Language Disorders in Children 2nd Edition by Joan N. Kaderavek – Test Bank
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Sample Questions
TEST BANK
Chapter 4: Principles of Intervention
Multiple Choice Questions
1.
When SLPs and special educators select an
intervention they consider if
1.
the intervention is an evidence-based practice.
2.
the intervention is expected to work.
3.
the intervention aligns with the internal evidence.
4.
All of the above.
5.
None of the above.
2.
Intervention stimuli used to encourage a child to
talk can be
1.
Pictures, objects, or computers.
2.
Nonlinguistic or linguistic.
3.
Making eye contact.
4.
All of the above.
5.
None of the above.
3.
Instructions or stimuli used to ensure a child
responds correctly are known as
1.
Prompts
2.
3.
4.
All of the above.
5.
None of the above
4.
The facilitation of easy, small steps gradually
approximately the goal behavior is known as
1.
2.
3.
4.
All of the above.
5.
None of the above.
5.
The reduction of stimuli with the goal of having
the behavior produced independently by the child is known as
1.
2.
3.
4.
All of the above.
5.
None of the above.
6.
A language facilitation technique in which the
adult describes what he is thinking, feeling, or seeing is known as
1.
Self talk.
2.
Parallel talk.
3.
Telegraphic talk.
4.
Baby talk.
5.
None of the above.
7.
A language facilitation technique in which the
adult describes the child’s actions is known as
1.
Self talk.
2.
Parallel talk.
3.
Telegraphic talk.
4.
Baby talk.
5.
None of the above.
8.
A facilitation technique in which the adult
modifies a child’s simple sentences into more sophisticated sentence
constructions is known as
1.
Language expansions.
2.
Languages extensions.
3.
Buildup/breakdown.
4.
None of the above.
5.
All of the above.
9.
A facilitation technique in which the adult
deconstructs a sentence into its separate components in known as
1.
Language expansions.
2.
Languages extensions.
3.
Buildup/breakdown.
4.
None of the above.
5.
All of the above.
10.
A way for the interventionist to profile an
individual’s ability to initiate conversation turns and respond to others’
communication attempts is known as
1.
Focused stimulation.
2.
Assertiveness-responsiveness scheme.
3.
Continuum of naturalness.
4.
All of the above.
5.
None of the above.
11.
A description of the activities, location, and
social aspects of intervention is known as
1.
Focused stimulation.
2.
Assertiveness-responsiveness scheme.
3.
Continuum of naturalness.
4.
All of the above.
5.
None of the above.
12.
Intervention that focuses on highlighting the
semantic transparency of vocabulary and choosing Tier 2 level vocabulary with
older children relates to
1.
2.
3.
4.
All of the above.
5.
None of the above.
13.
Intervention that focuses on a child’s ability to
take conversational turns and initiate conversation relates to
1.
2.
3.
4.
All of the above.
5.
None of the above.
14.
A hierarchy of research quality is used to rank the
scientific merit of a particular intervention with respect to evidence-based
practice (EBP). The highest quality evidence resulting from randomized
experimental research is
1.
Level I.
2.
Level II.
3.
Level III.
4.
Level IV.
5.
All of the above.
15.
In adult-directed intervention, the adult
1.
Chooses the stimulus items.
2.
Regulates how the child responds.
3.
Prompts responses through pointing, modeling, or
use of questions.
4.
Provides direct feedback.
5.
All of the above.
16.
When writing intervention goals the professional
describes what the child’s communication behavior will look like when the skill
is mastered. Each goal includes the following
1.
a do statement.
2.
a condition statement.
3.
a criterion statement.
4.
all of the above.
5.
none of the above.
17.
An example of a correctly written intervention goal
is
1.
Bill will edit his written school work correctly on
a regular basis.
2.
Madison will use appropriate language to ask for
things she wants.
3.
Jane will initiate conversations with her peers
during recess every day.
4.
All of the above.
5.
None of the above.
18.
A goal attack strategy in which one goal at a time
is targeted until a predetermined level of accuracy is achieved is known as a
1.
Cyclic strategy.
2.
Horizontal strategy.
3.
Vertical strategy.
4.
All of the above.
5.
None of the above.
19.
The purpose of collecting intervention data is to
1.
Track the child’s behavior from one session to another.
2.
Document the efficacy of the intervention.
3.
Maximize the professional’s effectiveness.
4.
All of the above.
5.
None of the above.
20.
The goal attainment scale (GAS)
1.
Is a sophisticated use of a rubric.
2.
Uses videotapes of the intervention sessions.
3.
Is a computer generated graph of data.
4.
All of the above.
5.
None of the above.
