Title: SLPA 230 Test 3: Hegde & Maul Ch. 8 - 11, Roth & Worthington Ch. 5
Course: Language Disorders & Intervention (SLPA 230-SLPA 230) > Section: Assessments

Q: _____________ (Mands/tacts) are integral to conversational speech and can significantly improve academic performance of children with language disorders.
A: Tacts

Q: ________________ initially are produced when a child says one word with a rising intonation.
A: Questions

Q: Behavioral techniques such as modeling, shaping, prompting, instructions, and fading are not effective techniques for expanding language skills.
- True
- False
A: False

Q: Corrie is 8 years old.  She has been working on expressing irregular past tense verbs has reached 90% accuracy in structured sentence production tasks.  The supervising SLP has indicated that you now need to work on producing these targets in controlled conversations.  Which procedure best describes an activity you would implement with Corrie?
- Create a list of 20 sentences with the past tense verb missing. Read each sentence to Corrie and ask her what word would go in the blank.
- Ask Corrie to bring her reading book to therapy. Ask her to retell her favorite story to you and ask her questions about it.
- Inconspicuously observe Corrie as she talks with her friends during recess and lunch.
- Model sentences with irregular past-tense verbs in them and ask Corrie to imitate them.
A: Ask Corrie to bring her reading book to therapy. Ask her to retell her favorite story to you and ask her questions about it.

Q: In addition to eye contact, 8 year-old Corrie has been working initiating and maintaining conversations in your therapy with her. During treatment, you engage in conversations to address these skills.  Which of the following would NOT be an appropriate technique to use when addressing topic maintenance?
- Consult with Corrie and her parents to develop a list of topics of interest that could be used in treatment conversations.
- Use a variety of minimal verbal prompts to help Corrie maintain conversations.
- Verbally correct Corrie when she abruptly shifts topics.
- Interrupt the conversation to provide verbal reinforcement of "good sentence" after each on-topic question or comment that Corrie adds to the conversation.
A: Interrupt the conversation to provide verbal reinforcement of "good sentence" after each on-topic question or comment that Corrie adds to the conversation.

Q: Mands specify their own _____________.
A: reinforcers

Q: One of the activities you use with Sheila is to read a story to her, then provide her with pictures to use as she retells the story back to you.  You are addressing the skill of _____________ in this activity.
- narration
- scripting
- topic maintenance
- eye gaze
A: narration

Q: When you observe Sheila interacting with her peers during lunch, you notice that Jessie whispers something into Sheila's ear,then tells her, "don't let the cat out of the bag."  After lunch, Sheila returns to the classroom, walks to the teacher's desk, and announces, "Jessie's mom is bringing a cake today for your birthday!"  Jessie groans and gives Sheila an angry look.  What skill should you and your supervising SLP consider addressing in treatment to remedy situations like this?
- Conversational skills
- Expanding sentences
- Narration skills
- Abstract language skills
A: Abstract language skills

Q: Your new client, Felix, age 6, frequently interrupts his classmates and teachers during class discussions.  If his classmate is playing with a ball and Felix wants it, he will grab the ball away from the other child.  If he doesn't get the ball, Felix will throw his body down on the floor and pound on the floor with his fists while he cries.  Which of the following pragmatic goal areas would be most appropriate to address with Felix to assist him to interact in a more socially acceptable manner?
- Eye contact
- Topic maintenance
- Topic initiation
- Turn-taking
A: Turn-taking

Q: Your new client, Felix, age 6, has difficulties asking questions.  Your supervising SLP has asked you to help Felix to learn how to produce "what" and "where" questions that he could ask his peers to initiate conversations with the other boys during recess.  Felix is seen in a pull-out session.  Describe how you might address this goal area with Felix using role playing.

Q: Your student, Sheila, is 12 years old.  She has a diagnosis of Asperger's disorder and has difficulty understanding teacher instruction in the regular education classroom.  Your supervising SLP has asked you to design an activity to assist Sheila to learn to use conversational repair strategies. Which of the following activities would you use with Sheila.
- Role play situations in which you are the teacher and you say something that doesn't make sense. Teach Sheila to raise her hand and politely ask for clarification.
- Role play situations in which you are Sheila's peer and you take something that belongs to Sheila. Teach Sheila to initiate communication with a teacher or another adult to get her belongings back.
- Select a variety of topics for you and Sheila to discuss in treatment. Work toward maintaining a topic for at least 3 - 5 minutes.
A: Role play situations in which you are the teacher and you say something that doesn't make sense. Teach Sheila to raise her hand and politely ask for clarification.

