, reading-good, writing-impaired =
Global
Transcortical motor
Mixed transcortical
Brocas aphasia
154
Picture description and naming tasks can be used to elicit:
Verbs
Nouns
Prepositions
Adjectives
155
A consumer driven service that supports PWA and others affected in achieving short & long goals
Is the aphasia pathway
Is the LPAA
156
Severity of aphasia varies depending on:
Time since onset
Site of damage and extent of injury
157
As a clinician it is important to set goals for:
Children and Parents
Parents
Children
158
Characterised by misuse of grammatical morphemes e.g. blends and substitutions
Paragrammatism
Agrammatism
159
In an RTI Tier 1= core instructional program, Tier 2= Target small group instruction & Tier 3 =
Parent Training
No intervention
Intensive Individual Intervention
160
Casual & temporal subordinating conjunctions, coordinating conj, adverbs, MLU is narrative
Microstructure
Macrostructure
161
SMART GOALS ARE
Specific, Measurable, Achievable, Relevant, Time-bound
Specific, Meaningful, appropriate, realistic, timely
162
Language Difference is:
DLD
Children learning more than one language
Late Talkers
Disadvantaged groups
163
deficit in phonological input lexicon or access to it, difficulty distinguish real vs non words
Word Form Deafness
Pure Word Deafness
Word Meaning Deafness
164
The communication &symbolic behaviour scales- developmental checklist were designed to measure:
All of the above
Emotion and use of eye gaze, use of communication & gesture
And was designed for infants 6-24mnths
Use of sounds, words and objects & understanding of words
165
Problems understanding language, word retrieval, writing & naming problems are:
Neurological features of Aphasia
Not associated with aphasia
Linguistic Features of Aphasia
Acquired features of Aphasia
166
The origins of developmental language disorders are?
Genetic
Observed Behaviours
All of the above
Neurological
167
Multiple oral reading (MOR) is the treatment for what?
Surface dyslexia
Deep dyslexia
Phonological dyslexia
Pura Alexia
168
Muscle weakness/paralysis most commonly associated with: ' ' because lesion near motor centres
Brocas
Wernickes
169
At what tier does pragmatic therapy work best at?
Tier 1
Tier 2
Tier 1 and Tier 2
Tier 3
170
The continuous process of observation, identifying parental concerns an documenting development
Screening
Survelliance
Assessment
Monitoring
171
A comprehensive expressive & receptive language testing involves not only phonology & semantics
writing and listening skills
also morphology, syntax, pragmatics, discourse-level skills
172
Sound letter-correspondance and oral reading of consonant clusters is treatment for which 2?
Deep Dyslexia
Phonological Dyslexia
Surface Dyslexia
173
Substitution, addition or re-arrangement of speech sounds e.g. wish-dasher is a:
Neologism
Semantic Verbal Paraphasia
Phonemic Paraphasia
174
Only an increase in language skills will result in an increase in number skills?
False
True
175
You can optimise a case history by providing a checklist format and...
All of the above
Ensuring parent can complete the questionairre
Targeting current observable frequent behaviours
Using a recognition rather than recall format
176
Screening does not result in diagnosis, rather it indicates the potential need for further ax
such as weight, height etc
such as hearing screening, formal speech and language ax
177
The Mt Wilga High Level Language Assessment is primarily used for patients with:
TBI
Progressive Neurological Disease
Stroke
All of the above
178
What is auditory bombardment?
Listening to numerous repetitions of target vocab
hearing lots of different things at once
179
An assessment that is a cycle of test a skill, teach the skill, test the skill is?
Informal Assessment
Observational Assessment
Standardised Asssessment
Dynamic Assessment
180
A cyclical Approach to intervention involves goals being presented in a cycle, eg week 1 goal 1
False
True
181
Genetics, Environment and Cognition can result in behavioural changes consistent with DLD?
True
False
182
Therapy targeting the lexical route or the sub-lexical route and the two main approaches for?
Writing Disorders
Reading Disorders
183
Phonological Awareness: Children with strong oral language skills are more likely to have
success when learning to read and write
difficulty when learning to read and write
184
NARNIA is a mulit-level therapy that directly targets:
Sentence Production (argument structure)
Discourse Structure (story grammar)
Word retrieval (nouns & verbs)
All of the above
185
The Preschool Language scales (PLS-5) for 0-8 & the Renfrew Action Picture Test (3-8 yrs) are?
