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*anguage
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Preguntas del test (62)
1In order for communication skills to develop, language must develop.
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2Metalinguistic skills enable a speaker to talk about language abstractly, to analyze it, separate it from it's context and to judge it's acceptability in an abstract sense.
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3It's important that infants display variety in both their prelanguage communicative functions and in the modes they employ to effect communication.
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4Syntax and morphology are the rules governing the sequencing of sentence components and the transformation of words to increase clarity and alter meaning.
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5Observing linguistic performance enables us to estimate the extent of a person's linguistic competence.
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6The likelihood of a particular sound pattern occurring is called "phonotactic probability."
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7A young child might become upset and argue that the neighbor's dog is not a dog. Such a situation might arise as the result of semantic underextention.
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8When children use what they already know about language to help them comprehend and produce new and more complex forms of language we say they are "bootstrapping."
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9During the preschool period children rapidly add new terms to their vocabularies on a daily basis using a process called "fastmapping."
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10The terms "phrase" and "clause" can be used interchangeably; they are synonymous.
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11More than other areas, semantic development varies widely in late school-aged and adult people and is closely related to educational level, socioeconomic status, gender, age, and cultural background.
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12Because pragmatic disorders may be manifested as shyness, attention deficit, or antisocial behavior they are often confused with behavioral or psychiatric conditions.
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13The "neutralist perspective" advocates using standardized test results to demonstrate a discrepancy between language and nonlanguage scores as the means of identifying Specific Language Impairment.
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14Reliance on standardized test scores as a means of diagnosing SLI is characteristic of the "environmental perspective."
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15Children with SLI often have difficulty in content areas such as English literature and science but rarely have language-related social problems.
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16While students with SLI are likely to know words for temporal, spatial, and quantity relationships, internal states, and generic categories, they are less likely to know the meaning of simple concrete words such as heavy, hard, cut, wipe,shake, rip.
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17Children with SLI typically produce a limited variety of sentence types and are likely to get locked into a small set of familiar structures.
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18When children with SLI retell stories, they typically remember a few salient ideas from the middle but little or nothing from the beginning and ending.
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19A child who has difficulty managing turn-taking exchanges, identifying shifts in topic, and making relevant additions to topics is displaying symptoms consistent with Specific Language Impairment.
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20Although "curriculum based" and "dynamic" assessment processes rely heavily on classroom observation, probes, analysis of language samples, and interviews, standardized test results may be considered.
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21Students with SLI learn most efficiently if new strategies are modeled first and only subsequently practiced in "hands-on" activities.
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22Children with SLI who come from diverse cultural and linguistic backgrounds are especially likely to forget information presented in isolation and not clearly related to their personal experience and background.
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23Talking about how immediate and familiar experiences relate to events that are removed in time and space is an appropriate compensatory strategy that provides "contextual support" for children with SLI.
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24Because fine and gross motor skills deficits often accompany SLI, children with the condition may need to use compensatory devices to write legibly and quickly.
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25A symptom of both receptive and expressive SLI is a tendency to appear passive and agreeable to whatever other people say.
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26Requiring a child with SLI to read text passages over and over is unlikely to be a helpful compensatory technique for improving comprehension of written language.
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27Modeling is the single most effective general compensatory technique for educating children with SLI.
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28As children with SLI grow older and progress in school, spoken language deficits remain the most obvious symptom of their disability.
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29The "pull-out" treatment model is the most commonly used intervention method because it is known to be superior to both consultative services and collaborative/classroom-based services.
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30Students with SLI may not be able to learn all necessary language rules and skills by incidentally participating in "authentic" tasks which is one reason to avoid using "naturalistic" or "child-centered" intervention techniques exclusively.
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31"Dynamic assessment" is used to establish a student's "Zone of Proximal Development" which are those skills that a student cannot understand or acquire in a supportive context. Such skills are immediate therapy targets.
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32It is important to use developmentally appropriate tasks and materials, as opposed to "grade-level appropriate" tasks and materials, for treatment intervention with children with SLI.
