Title: SLPA230 Test 1: Hegde & Maul Ch. 1 - 4
Course: Language Disorders & Intervention (SLPA 230-SLPA 230) > Section: Assessments

Q: A language disorder is __________________.
- the same thing as a language impairment
- more serious than a language delay
- less serious than a language deviance
- less serious than an articulation disorder
A: the same thing as a language impairment

Q: An example of a bound morpheme is _______________.
- ing
- cup
- I
- ran
A: ing

Q: Approximately how much time did you spend preparing for this test? (a)
What percentage of your test preparation time was spent in each of these activities?
b. Reading the textbook chapters for the first time _____________________________
c. Re-reading the textbook chapters_________________________________________
d. Reviewing the author’s study guide questions at the end of the chapter ___________
e. Viewing the VoiceThreads for the first time______________________________
f. Reviewing the VoiceThreads __________________________________________
g. Reviewing your own notes _______________________________________________
h. Other (please specify ______________________) ____________________________
A: 1 = g; 2 = f; 3 = h; 4 = b; 5 = a; 6 = d; 7 = c; 8 = e

Q: Define morphology.
Feedback: The study of word structures.

Q: Define phonology.
Feedback: The study of speech sounds, speech production, and the rules for combining sounds to form meaningful words and sentences.

Q: Define pragmatics.
Feedback: The study of language production in social contexts.

Q: Define semantics.
Feedback: The study of the meaning of words and word combinations of a language.

Q: Define syntax.
Feedback: A collection of rules about word combinations and sentence structures within a language.

Q: Family studies of SLI have shown that _______________________.
- the familial presence is between 20 and 40 percent of members of affected families
- the familial presence of SLI is similar to the prevalence in the general population
- there is a higher rate of SLI in fraternal twins than in identical twins
- the FOXP2 gene is responsible for most cases of SLI
A: the familial presence is between 20 and 40 percent of members of affected families

Q: How might a child's environment have an effect on his/her language development?
- Children who are exposed to fewer words may have a smaller vocabulary.
- Children from lower SES classes may develop more syntax errors.
- Children from homes where more than 2 hours of TV are watched daily
- Children who do not have adequate nutrition are 30% more likely to have a language disorder.
A: Children who are exposed to fewer words may have a smaller vocabulary.

Q: If a child fails a language screening, the child should be diagnosed with a language disorder.
- True
- False
A: False

Q: It is likely that a combination of variables may account for impaired language acquisition.
- True
- False
A: True

Q: Language disorders are somewhat more prevalent in children from lower socioeconomic households than from upper socioeconomic households.
- True
- False
A: True

Q: Megan is in the 3rd grade.  Ms. Smith, her third grade teacher, recently referred Megan for a speech-language evaluation because, in her words, “Megan just can’t keep up with her peers, has poor writing skills, and doesn’t seem to catch on to new terms in our Science series”.  After receiving the referral from the teacher, the SLP first asked the SLPA to ________________.
- do a case history
- interview the parents
- administer a screening
- begin the assessment
A: administer a screening

Q: Megan has been diagnosed with SLI.  Megan’s father is concerned that Megan’s mother caused the SLI. What are 2 prenatal risk factors for language disorders?
Feedback: infection of the amniotic fluid or membrane maternal drug or alcohol abuse fetal distress maternal age maternal kidney infection multiple gestation placental bleeding excessive or insufficient amniotic fluid premature rupture of the membrane maternal preeclampsia uterine abnormalities or "incompetent" cervix

Q: Megan is a third grade student who is being evaluated for a possible language disorder.  While obtaining the language sample, the SLP observed and measured Megan’s pragmatic skills. What are pragmatic skills?
- use of words in sentences
- sentence structure
- social use of language
- use of grammar
A: social use of language

Q: Megan is in the 3rd grade and is being evaluated for a possible language disorder. The SLP gave Megan the Test of Language Development-Primary. This is an example of
- child-specific testing
- standardized testing
- criterion referenced testing
- a priori testing
A: standardized testing

Q: Megan is in the 3rd grade and was evaluated for a language disorder.  At the team meeting, the SLP discussed Megan’s diagnosis. What is a diagnosis?
- The determination that there is/is not a disorder based on the evaluation results
- The judgment of the course and outcome of the disorder under certain conditions
- A special stimulus that is added over other evoking stimuli
- A teachable skill that includes self-evaluation and self-correction
A: The determination that there is/is not a disorder based on the evaluation results

Q: Megan is in the third grade and is being evaluated for a possible language disorder.  Part of the evaluation involved a language sample. This is an example of
- a child-specific assessment
- a standardized test
- non-standardized testing
- A & C
A: A & C

Q: Megan is in the third grade and is being evaluated for a possible language disorder.  The SLP observed and measured Megan's pragmatic language skills.  List 3 examples of pragmatic language skills that the SLP may have observed.
Feedback: p. 13 initiating conversation turn taking in conversation maintaining a topic during conversation shifting to different topics during conversation requesting conversational repair responding to conversational repair requests producing language that is appropriate to context and situation narrating experiences and events