Observational Assessments
Standardised Tests
Informal Assessments
Developmental Scales
186
A comprehensive aphasia evaluation should extend beyond the domain of language also include:
evaluation of memory
Evaluation of attention
evaluation of perception
All of the above
187
being aware of the latest research evidence, studies & practices new clinical skills is a
incompetent clinician
competent clinician
188
Which is more complex, written language or speech?
Speech
Written Language
189
Having to work through logical steps to solve problems in higher language is
Prediction
Justifying Opinions
Problem Solving
Inferencing
190
Which approaches goal is to provide treatment for aspects of lang that have been damaged?
Impairment-based Approach
Consequences Approach
191
A disorder than affects comprehension & use of spoken, written or non-verbal language
Learning Disability
Developmental Language Disorder
Learning Difficulty
Dyslexia
192
Whole word reading targeting specific irregular patterns- 'ow' in cow vs row is treatment for?
Deep Dyslexia
Surface Dyslexia
Phonologic Dyslexia
193
What type of aphasia's key feature is persistent and severe naming difficulties?
Anomic
Transcortical
Wernicke's
Conduction
194
AOS, Right hemiparesis in leg more than arm and visual field impairments are assoc. neuro impai
of brocas
global
transcortical motor
mixed transcortical
195
Therapy often draws on intact systems to support treatment of impaired process
False
True
196
Assess-treat-retrest the skill- treat is the?
right way to do things
The problem solving process
197
Impairment to lexically mediated reading with orthographic-phono conversion preserved
Deep Dyslexia
Surface Dyslexia
Phonological Dyslexia
198
Increasing successful participation and increasing communicative confidence is the goal of?
Social Approach
Impairment Approach
199
Clear administration & scoring, comparisons to age group & identifying specific area of deficit
Are benefits of standardised tests
Are weaknesses of standardised tests
Are benefits of observation
Are benefits of informal assessments
200
Word finding difficulties where use of circumlocution is used to compensate is known as?
Brocas Aphasia
Anomic Apashia
Wernicke's Aphasia
Not associated with aphasia
201
Assessment informs:
Discharge
Intervention
202
Can you use monolingual aphasia treatment tasks for bilingual PWA?
No
Yes
203
Can name letters but fail to recognise word, when they spell the word aloud they know it is:
Pure Alexia/Letter by letter reading
Neglect Dyslexia
204
Word meaning deafness is not a problem at the semantic level- it's just an access problem!!!
True
False
205
TIPS for pre-intentional infants are Take turns, Imitate, Point things out, Set the stage
False
True
206
Making a logical guess about what will happen next is
Inferencing
Problem-Solving
Justifying Options
Prediction
207
If a patient is first asked to point to his nose then repeatedly points to it in following q's
It's jargon
It's perseveration
208
The ages and stages questionairre and MacArthur Bates CDI are examples of Developmental Scales?
True
False
209
What kind of test is designed to elicit specific linguistic behaviours & normed on large sample
Developmental Scales
Informal Assessments
Standardised Tests
Dynamic Assessments
210
Hearing individual sounds and words and knowing that words start off as parts is:
Phonological Awareness
Semantic Knowledge
Phonemic Awareness
Syntax
211
Scaffolded and supported conversations involve the communication partner:
providing cues/facilitators within the natural flow of convo
taking over the conversation
212
Everday talk involves exchange of info includes: speech, gesture, gaze, body language?
True and talk also presents and shapes social identity
False
213
Should you always work at an auditory level before you work at a phonatory level?
Yes
No
214
Deficit in accessing semantic system- BUT not in the semantic system, aud comp is poor
Word form deafness
Word Meaning Deafness
Pure word deafness
215
Difficulty with visual specification at level of visual orthographic analysis win: fed- fin fed
Attentional Dyslexia
Visual Dyslexia
Neglect Dyslexia
216
Environmental factors that restrict or prevent optimal funtioning are:
Facilitators
Barriers
217
Socio-emotional regulation is increasing awareness of emotional ups & downs that you can teach:
strategies if meltdown is coming such as counting to 10 slow
how to make it worse
218
Object permanence, imitation, symbolic play with others and functional object use are all?