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33Language and communication are similar in that:
- Aa) Both require speech.
- Bb) Both can be conveyed in a variety of ways.
- Cc) Both involve an exchange of information.
- Dd) Both a and b.
- Ee) Answers b and c only.
34When we consider a communication in the abstract, talk about it, analyze it, and judge its appropriateness and form we are employing:
- ACommunication.
- BNonlinguistic cueing systems.
- CParalinguistic elements.
- DMetalinguistic aspects of communication.
- ENonlanguage indicators of intent.
35We expect to see a normally developing infant express a variety of communicative functions using a variety of communicative modes such as:
- APointing, gesturing, pantomiming, leading other by the hand to show what is wanted, and vocalizing.
- BSyntax, morphology, and pragmatics.
- CRequesting interactions and objects, commenting, offering, and protesting.
- DUnderstanding the word "no," cooing, and babbling consonant chains.
- EIncreasingly accurate production of vowel sounds and some early developing consonants.
36When a child's mother says "Do you want the red brush?" and the child says "Want blue brush," we are seeing:
- Aa) Utterance length and complexity appropriate for a child aged 5 years.
- Bb) A speech problem.
- Cc) An MLU of 4.53.
- Dd) The semantic relationship of "attribution."
- Ee) Both a and c.
37Linguists can deduce the language rules a speaker knows by:
- Aa) Observing linguistic performance.
- Bb) Evaluating linguistic competence.
- Cc) Reviewing academic performance records.
- Dd) Asking a speaker about the rules he or she knows.
- Ee) b and d.
38There are few words in English that differ by a single phoneme from the word "the." As a result, we say:
- Aa) The word "the" has a moderate "frequency of use."
- Bb) The phonotactic probability of "the" is high.
- Cc) The "neighborhood density" for this word is low.
- Dd) This is likely to be a relatively easy word for young children to acquire.
- Ee) Both answers c and d.
39An example of semantic underextension might be:
- Aa) A little boy calling all men "daddy."
- Bb) A toddler referring to cows as "horsies."
- Cc) A young girl who is confused by the concept that both her family's pet and the neighbor's pet are "dogs."
- Dd) All of the above.
- Ee) Answers a and b only.
40Listener perspective is important in the use of:
- ADeictic terms.
- BPresuppositions.
- COverextensions.
- DBootstrapping.
- EConsonant Clusters.
41"Fastmapping" enables children to:
- Aa) Acquire new lexical items rapidly.
- Bb) Master late developing speech sounds such as consonant clusters.
- Cc) Estimate a conversational partner's preexisting knowledge of a topic under discussion.
- Dd) Perceive and linguistically differentiate their own from a conversational partner's physical perspective.
- Ed) Both c and d.
42"Conjoining" occurs when:
- ATwo independent clauses are joined using a conjunction.
- BA prepositional phrase is inserted into an independent clause.
- CA dependent clause is embedded in an independent clause.
- DA conjunction is used to embed two dependent clauses, thereby forming an independent clause.
43Late school-aged children and adults develop significant new skills in understanding and using figurative language, metaphor, simile, idioms and proverbs. This requires:
- AGreater metalinguistic competence
- BCompletion of the syntagmatic-paradigmatic shift
- CThe ability to understand and employ indirect requests
- DGender differences in communicative behavior
- ENone of these
44Expressive antisocial behaviors, shyness, aloofness, or depression:
- AAre normal in the stage of Formal Operations.
- BMay reflect severe deficits in pragmatic skills.
- CAlmost never result from communicative deficits.
- DWill improve if suppressed with "assertive discipline."
- EOnly respond to psychological counseling and treatment and psychological referral always is essential.
45The use of a discrepancy in standardized language and nonlanguage test scores to identify SLI is called:
- AThe environmental perspective.
- BThe diagnostic model.
- CDiagnosis by exclusion.
- DThe neuropsychogenic paradigm.
- EThe neutralist perspective.
