Title: SLPA 230 Test 2: Hegde & Maul Ch. 5 - 7, Roth & Worthington Ch. 4
Course: Language Disorders & Intervention (SLPA 230-SLPA 230) > Section: Assessments

Q: A target behavior is any verbal or nonverbal skill a clinician wishes to teach a child.
- True
- False
A: True

Q: At age 2 Gage was speaking in single word utterances.  His parents brought him to the SLP and the SLPA for a rescreening.  Gage's parents reported that his most frequently used words were "Mama, dada, cow, no, hot, owie, uh-oh," and "shoe."  The SLP has asked the SLPA to put together a list of ten 2-word phrases that expand Gage's 1-word utterances into phrases.  Create a list of phrases that could be given to Gage's parents to expand his utterances.

Q: At the age of 36 months, Gage was reevaluated and he qualified for speech/language therapy skills.  The SLP noted that Gage did not understand the prepositions "in" and "on."  One of Gage's short-term goals is to follow simple directions to place objects "in" and "on" other objects with 80% accuracy during play activities.  Gage loves playing with a farm set with the SLPA in treatment sessions.  Create a list of 5 exemplars that could be used to train understanding of the prepositions "in" and "on" using a basic farm set.  For example, if we were training comprehension of the preposition "under," using a doll house, an exemplar might be, "the cat is under the table."

Q: During baseline procedures, verbal reinforcement should depend upon the correctness of the child’s response.
- True
- False
A: False

Q: Gage is a 9 month-old boy who is not yet speaking.  Name the prelinguistic skills that Gage is demonstrating as described below.
(a) When Gage plays peek-a-boo with his Dad, he looks at him before his Dad hides behind a blanket.
(b) When Gage's bottle is on the counter and he can't reach it, he stretches his arm out toward the bottle, opening and closing his hand.
(c) When Gage plays by himself, he produces repetitions of /da, ba/ and /ma/ sounds.
A: 1 = early eye contact; 2 = pointing and gesturing; 3 = early vocalizations

Q: Kelly is an SLPA working with Ani, a 10 year-old girl who has difficulties using the conjunctions "and, but" and "or" in spoken sentences.  Kelly's supervising SLP asks her to design a generalization probe to measure the spread of Kelly's learning.  The supervising SLP wants this to be a pure probe, so Kelly knows that when she designs the probe she should ___________________.
- include trained and untrained sentences in the exemplars
- use only untrained sentences for the exemplars
- use only trained sentences for the exemplars
- track Ani's use of target conjunctions in spontaneous, conversational speech
A: use only untrained sentences for the exemplars

Q: Kelly is an SLPA working with Ani, a 10 year-old girl who has difficulties using the conjunctions "and, but" and "or" in spoken sentences. Kelly's supervising SLP recently dismissed Ani from treatment as she no longer qualified for services, but she is concerned that Ani may regress in her skills without treatment.  Ani's parents and the rest of the IEP team have agreed that Kelly should visit with Ani 1x/week in the regular education classroom to model correct use of conjunctions and to provide her with practice opportunities to use the conjunctions in conversational speech.  Kelly will be ________________________.
- providing booster treatment
- probing for generalization
- completing a follow-up assessment
A: providing booster treatment

Q: Lisa is an SLPA working with Kevin who has vocabulary deficits.  Lisa is teaching Kevin the names of familiar objects in the preschool classroom.  When Lisa holds up an object for Kevin, she says the name of the object.  She is _______________.
- modeling
- prompting
- shaping
- manually guiding
A: modeling

Q: Lisa is an SLPA working with Kevin who has vocabulary deficits.  Lisa is teaching Kevin the names of familiar objects in the preschool classroom.  As Kevin gets better at naming the objects in the room, Lisa no longer says the word when holding up the object, but she asks, "What is this?"  Lisa is now ___________________ Kevin's responses.
- modeling
- fading
- reinforcing
- prompting
A: prompting

Q: Lisa is an SLPA working with Kevin who has vocabulary deficits.  Lisa is teaching Kevin the names of familiar objects in the preschool classroom.  Each time Kevin produces the name of an object correctly, Lisa claps, smiles and says, "great work!"  Lisa is providing ______________________.
- continuous reinforcement
- primary reinforcement
- intermittent reinforcement
- instructions
A: continuous reinforcement

Q: Lisa is an SLPA working with Kevin who has vocabulary deficits.  Lisa is teaching Kevin the names of familiar objects in the preschool classroom.  As Kevin becomes more consistent in his ability to name objects, Lisa no longer praises each correct name, she is now using _________________.
- continuous reinforcement
- corrective feedback
- primary reinforcement
- intermittent reinforcement
A: intermittent reinforcement

Q: Lisa is an SLPA working with Kevin who has vocabulary deficits.  Lisa is teaching Kevin the names of familiar objects in the preschool classroom.  Lisa uses snack time to teach the names of foods and drinks.  When Kevin produces /kækæ/ Lisa gives him a small cracker.  When Kevin says /mɪ/, Lisa pours a small amount of milk in Kevin's glass.  Lisa is using ______________ to reward Kevin's productions.
- primary reinforcement
- secondary reinforcement
- corrective feedback
- shaping
A: primary reinforcement

Q: Lisa is an SLPA working with Kevin on naming objects in the preschool room.  Lisa wrote a behavioral objective stating, "when presented with familiar objects in the preschool room, Kevin will know the names of 8/10 objects presented."  The problem with this goal is that ___________________.
- it is not observable and therefore not measureable
- it does not state the specific names of all 10 target objects
- it does not state the conditions that will be present
- it does not state the criterion for the goal to be met
A: it is not observable and therefore not measureable