Q: Your supervising SLP has assigned Corrie to your caseload.  Corrie is an 8 year old girl who has pragmatic skill deficits.  Prior to initiating treatment with Corrie, you need to establish a baseline for her target skill of making eye contact with her communication partner.  Describe the procedure you would use to collect this baseline data. Describe the situation (setting, location, activity) you would use to complete the baseline data collection, define the target behavior, and state how you would collect the data.

Q: _____________ is the process by which newly learned skills are extended to new stimuli and situations.
A: Generalization

Q: ____________________ is the process of differentiating responses and concepts.
A: Discrimination

Q: ______________________ is the continued performance of newly learned skills in different situations even after treatment has been discontinued.  It is the final goal of treatment.
A: Maintenance

Q: Kimmy has received speech/language therapy services for 3 years for difficulties with syntax.  During her 3-year reevaluation, the IEP team determined that Kimmy no longer meets the eligibility criteria for a speech/language impairment.  You and your supervising SLP are preparing for Kimmy's dismissal from speech/language therapy services.  You have observed that when she is in the classroom, Kimmy is producing the compound and complex sentence structures that you've taught.  Does this mean that Kimmy will continue to produce these sentence types after she is dismissed from treatment? Why or why not?

Q: Kimmy has received speech/language therapy services for 3 years for difficulties with syntax.  During her 3-year reevaluation, the IEP team determined that Kimmy no longer meets the eligibility criteria for a speech/language impairment.  You and your supervising SLP are preparing for Kimmy's dismissal from speech/language therapy services.  You have observed that when she is in the classroom, Kimmy is producing the compound and complex sentence structures that you've taught. Kimmy's evaluation review meeting is scheduled for 2 weeks from today.  What are some strategies that you can implement during Kimmy's remaining treatment time to help achieve maintenance of her newly learned language skills?  List two ideas for diminishing the difference between clinic and natural settings and two ideas for teaching significant others to to reinforce her new skills.

Q: Maintenance strategies need to be integrated into treatment _______________________.
- during the last 2 - 4 weeks of treatment
- throughout the entire treatment process
- by only using loosely structured treatment sessions
- by only using physical stimuli from the child's natural environment.
A: throughout the entire treatment process

Q: Spencer is a 6 year old boy with receptive and expressive vocabulary deficits who likes playing with vehicles.  Spencer's parents are involved with his older brother's basketball team and they spend many hours travelling to tournaments on several weekends throughout the year.  They have indicated that they want to be involved in Spencer's treatment and are willing to help however they can.  List 4 strategies you could use to program maintenance into Spencer's treatment.

Q: Spencer is a 6 year-old boy with receptive/expressive vocabulary deficits.  He often uses the word "thing" instead of taking time to think of the specific name of a common object.  You are working with Spencer in conversational speech during play activities to catch himself when he says the word "thing" and to try to think of a more specific word.  You are working on __________________.
- teaching self-monitoring
- teaching contingency management to others
- using naturally occurring consequences to reinforce productions
- teaching self-reinforcement of correct responses
A: teaching self-monitoring

Q: What type of stimulus is most likely to promote maintenance of a target behavior in natural environments?
- Verbal stimulus the child is likely to encounter in natural settings
- Physical stimulus from the child’s natural environment
A: (a choice with no text)

Q: According to ASHA, SLPs should design and implement programs to ___________________.
- prevent written language problems
- advocate for effective literacy practices
- identify children at risk for reading and writing problems
A: (a choice with no text)

Q: Before Sarah qualified as a student with a language disorder, her preschool teacher contacted you saying she suspected Sarah might have a language problem.  Prior to testing, your supervising SLP met with the preschool teacher weekly to discuss Sarah's communication and to offer suggestions for strategies to help Sara improve her language skills.  The SLP was using the _________________ model of service delivery.
A: consultative

Q: Chase is a 4 year-old boy with articulation and language disorders who has been assigned to you.  His initial evaluation also revealed difficulties with fine motor coordination affecting his ability to hold a pencil properly and write.  Your supervising SLP has suggested that you incorporate writing into your speech and language therapy with Chase.  What would be the best way for you to do this?
- Have Chase practice pinching the marker he uses in board games to get the idea of how to pinch a pencil with your first finger and thumb.
- Give Chase a dry erase board and a marker. Have him trace the letters that go with his articulation target sounds as he produces them in isolation.
- Start therapy with some fine-motor coordination drills that have been given to you by the occupational therapist.
- Show Chase the written word that goes with each object name when you are working on expresive vocabulary skills.
A: Give Chase a dry erase board and a marker. Have him trace the letters that go with his articulation target sounds as he produces them in isolation.