46A fellow SLP tells you she employs interviews with teachers and parents, observation of student classroom performance, and analysis of schoolwork to determine eligibility for language assistance. You conclude:
- AShe is violating federal and state assessment mandates.
- BShe accepts the discrepancy model.
- CShe takes an "environmental perspective" in assessment and qualification of children for language assistance.
- DShe is likely to have graduated from a program that advocated the neutralist perspective.
- EShe is inefficient as an assessor; the same information can be more quickly obtained through standardized tests.
47Since language is the medium by which knowledge is acquired and expressed in school, it is not surprising that:
- AChildren with SLI perform poorly in content areas such as physical science and geography.
- BTeachers often underestimate the understanding of children with SLI.
- CChildren with SLI often have trouble keeping up with the curriculum.
- DAll of these are correct.
48Symptoms of vocabulary knowledge deficits in SLI include:
- AHaving a limited vocabulary of words for temporal, spatial, quantity relationships, and internal states.
- BKnowledge of few synonyms or antonyms for basic concept words.
- CPartial understanding of word meanings.
- DDifficulty understanding subtle differences between words with similar meanings.
- EAll of these are correct.
49You are reviewing the classroom written work of an 11-year-old monolingual English speaking student referred to you for assessment. You note that the child's written narratives employ simple, declarative sentence structures almost exclusively with few conjoinings or embeddings. This observation:
- ASuggests the child has limited vocabulary knowledge.
- BIs consistent with normal written language development in 11-year-old children.
- CImplies that the child has deficits in passage comprehension.
- DIs suggestive of the kinds of problems in the grammatical rule usage that are common in children with SLI.
- EIndicates that the child has difficulty recognizing and producing sound patterns in language.
50You are evaluating an 8-year-old, monolingual English speaking child. After reading him a short section from the beginning of the book "Curious George Gets a Job," you ask him a few simple questions about concrete information presented in the passage you read. These questions he answers correctly. You then ask him to predict what will happen next. He is unable even to make a guess about this. These observations suggest:
- AThe child is displaying symptoms consistent with inadequate development of grammatical rule usage.
- BThe problem is likely to be one of poorly developed vocabulary.
- CThe child has significant pragmatic deficits.
- DThe child may have deficits in passage comprehension.
- ENone of these are correct.
51In social and conversational interactions, people with SLI:
- AHave problems taking conversational turns appropriately.
- BAre usually able to employ metaphorical and figurative language appropriately.
- CMay have trouble expressing themselves clearly but usually are sensitive to changes in topic and respond appropriately.
- DExhibit an active conversational style.
- ENone of these are correct.
52"Curriculum based" and "dynamic" assessment models may employ:
- AStandardized test results.
- BObservation of student performance during classroom tasks.
- CInterviews with the student, teacher, and parents
- DAll of these are correct.
53In general, students with SLI:
- ALearn best by "doing," so initial modeling of new compensatory learning strategies in an efficient and ineffective way of teaching them.
- BIntuitively understand and employ compensatory strategies such as webbing, outlining, and rehearsal, so it is unnecessary to model their use.
- CLearn best by seeing compensatory strategies modeled first and then being given opportunities to practice using them.
- DLearn best through rote memorization and drill.
54You are working with a third grade, 9-year-old Hispanic girl with SLI. Her primary language is Spanish although she now is considered "fluent English proficient." She came to the United States from Mexico 4 years ago. She seems to have considerable difficulty remembering new information even when it is presented in Spanish. To help her retain information better you might:
- ABefore having her read a text, discuss ways in which the information about to be presented is similar to or contrasts with experience she personally has had.
- BHave her stay in from recess and after school to read passages repeatedly until she can remember critical facts from which she has read.
- CUse a metronome to "pace" her reading, having her read one word every time the metronome "clicks." This will help her slow down and will improve her retention.
- DPost a "happy/sad face" chart on the wall. Whenever she reads and remembers what she has read, give her a happy face. When she doesn't remember what she reads, give her a sad face. Be sure to call her performance, good or bad. to the attention of the whole class.