Matching Questions
|
1. Prompts |
A. The adult describes what he is thinking, feeling, or seeing. |
|
2. Shaping |
B. The communicator responds to others’ communication attempts. |
|
3. Fading |
C. The adult says a sentence, repeats smaller segments of the
sentence, and then finally repeats the entire sentence. |
|
4. Self talk |
D. The adult adds additional information related to the child’s
sentence. |
|
5. Parallel talk |
E. A term for children’s early word combinations. |
|
6. Telegraphic speech |
F. A technique used to teach increasingly complex behaviors. |
|
7. Language expansions |
G. The communicator initiates a conversational turn. |
|
8. Language extensions |
H. Thinking about thinking. |
|
9. Buildup/breakdown technique |
I. Instructions or stimuli used to ensure a child responds correctly. |
|
10. Conversational assertiveness |
J. The adult uses language to describe what the child is thinking,
feeling, and doing. |
|
11. Conversational responsiveness |
K. The adult repeats the child’s verbalization but adds morphemes or
words to make the sentence an acceptable adult sentence. |
|
12. Metacognition |
L. Used to reduce dependency and generalize a new behavior into other
communication contexts |
True/False Questions
1.
Intervention stimuli can either be nonlinguistic or
linguistic and can be presented via pictures, objects, or computers.
2.
Language facilitators use modeling techniques that
are contingent on child interests and behaviors to facilitate children’s
language production.
3.
Self talk is when the adult describes the child’s
actions.
4.
The adult uses expansions and extensions to modify
a child’s simple sentences into more sophisticated sentence constructions and
to add related information.
5.
In focused stimulation a child is exposed to
multiple examples of a linguistic target within a meaningful communication
context.
6.
The assertiveness-responsiveness scheme is a way
for the interventionist to profile an individual’s ability to initiate
conversational turns and respond to others’ communication attempts.
7.
An effective communicator is less assertive and
more responsive.
8.
Intervention varies from highly unnatural (e.g.,
adult directed, drill activities) versus highly natural (child directed, in the
child’s home or classroom, with the child’s family or peers).
9.
If a child has errors in form, the professional
uses strategies to make certain the discourse facilitates the child’s
production of the required form, makes certain that targeted features are
easily detected, notes a child’s errors and absence of linguistic features, and
chooses intermediate-level targets.
10.
Intervention related to content focuses on
highlighting the semantic transparency of vocabulary and choosing Tier 2 level
vocabulary with older children.
11.
Pragmatic intervention focuses on a child’s ability
to take conversational turns and initiate conversation. Pragmatic intervention
with young children often includes parent training; parents learn to facilitate
optimal parent-child conversations.
12.
Intervention goals describe what the professional
will do, the materials that will be used, and how the child will respond.
Short Answer Questions
1.
Identify 4 different types of intervention stimuli
and explain how they are used and the age appropriateness of each.
2.
Explain the purpose and importance of fading.
3.
Describe intervention techniques for each of the
domains of language; form, content, and use.
Essay Question
Design an intervention plan for a first grader who
does not initiate conversations with his peers. Include the following in the
plan:
- the domain that is the focus of the
intervention
- intervention techniques
- a goal statement
- the structure of the intervention
- goal attack strategies
- a system for data collection
TEST BANK
Chapter 5: Children with Specific Language
Impairment
Multiple Choice Questions
1.
Specific Language Impairment (SLI) is a diagnosis
based on exclusionary criteria. This means that
1.
Criteria are used to exclude other problems.
2.
All possible causes are eliminated.
3.
Other reasons for the language delay have been
ruled out.
4.
All of the above.
5.
None of the above.
2.
A child with SLI has a significant language
impairment without associated
1.
Hearing loss.
2.
Cognitive deficit.
3.
Neurological, or motor impairments.
4.
All of the above.
5.
None of the above.
3.
Children under age 4 who are language delayed or
late talkers
1.
Usually develop SLI.
2.
Often catch up with their peers.
3.
Need intensive intervention.
4.
All of the above.
5.
None of the above.
4.
A primary focus of intervention for children with
SLI is
1.
The development of morphosyntax skills.
2.
Advanced discourse skills.
3.
Understanding sarcasm.
4.
All of the above.
5.
None of the above.
5.
Children with SLI often have
1.
Problems with interactive communication.
2.
Phonological impairments.
3.
Difficulty with reading and writing
4.
Problems with peer interactions.
5.
All of the above.
6.
Interventions for children with SLI sometimes
require
1.
Training for parents on child interactions that
promote language development.
2.
Strategies that enhance social skills.
3.
Cooperation between the classroom teacher and the
SLP.
4.
All of the above.
5.
None of the above.
7.
The Peer Entry behavior of a child with SLI may
include
1.
A verbal request to play.
2.
Hovering near the group.
3.
Asking the adult to intervene.
4.
All of the above
5.
None of the above.
8.
A social script intervention
1.
Provides an opportunity for the SLP to write.
2.
Encourages creative play.
3.
Is a repeated social interaction likely to occur in
daily life.