Q: Current literacy instruction includes ___________________________.
- use of the reading readiness model
- use of the whole language instructional model
- use of the emergent literacy viewpoint
- rejection of the idea that reading and writing are language skills
A: use of the emergent literacy viewpoint

Q: In addition to the two times a week that you and the SLP go into Sarah's preschool room to provide treatment, Sarah comes to the SLP room once each week for language therapy.  These services are consistent with the _______________ model of service delivery.
A: pull-out

Q: In dialogic reading, the child is required to sit and attend, without interrupting, to the adult’s reading of a storybook.
- True
- False
A: False

Q: It is within the SLP's scope of practice to administer reading and writing tests.
- True
- False
A: True

Q: Jada is a 2nd grade student who has a specific learning disability in reading comprehension and a language disorder.  Her parents met with you and your supervising SLP for parent-teacher conferences last week and they asked for ideas about how to help Jada improve her oral language and reading skills at home.  They have 4 other children and have a busy life, so they are looking for ways to incorporate language and literacy into their normal daily routines.  The SLP has asked you to come up with a list of 5 daily routines that they could involve Jada in that would help them to focus on literacy skills.  List 5 possible daily literacy-related activities and state how Jada could be involved in each activity.

Daily Literacy-Related Activity                How Jada Can Be Involved

Q: Jada is a 2nd grade student who has a reading disorder and a language impairment.  She loves looking at books, so you allow her to choose a book to use in therapy on Fridays.  When you read the book with Jada, you have her identify things like the front cover, where to start reading on the page, and specific letters in words.  You point out to her how words in big letters are said loudly and words in tiny letters are whispered.  You are incorporating ___________________ into your language treatment activities.
- dialogic reading
- phonemic awareness
- phonological awareness
- print referencing
A: print referencing

Q: Research evidence is available indicating that consultative services can be used to effectively remediate communication disorders in school-age children.
- True
- False
A: False

Q: Sarah receives speech/language therapy services for a language disorder.  Twice a week either you or the supervising SLP go into the preschool room to provide services.  You are using the ________________ (consultative, collaborative, pull-out) model for service delivery.
A: collaborative

Q: Screening and assessment of phonological awareness and rapid automatized naming are considered to be _______________________ screening and assessment measures in identifying students who may be at risk for a reading disorder and diagnosing students with reading disorders.
- primary
- supplemental
- required
- inaccurate
A: supplemental

Q: Seth is a Kindergarten student on your caseload who has an articulation disorder.  Your supervising SLP has asked you to incorporate some phonemic awareness activities into your articulation therapy this week.  Which of the following activities could you do with Seth?
- Ask him to segment his articulation treatment words into syllables.
- Have him count the number of words in the sentences you model to him during articulation treatment.
- Read a story to him that is loaded with his target sound.
- Present 3 - 4 sounds to him and ask him to blend the sounds together to form a word that has his target sound.
A: Ask him to segment his articulation treatment words into syllables.; Present 3 - 4 sounds to him and ask him to blend the sounds together to form a word that has his target sound.

Q: Seth is a Kindergarten student on your caseload who has an articulation disorder.  Your supervising SLP has asked you to plan some therapy activities that address Seth's ability to produce the /s/ sound using dialogic reading.  Which of the following activities would be the best choice?
- Read a book to Seth, then have him retell the story in the past tense.
- Read a book to Seth, pausing after each page to ask questions about what he thinks the main character wants to do next, cueing him to start his answer with, "He wants...".
- Read a book to Seth stopping on each page asking him to count words and locate specific letter.
A: Read a book to Seth, pausing after each page to ask questions about what he thinks the main character wants to do next, cueing him to start his answer with, "He wants...".

Q: Use of the pull-out model of service delivery enjoys research-based support and legislative support.
- True
- False
A: False

Q: Your supervising SLP has assigned Dylan, a middle-school student with /r/ articulation errors, to your caseload.  She has asked you to collaborate with his classroom teachers to incorporate academic words into his pull-out articulation treatment sessions.  What would be the best way for you to do this?
- Contact Dylan's teachers to find out what skills and units they are covering the next week in class, then get copies of Dylan's text books and pick out vocabulary words that have the /r/ sound in them.
- Contact Dylan's teachers to provide suggestions to them for how they can cue Dylan to produce the /r/ sound correctly in classroom discussions.
- Schedule a time when you can come into Dylan's classroom and provide his treatment at a table at the back of the classroom.
- Contact Dylan's teachers to find out what units are being covered in class next week, then find a fiction book related to that topic for Dylan to read aloud in his articulation treatment sessions.
A: Contact Dylan's teachers to find out what skills and units they are covering the next week in class, then get copies of Dylan's text books and pick out vocabulary words that have the /r/ sound in them.