55You are working with a second grade, 7-year-old girl with SLI. Her reading comprehension is similar to that of normally developing children at the beginning of first grade. You can help her better understand what she reads by:
- AMaking her read every passage over and over.
- BTelling her to read more slowly.
- CPost a "happy/sad face" chart on the wall. Whenever she reads and remembers what she has read, give her a happy face. When she doesn't remember what she reads, give her a sad face. Be sure to call her performance, good or bad. to the attention of the whole class.
- DBefore having her read a text, do a "picture walk" with her, guiding her to use the accompanying pictures in a book to make predictions about the story and what will happen to its characters.
- EAll of these are correct.
56Children with SLI commonly have trouble writing legibly and "staying on the line" when writing. This is related to:
- AFine and gross motor skills deficits that often accompany SLI.
- BTheir problems using and understanding linguistically conveyed information.
- CAssociated attention deficit disorder.
- DImpulsive behavior and lack of internal control.
- EPoor general attitude toward schoolwork and lack of motivation that is almost always present in children with SLI.
57A teacher asks you to observe a child in his third grade classroom. The child appears to have difficulty carrying out directions, following explanations, retelling stories and paraphrasing information. These symptoms most strongly suggest:
- Aa) The child has deep-seated psychological insecurities.
- Bb) Specific Language Impairment primarily affecting receptive function.
- Cc) Communicative behaviors that are grossly within the normal range given the child's grade level in school.
- Dd) Impossible to state without further information.
- Ee) Both answers a and b.
58A teacher at your school asks your advice about a child in her class who has SLI and also is on your caseload. He says the child has difficulty remembering assignments and information presented in class. He proposes writing the assignments out himself and giving them to the child as well as posting them, and key concepts taught each week in class on a class website. Your reaction to this is:
- AThe idea of the website is a good one but writing the assignments out for the child encourages him to be irresponsible and should not be done.
- BWriting the assignments out is a good idea but posting assignments and concepts on a website supports the child's disability rather that encouraging him to develop successful, in-class learning habits.
- CNeither of these ideas is likely to be beneficial since they provide "crutches" that may make the child more disabled than ever.
- DBoth of these ideas are likely to be helpful and you will make a point of contacting and explaining the system and its rationale to the child's parents.
59Modeling is the single most effective compensatory teaching technique for children with SLI because:
- AIt is recommended by ASHA.
- BIt is less expensive and easier to implement than other methods.
- CIt provides compensation for the child's language weakness by accessing potentially more intact, non-language ways of learning.
- DIt overcomes the hearing deficits that often co-exist with SLI.
- EIt enables children with SLI, many of whom have mild mental retardation, to understand through more concrete representations.
60Language learning deficits in SLI:
- ABecome masked as children grow older.
- BBecome the basis for poor performance in all academic subject areas in school.
- CBecome obscured by the more obvious school failure leading to a misdiagnosis of "learning disability" that overlooks the underlying oral language foundation.
- DAll of these are correct.
61Traditionally, SLP specialists have provided treatment services for children with SLI:
- Aa) By advising and directing teachers about how to implement intervention strategies.
- Bb) Through direct, collaborative participation in the classroom, providing treatment services within the classroom setting itself.
- Cc) By providing 1:1 or small group intervention outside the classroom, typically in a clinical setting.
- DAll of these are correct.
- Ea and b only
62"Hybrid" or "combined" intervention approaches have become popular because:
- AThey are a compromise that offends advocates of neither direct instruction nor those who believe in "child-centered/naturalistic" intervention methods.
- BThey are more easily integrated into the normal routine of most schools.
- CThey are consistent with the approach most generally advocated by school district textbook adoptions.
- DThey combine the explicit, structured teaching of skills that children with SLI need with creative, stimulating opportunities to use those skills in meaningful contexts.
Información
- Descripción
- Test sobre *anguage, creado por Adrienne Reible el 27/01/2017.
- Autor
- Adrienne Reible
- Idioma
- English
- Visitas
- 3
- Etiquetas
- Valoración
- Aún sin valoraciones Valora este test