Pediatric Exam 3 Review Case Study

You as the SLP are called into the NICU to assess Andrew and David, twin brothers born at 34 weeks gestation. David is alert, breathing on his own, and gaining weight. Andrew is still on a ventilator and his heart rate is monitored continuously. The nurses are familiar with the family, as their older daughter was also premature and was seen by the SLP for feeding and interaction concerns during her stay.

For Andrew, what is the best goal for the SLP to address?

Teaching parents to track his state of homeostasis

You as the SLP are called into the NICU to assess Andrew and David, twin brothers born at 34 weeks gestation. David is alert, breathing on his own, and gaining weight. Andrew is still on a ventilator and his heart rate is monitored continuously. The nurses are familiar with the family, as their older daughter was also premature and was seen by the SLP for feeding and interaction concerns during her stay.

The SLP requests a hearing screening for David and discovers he has a mild hearing loss. This is an example of:

Secondary Prevention

You as the SLP are called into the NICU to assess Andrew and David, twin brothers born at 34 weeks gestation. David is alert, breathing on his own, and gaining weight. Andrew is still on a ventilator and his heart rate is monitored continuously. The nurses are familiar with the family, as their older daughter was also premature and was seen by the SLP for feeding and interaction concerns during her stay.

The most effective strategy for the SLP is to:

Assess the infant for current strengths and needs

You as the SLP are called into the NICU to assess Andrew and David, twin brothers born at 34 weeks gestation. David is alert, breathing on his own, and gaining weight. Andrew is still on a ventilator and his heart rate is monitored continuously. The nurses are familiar with the family, as their older daughter was also premature and was seen by the SLP for feeding and interaction concerns during her stay.

The most effective way to encourage an infant to communicate is:

Providing contingent responses

An ECI team of professionals receives assessment information from a 26-month-old child diagnosed with a language disorder. The child used single words to request in 60% of opportunities, used –ing forms in 20% of opportunities, and protested using aggression.

The highest priority for goal(s) using a developmental approach is:

A. Will use –ing forms in 80% of opportunities

An ECI team of professionals receives assessment information from a 26-month-old child diagnosed with a language disorder. The child used single words to request in 60% of opportunities, used –ing forms in 20% of opportunities, and protested using aggression.

The best goal from a communicative effectiveness approach is:

A. Will use two-word utterances to request in 80% of opportunities

An ECI team of professionals receives assessment information from a 26-month-old child diagnosed with a language disorder. The child used single words to request in 60% of opportunities, used –ing forms in 20% of opportunities, and protested using aggression.

By addressing requests, protests, and use of –ing forms, the primary focus of this treatment is to:

Change the disorder

SLP has a stack of pictures and shows them one at a time to the child

SLP: SleepING. You say it.

Child: Sleep.

SLP: No, not sleep. SleepING.

Child: Sleeping.

SLP: Good. RunnING. You say it.

This excerpt is best described as:

Clinician-Directed

The SLP working with a 26-month-old should:

teach a new form for a communicative intent the child already conveys

At 26 months, most typically-developing children

can talk about referents not immediately present

Ali Jo is a 3rd grader who was diagnosed with a LLD at the TTUHSC clinic. In school, she is struggling with decoding, written assignments, tends to monopolize conversations during circle time, and uses order of mention to follow the teacher’s instructions.

The SLP has Ali Jo draw her ideas in order before writing them into words. This strategy is called:

Stick writing

Ali Jo is a 3rd grader who was diagnosed with a LLD at the TTUHSC clinic. In school, she is struggling with decoding, written assignments, tends to monopolize conversations during circle time, and uses order of mention to follow the teacher’s instructions.

To address Ali Jo’s conversational skills, the SLP should use:

Scripts

Gary, a 19-year-old college freshman, is treated by an SLP at the TTUHSC clinic. The SLP has Gary bring his textbook to therapy.

The SLP wants to show Gary how to use SQ3R in his reading assignments. The first step should be to:

Explain to Gary the purpose of SQ3R

Gary, a 19-year-old college freshman, is treated by an SLP at the TTUHSC clinic. The SLP has Gary bring his textbook to therapy.

The SLP works with Gary to use a study planner and organizer. This addresses which area?

Meta skills (EF)

Rocking, swinging, and playing music are ideal activities for:

behavior chain interruption

A child says “Ella cry.”  Her mother responds, “Yes, Ella’s crying because she’s sad.”  The mother’s response is an example of:

extension

Bruner’s term for expecting increasingly higher-level responses from a child is

upping the ante

Which service would an SLP most likely NOT provide in NICU?

primary prevention activities

Milieu teaching

utilizes operant techniques in naturalistic activities

Which toy would likely match the play skills of a child who produces no words?

blocks

Clinician-directed approaches:

allow the clinician to obtain a high number of responses

Which of the following is NOT a strategy recommended to promote child initiation of communication?

imitation

To achieve greater generalization, the SLP should use:

random trials and intermittent reinforcement

Which explains the primary relationship between language and play?

Language and symbolic play tend to have similar developmental trajectories

IDEA 2004:

requires that special education services support general education goals

Teaching language skills and providing language therapy are synonymous.

False

The best way to target unclear referents in therapy is to use:

barrier tasks

An SLP should work on a child’s intelligibility before addressing language targets.

D. All of the above

To improve vocabulary:

All of the above

Curriculum-based goals:

Should address student's needs with the demands of the classroom curriculum

Segmenting individual phonemes in therapy is

More complex than segmenting syllables

Treatment goals for a 7-year-old with discourse problems would likely include:

increasing ability to converse with peers on a range of topics

A SLP has a new learning strategy she wants to use with her adolescent client. The first step is to:

identify the purpose of the strategy

A learning strategies approach is most likely to be successful for:

B & C

All of the following are common signs of executive function difficulties EXCEPT:

has difficulty making inferences in grade-level text

Providing therapy to a two-year-old child with mild expressive language delay, in an effort to accelerate language learning is:

C. An example of facilitation

When selecting initial goals for therapy, the SLP should:

C. focus on forms and functions used in 10-50% of opportunities

All of the following are non-evocative strategies except:

Wait time

Milieu teaching

applies operant techniques in naturalistic activities

The primary goal of language intervention for 9-18 month-old infants is to:

Increase successful interactions with caregivers

Which of the following is a parent role during infant treatment (as opposed to the role of an SLP)?

Provide child opportunities to practice established forms in routines.

Parents of infants in the NICU should be trained to do all of the following EXCEPT:

Model appropriate vocalizations to the infant

Which of the following targets would be most beneficial in expanding a child’s semantic notions?

D. Look, alldone, mine, shoe, bye-bye

With regard to literacy at the emerging language stage, SLPs:

C. Should encourage parents to enjoy book time with their child

An SLP should work on a child’s intelligibility before addressing any language targets.

True