When you use the best research evidence, clinical expertise and patient preferences you are

engaging in evidence based practice

What term used for language difficulties in children that are not acquired or due to comordity

Developmental Language Disorder (DLD)

Everday talk involves exchange of info includes: speech, gesture, gaze, body language?

True and talk also presents and shapes social identity

In an RTI Tier 1= core instructional program, Tier 2= Target small group instruction & Tier 3 =

Intensive Individual Intervention

Tier 1 words are learnt through implicit instruction such as conversation and play whereas

Tier 2 words need explicit instruction, exposure &repetition

Decoding x Language Comprehension = Reading Comprehension

This is the simple view of reading

Observed behaviours include:

Language skills: grammar, syntax, vocab/semantics

Content is made up semantics, form is structure of language, phonology, syntax, morphology

whilst use is pragmatics, knowledge about how to communicate

Specific, Measurable, Achievable, Relevant, Time-bound

Sentence difficulties in aphasia are influenced by complexity and passive sentences may be:

More difficult for PWA to understand

AAC supports intentional communication, can facilitate receptive & expressive language and inc.

Key word sign, PECS, visual schedules, comm devices

Pragmatic Language assessment tells you what a child knows but does this mean they are doing it

Not neccessarily- they may not do it in practice

Does the goal for every child need to be to get them WNL for their age?

No, we just need to teach them what they need

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

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Language Disorders across the Lifespan

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Questions 252

Answers

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

Language Disorders across the Lifespan Flashcards | StudBud