Q: Megan is in the third grade and is being evaluated for a possible language disorder. The SLP asked the SLPA to think of some prompts and questions for Megan’s language sampling activity. Write three prompts or questions the SLPA wrote for the SLP to use with Megan.
Feedback: Each question must: be grammatically correct with accurate capitalization and punctuation contain content that would be familiar to and of interest to a third grade girl be open-ended in form

Q: Megan is in the third grade and has been evaluated for a language disorder.  At the educational team meeting, the SLP discussed Megan’s prognosis. What is a prognosis?
- The determination that there is/is not a disorder based on the evaluation results
- The judgment of the course and outcome of the disorder under certain conditions
- A special stimulus that is added over other evoking stimuli
- A teachable skill that includes self-evaluation and self-correction
A: The judgment of the course and outcome of the disorder under certain conditions

Q: Megan is in the third grade and has been diagnosed with SLI.  Megan’s father is concerned about how the SLI may impact Megan’s future. How might this disability may impact Megan’s future life after high school?
Feedback: p. 55 - 56 underemployment or unemployment due to communication skills restricted occupational choices

Q: Megan is in the third grade and has been diagnosed with a language disorder.  Megan’s father wonders why the SLI was not diagnosed when she began preschool at age 3. What do you think?
- SLI is typically diagnosed between ages two and four, so his concern is valid.
- SLI is typically diagnosed after a child’s fourth birthday, so his concern is not valid.
- There are no early warning signs that may indicate a later-developing SLI.
- The doctor should have diagnosed the SLI at birth before Meghan left the hospital.
A: SLI is typically diagnosed after a child’s fourth birthday, so his concern is not valid.

Q: Megan is in the third grade and has been diagnosed with a language disorder.  The SLP asked Megan’s third grade teacher, Ms. Smith, to watch for errors in Megan’s language use in the classroom. Specifically, Ms. Smith is supposed to document semantic, syntactic, morphologic, and pragmatic errors that she notices while Megan is participating in classroom activities or while talking to peers. The SLPA is asked to make a handout with examples of these type of errors for the classroom teacher. Write TWO examples for each error type (semantic, syntactic, morphologic, pragmatic) and label each example with the type for the teacher that show how the language errors would look.

Q: Megan is in the third grade.  Ms. Smith, her third grade teacher, recently referred Megan for a speech-language evaluation because, in her words, “Megan just can’t keep up with her peers, has poor writing skills, and doesn’t seem to catch on to new terms in our Science series”.  After the SLPA shared results with the SLP, the SLP obtained parent permission for an evaluation.  This means that ___________________________.
- Meghan has been diagnosed with a language disorder
- Meghan needs to meet with the principal
- Meghan will be given extra help in the classroom
- Meghan's language skills will be assessed
A: Meghan's language skills will be assessed

Q: Megan was evaluated for a language disorder.  The team determined that Megan demonstrates an SLI. What does this acronym stand for?
A: specific language impairment

Q: Receptive language is also called (a) and expressive language is also called (b).
- comprehension; production
- production; comprehension
- comprehension; expansion
- writing; reading
A: comprehension; production

Q: Studies have shown that children with SLI who have only an expressive or a receptive language disorder have a better prognosis than children who have both an expressive and a receptive language disorder.
- True
- False
A: True

Q: Megan is in the 3rd grade and is being evaluated for a possible language disorder.  The school psychologist evaluated Megan and found her nonverbal intelligence to be within normal limits for an 8-year, 10-month old child. This __________________.
- is not possible because intelligence testing requires verbal responses for all items
- means that her language disorder is broad-based, possibly due to high-functioning autism
- is something that should have been identified at the initial screening
- is typical of some student who have language disorders (i.e., nonverbal skills are better than verbal skills)
A: is typical of some student who have language disorders (i.e., nonverbal skills are better than verbal skills)

Q: There is convincing scientific evidence that language disorders are caused by atypical structures of the brain.
- True
- False
A: False

Q: Use of a discrepancy between cognitive scores (IQ) and communicative functioning _________________.
- is not recommended to determine eligibility for speech-language services
- is recommended to determine eligibility for speech-language services
- is appropriate to determine eligibility for speech-language services for nonverbal students only
A: is not recommended to determine eligibility for speech-language services

Q: What are the two broad groups of language disorders?  Name them and briefly describe each group.
Feedback: specific language impairment - not associated with another clinical condition. Language impairment is the primary problem. Subtle difficulties in sensory or intellectual functions may exist. language disorders with associated clinical conditions - child has another primary or secondary diagnosis (sensory, behavioral, neurological or intellectual). Language disorders are part of the larger clinical picture.

Q: When gathering a language sample, clinicians should use open-ended questions, rather than those that are answered with just yes or no.
- True
- False
A: True

Q: Which of the following is an example of nonverbal communication?
- spoken conversational turn-taking
- American Sign Language
- single word productions
- question formulation
A: American Sign Language

Q: Which of the following is not a commonly occurring deficiency in children who have language disorders?
- limited amount of language
- deficient grammar
- inappropriate social communication
A: (a choice with no text)