Title: Chapter 2 Review
Course: Language Disorders & Intervention (SLPA 230-SLPA 230) > Section: Assessments

Q: Discrepancies between cognitive and communication functioning are recommended by the national Joint Committee for the Communication Needs of Persons with Severe Disabilties for determining eligibility for speech-language services.
- True
- False
A: True

Q: In the new DSM-5, is there a differentiation between expressive language disorder and mixed receptive-expressive language disorder?
- yes
- no
A: no

Q: Language disorders are likely to be long-lasting and to cause negative social and academic consequences for the child.
- True
- False
A: True

Q: List and describe the commonly occurring deficiencies that may be seen in children with language disorders.
Feedback: limited amount of language deficient grammar inadequate or inappropriate social communication deficient nonverbal communication deficient language skills

Q: Name and describe the two ways language disorders have been classified historically.
Feedback: etiologically - based on their causes descriptively - description of the semantic, grammatic, and pragmatic deficiencies of children with language disorders

Q: What are 2 consequences of language disorders?

Q: What are the broad categories of risk factors associated with language disorders?
Feedback: prenatal, perinatal, neonatal, medical and genetic, and environmental factors

Q: What are the two broad categories of language disorders?
Feedback: specific language impairment Language disorders with associated clinical conditions

Q: What are two other names for language impairment?
Feedback: Childhood or congenital aphasia or dysphasia Language deviance Language disorder Language delay

Q: What is the difference between prevalence and incidence?

Q: What percentage of children exhibit language disorders?
- 4-5%
- 9-10%
- 11-12%
- 12-13%
A: 12-13%