Title: SLPA 230 Comprehensive Final
Course: Language Disorders & Intervention (SLPA 230-SLPA 230) > Section: Assessments

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

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 and to retell her favorite story to you.
- 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 and to retell her favorite story to you.

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: 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: 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.  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 ___________________.
- "know" 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: "know" is not observable and therefore not measureable

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 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: 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 ________________.
- develop behavioral objectives
- collect baseline data
- administer a screening
- begin the assessment
A: administer a screening

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 __________________. (Choose 2)
- a child-specific assessment
- a standardized test
- non-standardized testing
- A & C
A: A & C

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: 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 to document how often Beth initiates conversation with adults and peers when the opportunity arises before they begin treatment for a pragmatic language disorder.  When Patti completes this, she finds that Beth NEVER initiates conversation in either setting.  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: 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: What type of stimulus is most likely to promote maintenance of a target behavior in natural environments?
- Verbal stimuli the child is likely to encounter in natural settings
- Physical stimuli from the child’s natural environment
- Rare verbal stimuli that the child is not regularly exposed to in the natural environment.
- Only A and B
A: Only A and B

Q: When designing treatment activities for culturally and linguistically diverse 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

Q: You and your supervising SLP are at the home of Lilly, a 2-year old girl.  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 of sound
- joint attention
- mutual gaze
- joint action
A: localization of sound

Q: You and your supervising SLP are at the home of Lilly, a 2-year old girl. 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.  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: 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 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: During baseline procedures, verbal reinforcement should depend upon the correctness of the child’s response.
- True
- False
A: False

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

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

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

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

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: At the age of 36 months, Gage was evaluated and he qualified for speech/language therapy services.  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: 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: 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.

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 Kimmy is producing the compound and complex sentence structures that you've taught when she is in the classroom.  Does this mean that Kimmy will continue to produce these sentence types after she is dismissed from treatment? Why or why not?

Q: Megan is in the third grade and has been diagnosed with SLI.  Meghan’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: 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: _____________ (Maintenance, Fading, Generalization, Prompting) is the process by which newly learned skills are extended to new stimuli and situations.
A: Generalization

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

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: Before Sarah qualified as a student with a language disorder, her preschool teacher contacted the SLP 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: 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.  The services in the SLP room are consistent with the _______________ (in-class, pull-out, collaborative) model of service delivery.
A: pull-out

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 when Jamie's response is incorrect. (d)
A: 1 = response; 2 = stimulus; 3 = consequence; 4 = answers will vary

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 ________________ (collaborative/consultative/direct) model for service delivery.
A: collaborative

Q: According to Victoria Hardling (Pediatric TBI: An Introduction), for children with TBI, __________________________.
- The process of cognitive recovery for children is rapid and typcially complete withing 12 months after injury.
- The effects of injury to any part of the brain are almost immediately evident.
- Changes in learning, executive function skills and behavior are some of the long-term effects of TBI.
- The recovery process is simpler and easier for children than adults.
A: Changes in learning, executive function skills and behavior are some of the long-term effects of TBI.

Q: Appraoximately ___ % of individuals with a developmental disability have a mild disability and are able to live somewhat independently.
- 85
- 25
- 5
- 60
A: 85

Q: _______________  is a motor planning disorder in the absence of weakness.
A: Apraxia

Q: The theory that autism is a psychological disturbance caused by cold, detached mothers was supported by controlled scientific evidence.
- True
- False
A: False

Q: Which of the following was not identified by Goldstein (2002) as an effective treatment procedure for children with autism?
- Interventions incorporating discrete trial formats
- Interventions incorporating oral motor training
- Interventions incorporating sign language
- Interventions in natural environments
A: Interventions incorporating oral motor training

Q: Shawn is a 12 year-old boy who is assigned to your caseload by your supervising SLP. He has received special education services, including SLP services for the past 6 years with a diagnosis of Autism Spectrum disorder (ASD).Shawn has trouble making eye contact with listeners. His expressive language is vague: his sentences are long enough and have the right grammar and syntax (word order) but the words he chooses don't quite communicate his meaning and the listener has to work extra hard at decoding the message. It is hard to have a conversation with Shawn: he tends to monopolize the taking.  If his conversation partner introduces a new topic of conversation, Shawn will state, "I don't like talking about that."  Shawn doesn't appear to listen when it is the other person’s turn to talk.  He has two favorite subjects (farm tractors and his dog, Lady) and doesn't really talk much about anything else. He does not interact very much with other children at school.  When he is at home, he likes to play with toy tractors and farm sets. Shawn has difficulty controlling his anger in certain situations.  Your SLP has asked you to develop a treatment plan to address Shawn's difficulties with eye contact.  Which of the following activities could you implement with Shawn to address eye contact, "listening with eyes and brain" or "thinking with your eyes."
- Discussion and teaching about the fact that what a person is looking at is what they are thinking about and watching a short video clip of an animated film in which you discuss what the characters are looking at and what they might be thinking.
- Practice telling "white lies" in a socially appropriate manner.
- Teaching about how different people have different perspectives using scenarios in which you look at a situation from different points of view.
- Practice focusing eye contact on a conversation partner's eyes for increasing lengths of time in increasingly complex situations.
A: Discussion and teaching about the fact that what a person is looking at is what they are thinking about and watching a short video clip of an animated film in which you discuss what the characters are looking at and what they might be thinking.