4.
All of the above.
5.
None of the above.
9.
The assessment process for children with SLI
includes the following:
1.
A language sample analysis (LSA).
2.
Parent-child interaction observations.
3.
Curriculum-based language assessments.
4.
All of the above.
5.
None of the above.
10.
Enhanced milieu training (EMT), a naturalistic
approach to intervention, is appropriate for children who
1.
Are school age.
2.
Have a vocabulary of at least 10 words.
3.
Have not been successful with other approaches.
4.
All of the above.
5.
None of the above.
11.
An example of EMT intervention is
1.
Restating a child’s utterance in a more complex
form while maintaining the child’s meaning.
2.
Parents learn to follow their child’s lead, wait
for a child’s conversational turn and maintain balanced interactions.
3.
Giving a child several simple sentences and having
the child combine them into one complex sentence.
4.
All of the above.
5.
None of the above.
12.
Conversational recast training (CRT)
1.
Is appropriate for children age 2 through early
elementary grades.
2.
Facilitates grammatical development.
3.
Uses sentence recasts.
4.
All of the above.
5.
None of the above
13.
An example of CRT intervention is
1.
Restating a child’s utterance in a more complex
form while maintaining the child’s meaning
2.
Parents learn to follow their child’s lead, wait
for a child’s conversational turn and maintain balanced interactions.
3.
Giving a child several simple sentences and having
the child combine them into one complex sentence.
4.
All of the above.
5.
None of the above.
14.
Sentence combining is
1.
Appropriate for school age children.
2.
Directed by the teacher or SLP.
3.
Improves sentence complexity.
4.
All of the above.
5.
None of the above.
15.
An example of Sentence Combining intervention is
1.
Restating a child’s utterance in a more complex
form while maintaining the child’s meaning
2.
Parents learn to follow their child’s lead, wait
for a child’s conversational turn and maintain balanced interactions.
3.
Giving a child several simple sentences and having
the child combine them into one complex sentence.
4.
All of the above.
5.
None of the above.
Matching Questions
|
1. Specific language impairment (SLI) |
A. Students with typical language are trained to use social strategies to encourage communication from
students with communication disorders. |
|
2. Late talker |
B. Considers the academic content and social interaction demands of
the curriculum, assesses the language skills the student brings to the
curriculum, determines the knowledge and language skills the student needs to
succeed academically, and identifies instructional modifications to enhance
the student’s academic success. |
|
3. Peer confederate training |
C. The adult manipulates the environment so that the child is more
likely to talk. |
|
4. Sociodramatic script training |
D. The adult uses a verbal prompt in the form of a question. |
|
5. Parent-child interaction assessments |
E. The adult restates the child’s utterance while maintaining the
child’s meaning. |
|
6. Curriculum-based language assessment |
F. Uses simple questions and requests for child imitation along with
adult language modeling techniques. |
|
7. Enhanced milieu teaching (EMT) |
G. A language deficit without other accompanying factors. |
|
8. Mand-model procedure 9. Time delay |
H. The adult gives the student two or more simple sentences and
requires the student to combine the simple sentences into a longer, more complex
sentence. I. Observing the parent and child reading a book or playing with toys
together. |
|
10. Incidental teaching |
J. Children whose language may or may not catch up with their peers. |
|
11. Conversational Recast Training (CRT) |
K. The adult uses role-playing to teach students daily discourse
routines. |
|
12. Sentence combining |
L. The adult uses a non-verbal prompt and waits for the child to
respond. |
True False Questions
1.
A child with SLI has significant language
impairment without associated hearing loss, cognitive deficit, neurological, or
motor impairments.
2.
Children who are language delayed are sometimes
called late talkers (rather than SLI) because these children catch up with
their peers in late preschool there is not need to be concerned.
3.
The prevalence of children diagnosed with SLI is
7%.
4.
The primary area of difficulty in children with SLI
is morphosyntax.
5.
Fifty-nine percent of children diagnosed with SLI
also are diagnosed with attention deficit/hyperactivity disorder.
6.
Children with SLI need intervention that focuses on
enhancing their social skills.
7.
The language sample analysis (LSA) has no bearing
on the assessment of SLI.
8.
The most effective assessments provide multiple
opportunities for an individual to perform skills across domains.
9.
Enhanced milieu training (EMT) includes the
teaching strategies of mand-model, time-delay, and incidental teaching along
with adult modeling.
10.
CRT uses a strategy called sentence combining an
intervention appropriate for school-aged students who need to improve sentence
complexity.
Short Answer Questions
1.
What criteria are used to diagnose a child with
specific language impairment (SLI)?
2.
What is the primary language deficit of children
with SLI? Give examples.
3.
Describe three intervention approaches used as part
of social communication intervention.
Essay Question
How does language theory guide assessment? Explain
two assessment protocols and describe their theoretical framework.
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