Q: Manual guidance is the least intrusive of all therapy techniques, and should be the technique a clinician uses before attempting any other technique.
- True
- False
A: False

Q: Patti is an SLPA working with Beth, an 8 year-old girl who has been diagnosed with Asperger's.  Patti's supervising SLP has asked her to observe Beth in the classroom and the lunch room and track how often Beth initiates conversation with adults and peers, then to calculate the number of times Beth initiates verbal interaction per minute when given the opportunity before they begin treatment for a pragmatic language disorder.  The SLP is asking Beth to _________________________.
- initiate the treatment sequence
- collect baseline data
- complete post-testing measures
- determine the level of complexity of the target task.
A: collect baseline data

Q: Patti is an SLPA working with Beth, an 8 year-old girl who has been diagnosed with Asperger's.  Patti's supervising SLP has asked her to observe Beth in the classroom and the lunch room and track how often Beth initiates conversation with adults and peers, then to calculate the number of times Beth initiates verbal interaction when the opportunity arises before they begin treatment for a pragmatic language disorder.  When Patti completes this, she finds that Beth NEVER initiated conversation in either setting observed.  Based on this data, the SLP most likely will decide ____________________________________.
- to attempt trial therapy on initating conversations for Beth, knowing that the skill may be too difficult to treat at this time
- to work on a different skill because conversation initiation appears to be emerging and may improve without treatment
- to work on initiating conversation because Beth initiated between 10 and 50% of the time when she had the opportunity to do so
A: to attempt trial therapy on initating conversations for Beth, knowing that the skill may be too difficult to treat at this time

Q: Primary reinforcement involves the use of stickers, chips, and other tokens.
- True
- False
A: False

Q: Sandy is an SLPA providing language therapy to Jamie, a 4 year old girl who is not yet expressing the present progressive "ing" morpheme.  Sandy's current behavioral objective is as follows:
When presented with pictures of actions and beginnings of sentences (e.g., he is..., she is...), Jamie will produce the "verb+ing" structure that goes with the pictures in 15/20 trials.
Using a stimulus, response, consequence paradigm for treatment, what is Jamie's  production of the "verb+ing" structure? (a)
What are the "pictures of actions and beginnings of sentences? (b)
What component of the Stimulus - Response - Consequence treatment paradigm is not stated in this behavioral objective? (c)
Give an example of something that could serve as the missing element in this paradigm. (d)
A: 1 = response; 2 = stimulus; 3 = consequence; 4 = answers will vary

Q: The clinician should avoid fading stimuli and feedback until two weeks prior to the child’s dismissal from therapy.
- True
- False
A: False

Q: The SLP or SLPA should provide positive reinforcement for the child’s correct responses in language therapy.
- True
- False
A: True

Q: When Gage turned 18 months old, he was still not saying his first words.  The SLP evaluated Gage, but he did not qualify for speech/language therapy services.  The SLP asked the SLPA to put together a list of functional words that could be given to Gage's parents to help them work on vocabulary development with Gage.  Gage is an only child who lives on a ranch with his parents.  His dad enjoys sports.  Gage attends daycare 3 days/week.  List 4 categories of words and two examples of words from that category that may be appropriate for the SLPA to include on the list.

Q: When Lisa and the SLP began working with Kevin, his mother told them that Kevin has many toy cars and trucks at home and that he groups them by color when he plays with them.  The SLP and Lisa know that children tend to develop names of familiar objects before they use descriptive words, but they decide to work on color names in vocabulary treatment anyway.  The SLP and SLPA are using a  ______________________ approach to target selection.
- developmental
- client-specific experimental
- normative
- non-conformist
A: client-specific experimental

Q: You and your supervising SLP are at the home of Lilly, a 2-year old girl and the SLP is evaluating Lilly's communication skills.  You have been asked to take notes during the assessment.  Lilly's mother is in the kitchen washing dishes while the SLP is conducting the evaluation.  You notice that whenever Lilly's mother makes a noise, Lilly looks toward the kitchen.  Lilly is demonstrating __________________.
- localization
- joint attention
- mutual gaze
- joint action
A: localization

Q: You and your supervising SLP are at the home of Lilly, a 2-year old girl and the SLP is evaluating Lilly's communication skills.  You have been asked to take notes during the assessment.  You notice that whenever the SLP points at an object across the room, Lilly looks in that direction.  Lilly is demonstrating ________________.
- localization
- joint attention
- mutual gaze
- vocalization
A: joint attention

Q: You and your supervising SLP are at the home of Lilly, a 2-year old girl and the SLP is evaluating Lilly's communication skills.  You have been asked to take notes during the assessment.  During play, you see Lilly pick up a rectangular block, hold it to her ear and babble.  Lilly appears to be demonstrating ________________.
- nonsymbolic play
- symbolic play
- shared attention
- Asperger's
A: symbolic play

Q: You and your supervising SLP are at the home of Lilly, a 2-year old girl and the SLP is evaluating Lilly's communication skills.  You have been asked to take notes during the assessment.  You and your supervising SLP both notice that even though Lilly doesn't say many words yet, she vocalizes frequently, engages in joint routines, and looks at her communication partner when being talked to.  The SLP surmised that these behaviors indicate that ___________________________.
- Because Lilly is using prelinguistic skills, but not speaking, she is at high risk for having a specific language impairment
- Because Lilly is using prelinguistic skills, she has a better chance of having a good language outcome in 1 - 2 years.
- Lilly's language outcome may or may not be good 1 - 2 years from now. These behaviors don't indicate future language outcomes.
- Lilly needs intensive, daily speech/language therapy services.
A: Because Lilly is using prelinguistic skills, she has a better chance of having a good language outcome in 1 - 2 years.