Q: Recent findings regarding atypical head growth in children with autism may suggest an early warning sign of risk for autism.
- True
- False
A: True

Q: Shawn is a 12 year-old boy who is assigned to your caseload by your supervising SLP. He has received special education services, including SLP services for the past 6 years with a diagnosis of Autism Spectrum disorder (ASD).Shawn has trouble making eye contact with listeners. His expressive language is vague: his sentences are long enough and have the right grammar and syntax (word order) but the words he chooses don't quite communicate his meaning and the listener has to work extra hard at decoding the message. It is hard to have a conversation with Shawn: he tends to monopolize the taking.  If his conversation partner introduces a new topic of conversation, Shawn will state, "I don't like talking about that."  Shawn doesn't appear to listen when it is the other person’s turn to talk.  He has two favorite subjects (farm tractors and his dog, Lady) and doesn't really talk much about anything else. He does not interact very much with other children at school.  When he is at home, he likes to play with toy tractors and farm sets. Shawn has difficulty controlling his anger in certain situations.  Your SLP has asked you to work with Shawn to develop a system for him to use to self-monitor his feelings as they relate to anger and self-control.  You implement a color-coded system with Shawn in which he monitors how he is feeling, ranging from low alertness to intense anger, throughout his school day.  The system you are using is part of the ______________________ model.
- steps of perspective taking
- zones of regulation
- ILAUGH
- hidden curriculum
A: zones of regulation

Q: Cerebral palsy is not a progressive disease.
- True
- False
A: True

Q: Serena is a 4 year-old girl with a diagnosis of athetoid Cerebral Palsy who is on your SLP's caseload.  What would you expect her movement patterns to be like?
- rigid and jerky with increased muscle tone
- absent
- slow and writhing
- uncoordinated with balance and gait difficulties
A: slow and writhing

Q: Serena is a 4 year-old girl with a diagnosis of athetoid Cerebral Palsy who is on your SLP's caseload. Based on Serena's CP diagnosis, you expect that ______________________________.
- She will not have any language deficits because CP is a motor disorder.
- Serena may have a language disorder due to a co-existing condition such as a hearing loss or developmental disability.
- Serena will only have nonverbal communication skills.
- Serena's language skills will be impaired and will be significantly different from the skills seen in other developmental language disorders.
A: Serena may have a language disorder due to a co-existing condition such as a hearing loss or developmental disability.

Q: Serena is a 4 year-old girl with a diagnosis of athetoid Cerebral Palsy who is on your SLP's caseload. Serena is able to produce some intelligible phrases and short sentences, but her movement difficulties make verbal communication challenging for her.  What appropach would the SLP most likely take to establishing goals for Serena?
- The SLP would focus on Serena's ability to produce functional communication, not the production of grammatically correct sentences.
- The SLP would focus on use of AAC only because of movement patterns that may be interfering with her ability to produce intelligible communication.
- The SLP would focus exclusively on communication and not worry about literacy skills.
- The SLP would not provide an AAC device or support because Serena is able to produce some intelligible speech.
A: The SLP would focus on Serena's ability to produce functional communication, not the production of grammatically correct sentences.

Q: William is a 5-year, 6-month old boy who has Down syndrome. He is in a special education classroom at school and receives speech therapy twice a week in a small group (two to three children). You read the William's IEP and review his file prior to working with him and find that his speech is approximately 70% intelligible in single words, 60% intelligible in short phrases, and less than 50% intelligible in sentences and conversation. His language comprehension is roughly equivalent to his mental age, which is approximately 4-years, 2-months. However, his expressive vocabulary and verbal communication skills are not yet at the 4-year-old level. From what you understand about the child and his syndrome, he has significant speech, language, and cognitive delays. One of the goals the SLP asks you to address is development of William’s receptive and expressive vocabularies.  What are the criteria you might use to determine the vocabulary to work on?
- I would choose subject-specific vocabulary that William will need for the advanced grade levels.
- I would consult with William's parents and classroom teacher to determine what vocabulary words would be most functional for him to understand and express.
- I would review common nouns and verbs that William is already using.
A: I would consult with William's parents and classroom teacher to determine what vocabulary words would be most functional for him to understand and express.