Part of medical hx
Part of psych-social development
Part of language development
Part of Cognitive Development
219
The different types of aphasia are characterised by deficits in one or more of the following:
Repetition of spoken language & writing
Conversational speech&comprehension of spoken & written lang
All of the above
Confrontation naming, reading aloud
220
In the CELF 4/5 the Core Language Score is the:
Overall language ability
Use of language
Understanding of language
221
Severe auditory comprehension impairment where speech is fluent but with abnormal content is:
Wernickes Aphasia
Brocas Aphasia
222
Activity and participation are:
Functional Measures
Psychosocial Measures
223
deficity in aud phonlogical analysis, normal hearing, impaired repetition & minimal pairs is:
Word meaning deafness
Word form deafness
Pure word deafness
224
Rare,able to repeat but severe impairment of all other comm abilities, combo of TSA and TMA
Transcortical Motor
Mixed transcortical
Global
Brocas
225
Which aphasia battery focuses on conversational & narrative speech, aud comp, oral expression?
WAB
CAT
BDAE
226
Misidentification of one word for visually similar one: Lend-Land
Neglect Dyslexia
Attentional Dyslexia
Visual Dyslexia
227
A subset of children with LD who have more severe and long lasting difficulties have a:
Developmental Language Disorder
Learning Disability
Dyslexia
Learning Difficulty
228
If a child is a late talker or has late language emergence they have a:
Language Delay
Language deficit
Language Difference
Language Disorder (DLD)
229
significant difficulties with learning but no documented disability such as ID or SLD is a:
Dyslexia
Developmental language disorder
Learning Disability
Learning Difficulty
230
Eat your breakfast is a
Complex Sentence
Simple sentence
231
Typically occurs in brocas aphasia- problems rarely confied to production- also compreh diffic
Paragrammatism
Agrammatism
232
Environment and Personal factors are:
Functional Measures
Psychosocial Measures
233
The benefits of observation and descriptive analysis are cost effective, naturalistic, childled
False
True
234
AARP= access to aphasia therapy and says people with aphasia should be offered therapy for:
Receptive Language
All of the above
Communication in everyday environments
Expressive Language
235
Tier 1 words are learnt through implicit instruction such as conversation and play whereas
Tier 2 words need explicit instruction, exposure &repetition
Tier 2 words are also learnt through implicit instruction
236
determining communicative abilities, severity, differential diagnosis, informing therapy is:
the purpose of research
the purpose of report writing
the purpose of assessment
the purpose of therapy
237
Auditory comp is severely impaired- may be non-verbal, impaired-reading, reps, writing
Transcortical motor
Global
Mixed transcortical
Brocas
238
Monitoring and assessing young children on a regular basis inc. family hist, late talkers etc
is part of school classes
Is known as part of early identification
239
The most severe type of aphasia w extensive lesions in brocas & wernickes is:
Transcortical motor
Mixed transcortical
Global Aphasia
Brocas
240
In PA: spoken sentences can be segmented in words, words into syllables & sounds-
Blending
Segmentation
Exchange
Isolation
241
Non-fluent and effortful speech with agrammatism, impaired repeitions & impaired writing is:
Wernickes
Broca's
242
Charactised by omission of grammatical morphemes, simplified syntactic structures& reduced verb
Agrammatism
Paragrammatism
243
There are four types of therapy groups, one is a 'family support group' which educates families
Psychosocial groups
All of the above
the others are communication focused groups
Transition Groups
244
Being able to read left to right, holding a book the right way up and basic letter knowledge is
Emergent Literacy Skills
Literacy Skills
245
High intensity therapy in months after stroke capitalises on neural plasticity in the brain
False
True
246
The benefits of developmental scales are that they focus on language in natural settings and:
Are cheap
are easy to elicit and time efficient
are not culturally or lingustically sensitive to diversity
247
Using the ICF- Identifying objects by colour and size would be what level?
Impairment
Activity
Environment
Participation
248
Verbal expression abilities in aphasia is described by the terms:
Intelligible vs Unintelligible
Fluent and Non-Fluent
249
Background, Medical Hx, Psychosocial Development, Cognitive development, Language developement
are screening measures
Are all part of a parent questionairre
Are part of the case history
are surveillance measures
250
AOS, Dysarthria, Limb apraxia and visual field impairments may accompany:
Broca's aphasia
Wernickes aphasia
251
Noun & verb retrieval, mapping therapy, conversation therapy, Living with aphasia approach are?
AOS therapies
Dysarthria therapies
Aphasia therapies
252
Story production, retell story grammar analysis & episode complexity is narrative:
Microstructure
Macrostructure

Language Disorders across the Lifespan Flashcards | StudBud