Q: Because African American English is symptomatic of an underlying language disorder, SLPs and SLPAs should treat students who speak AAE for a language disorder.
- True
- False
A: False

Q: Ethnocultural generality refers to the degree to which a treatment known to be effective with one ethnocultural group also is effective with other ethnocultural groups.
- True
- False
A: True

Q: Eye contact is universally valued among cultures.
- True
- False
A: False

Q: If the child is bilingual, separate screenings in both languages should be conducted.
- True
- False
A: True

Q: Maria is a 4-year old girl whose parents have recently come to the United States from Mexico.  A comprehensive developmental assessment completed in Spanish and English revealed that Maria has a developmental delay.  Her parents have agreed to send Maria to the special education preschool program in your district and to have speech-language therapy services provided to her within the school day.  You and your supervising SLP are providing these services together.  You have read some information about the Hispanic culture and have learned that Latino parents may be more protective of their children than white parents.  What might you expect to see on Maria's first day of preschool?
- Maria's mother might want to stay and watch preschool all day.
- Maria's mother might ask the district to come to their home to pick Maria up for preschool.
- Maria's mother might request that you provide all of the instruction in Spanish.
- Maria might have more difficulty with preschool routines than white children have the first day.
A: Maria's mother might want to stay and watch preschool all day.

Q: Maria is a 4-year old girl whose parents have recently come to the United States from Mexico.  A comprehensive developmental assessment completed in Spanish and English revealed that Maria has a developmental delay.  Her parents have agreed to send Maria to the special education preschool program in your district and to have speech-language therapy services provided to her within the school day.  You and your supervising SLP are providing these services together.  You have read some information about the Hispanic culture and have learned that some Hispanic mothers with lower levels of education have more authoritarian parenting styles.  Maria's mother has an 8th grade education.  Which behavior might you anticipate seeing when you observe Maria's mother interacting with her?
- She won't discipline Maria.
- She tells Maria what to do.
- She asks Maria a lot of questions.
- She communicates with Maria primarily through pointing and gestures.
A: She tells Maria what to do.

Q: Maria is a 4-year old girl whose parents have recently come to the United States from Mexico.  A comprehensive developmental assessment completed in Spanish and English revealed that Maria has a developmental delay.  Her parents have agreed to send Maria to the special education preschool program in your district and to have speech-language therapy services provided to her within the school day.  You and your supervising SLP are providing these services together.  You have read some information about the Hispanic culture and have learned that some people from the Hispanic culture see disabilities as fate or "God's Hand."  What attitude might Maria's parents have about her developmental delay based on this information?
- They might be distraught by the diagnosis and be in denial for a long time.
- They might ignore Maria and not provide any stimulation in the home.
- They might accept Maria's diagnosis and seem less concerned about it than a white parent from the mainstream culture.
A: They might accept Maria's diagnosis and seem less concerned about it than a white parent from the mainstream culture.

Q: Maria is a 4-year old girl whose parents have recently come to the United States from Mexico.  A comprehensive developmental assessment completed in Spanish and English revealed that Maria has a developmental delay.  Her parents have agreed to send Maria to the special education preschool program in your district and to have speech-language therapy services provided to her within the school day.  You and your supervising SLP are providing these services together.  You have read some information about the Hispanic culture and have learned typically the man is the head of the household and that women and children have a submissive role.  Your preschool group is going on a field trip and you need signed parent permission for Maria to go.  When you give the permission slip to Maria's mother, what might she do with it?
- Give it to her husband to review and sign.
- Sign it immediately.
- Ask you to translate it into Spanish for her.
- Take it home and refuse to bring it back.
A: Give it to her husband to review and sign.

Q: When designing treatment activities for CLD children, the SLPA should _____________________.
- consider incorporating unfamiliar stimuli and responses that are socially and academically useful to the child.
- consider training pragmatic skills that are inconsistent with the child's culture if they are socially and academically helpful.
- consider using traditional behavior modification techniques
A: (a choice with no text)

Q: Which methods are best suited for screening of children from culturally and linguistically diverse backgrounds?
- standardized screening tools
- norm-referenced screening tools
- use of unfamiliar screening stimuli
- use of child-specific screening procedures
A: use of child-specific screening procedures