Q: William is a 5-year, 6-month old boy who has Down syndrome. He is in a special education classroom at school and receives speech therapy twice a week in a small group (two to three children). You read the William's IEP and review his file prior to working with him and find that his speech is approximately 70% intelligible in single words, 60% intelligible in short phrases, and less than 50% intelligible in sentences and conversation. His language comprehension is roughly equivalent to his mental age, which is approximately 4-years, 2-months. However, his expressive vocabulary and verbal communication skills are not yet at the 4-year-old level. From what you understand about the child and his syndrome, he has significant speech, language, and cognitive delays. When you and the SLP meet with William's parents for parent-teacher conferences in the fall, they ask if William will ever catch up to his normal developing peers.  What will the SLP most likely say?
- Yes, speech/language therapy services have been proven to be effective in treating language disorders in developmental disabilitites.
- No, individuals with developmental disability never reach the level of their age-matched, normal developing peers.
- We can't know for sure, but usually individuals with a developmental disability develop language skills at a slower rate and don't catch up with their normal developing peers.
A: We can't know for sure, but usually individuals with a developmental disability develop language skills at a slower rate and don't catch up with their normal developing peers.

Q: William is a 5-year, 6-month old boy who has Down syndrome. He is in a special education classroom at school and receives speech therapy twice a week in a small group (two to three children). You read the William's IEP and review his file prior to working with him and find that his speech is approximately 70% intelligible in single words, 60% intelligible in short phrases, and less than 50% intelligible in sentences and conversation. His language comprehension is roughly equivalent to his mental age, which is approximately 4-years, 2-months. However, his expressive vocabulary and verbal communication skills are not yet at the 4-year-old level. From what you understand about the child and his syndrome, he has significant speech, language, and cognitive delays. As you work with William, you find that he needs a lot of positive reinforcement to participate in vocabulary treatment activities.  What are two strategies you could use to improve your choice of reinforcers (effective consequences) to use with William?
Feedback: Observe in a variety of settings: touch, stare at, smile at, pick up Caregivers Test ideas Interests and preferences will change Save “special reinforcers” for rough days Reinforcement Surveys

Q: William is a 5-year, 6-month old boy who has Down syndrome. He is in a special education classroom at school and receives speech therapy twice a week in a small group (two to three children). You read the William's IEP and review his file prior to working with him and find that his speech is approximately 70% intelligible in single words, 60% intelligible in short phrases, and less than 50% intelligible in sentences and conversation. His language comprehension is roughly equivalent to his mental age, which is approximately 4-years, 2-months. However, his expressive vocabulary and verbal communication skills are not yet at the 4-year-old level. From what you understand about the child and his syndrome, he has significant speech, language, and cognitive delays.

Are you surprised that William's speech intelligibility is impaired?  Why or why not?
Feedback: No; up to 70% of individuals with developmental disability have speech disorders. Speech, hearing, and language problems are common in Down syndrome.

Q: William is a 5-year, 6-month old boy who has Down syndrome. He is in a special education classroom at school and receives speech therapy twice a week in a small group (two to three children). You read the William's IEP and review his file prior to working with him and find that his speech is approximately 70% intelligible in single words, 60% intelligible in short phrases, and less than 50% intelligible in sentences and conversation. His language comprehension is roughly equivalent to his mental age, which is approximately 4-years, 2-months. However, his expressive vocabulary and verbal communication skills are not yet at the 4-year-old level. From what you understand about the child and his syndrome, he has significant speech, language, and cognitive delays.  When you begin working with William, you notice that he also has difficulties with syntax.  You would like to discuss addressing syntax & morphology skills with the SLP.  Which of the following observations of William would you use to support your request to address syntax & morphology with William?
- William demonstrates phonological processes including cluster reduction, final consonant deletion and syllable deletion.
- William is not able to follow 2-step directions in paper/pencil activities.
- William omits "ing" endings and prepositions in his spoken sentences.
- William does not take turns in verbal interactions.
A: William omits "ing" endings and prepositions in his spoken sentences.

Q: William is a 5-year, 6-month old boy who has Down syndrome. He is in a special education classroom at school and receives speech therapy twice a week in a small group (two to three children). You read the William's IEP and review his file prior to working with him and find that his speech is approximately 70% intelligible in single words, 60% intelligible in short phrases, and less than 50% intelligible in sentences and conversation. His language comprehension is roughly equivalent to his mental age, which is approximately 4-years, 2-months. However, his expressive vocabulary and verbal communication skills are not yet at the 4-year-old level. From what you understand about the child and his syndrome, he has significant speech, language, and cognitive delays. One of the goals the SLP asks you to address is development of William’s receptive and expressive vocabularies. What might you expect to see in William's vocabulary skills?
- He will produce and understand fewer words than his age-matched peers.
- He will use shorter, less complex words.
- He will use more concrete vocabulary words.
A: (a choice with no text)

Q: Which of the following statements most accurately describes the changes in diagnosis of Pervasive Developmental Disorders (PDDs) that is occurring with the release and use of the DSM 5?
- The previous diagnostic category of autism has been broken into separate diagnostic categories of Asperger's syndrome, PDD-NOS, childhood disintegrative disorder, and autism.
- The previous diagnostic categories of Asperger's syndrome, PDD-NOS, childhood disintegrative disorder and autistic disorder are all now combined into the diagnostic category of autism.
- There is now a diagnostic category of social communication disorder.
- A & C
A: A & C

Q: ________________  is a complex set of communication problems due to impaired neural control of the muscles involved in speech production.
A: Dysarthria

Q: ___________________ is the speaker’s repetition of what has been said, either immediately or in the future, sometimes the far future.
A: Echolalia

Q: Which of the following may account for the apparent rapid increase in the prevalence of PDD?
- The prevalence may have been historically underestimated throughout the world.
- It is now possible to more accurately diagnose autism.
- There is higher social awareness of the disorder.
A: (a choice with no text)

Q: It has been conclusively shown that children who sustain brain injuries often recover better than adults.
- True
- False
A: False

Q: Language disorders in children with developmental disability may be similar to those found in children without cognitive impairment.
- True
- False
A: True

Q: List 3 possible causes of developmental disability.
Feedback: Genetic Factors (Down syndrome, FAS, etc.) Prenatal Factors Natal Factors Postnatal Factors Traumatic Brain Injury Endocrine and Metabolic Disorders Cranial Abnormalities

Q: List and describe at least 3 risk factors for TBI.
Feedback: • Age – Adolescents and young adults in the age group of 15-24 have a very high prevalence rate of TBI. • Gender – Boys are more likely to experience TBI and are more likely to die from it. • Living conditions – TBI incidence is relatively high among people living in high-density urban areas and low socioeconomic status (Hartley, 1995). • Ethnocultural factors – TBI is possibly more common in African Americans and Hispanics than in Whites • Time – Most injuries are suffered between noon and midnight when children are likely to be out of school and engaged in various kinds of activities. • Setting – TBIs occur most frequently on roads and homes.

Q: Marcus is a first grade student who recently sustained a moderate brain injury in a car-bicycle accident.  After several months of hospitalization and rehabilitation, Marcus is being reintegrated into the the school district.  Because of the complex nature of his disorder, your supervising SLP will be providing Marcus' services, but she has asked you to read through his case history and the IEP that the school developed in cooperation with Marcus' medical rehabilitation team so that you are familiar with his case and can assist her in his treatment sessions.  You have read that Marcus has difficulties with executive functions.  What are executive functions?  Also list two behaviors might you anticipate Marcus would display, related to difficulties with executive functions, during his treatment sessions?
Feedback: Working memory Emotional control Sustained attention Task initiation Planning/prioritizing Organization Time Management Goal-directed persistence Flexibility Metacognition

Q: Marcus is a first grade student who recently sustained a moderate brain injury in a car-bicycle accident.  After several months of hospitalization and rehabilitation, Marcus is being reintegrated into the the school district.  Because of the complex nature of his disorder, your supervising SLP will be providing Marcus' services, but she has asked you to read through his case history and the IEP that the school developed in cooperation with Marcus' medical rehabilitation team so that you are familiar with his case and can assist her in his treatment sessions.  Based on Marcus' TBI diagnosis, which of the following components of language is he likely to demonstrate the most difficulty with?
- Semantics - thinking of the right word to say
- Pragmatics - social communication skills
- Syntax - morphology and word order in sentences
- All areas will be equally affected.
A: Pragmatics - social communication skills

Q: Traumatic brain injury (TBI) is the most common cause of death and disability among younger populations in almost all societies.
- True
- False
A: True

Q: What was previously termed "mental retardation" is now called _____________________ ___________________ in the DSM 5.
A: intellectual disability

Q: Which of the following is not a defining characteristic of developmental disability.
- significant limitations in intellectual functioning
- significant limitations in adaptive behavior
- significant limitations in fine and gross motor skills
- onset before the age of 18 years
A: significant limitations in fine and gross motor skills

Q: Which of the following is not a criterion for a diagnosis of autism using the DSM 5 criteria?
- Identified genetic cause
- Deficits in social communication
- Restricted interests and repetitive behaviors
- Symptoms demonstrated in the past or present
A: Identified genetic cause