SHS Test 2 Questions and Answers

Intelligibility increases from 50% to 70% at 24-36 months.

true

A gastronomy or G-tube is used when nonroral feeding is needed for a short period oftime.

false

When considering older prelinguistic clients and those with autism, it is important to identify unconventional forms of communication such as echolalia, aggression or self abuse, body orientation, touch, and changes in muscle tone.

true

An MLU <1.5 at 24 months is a sign of delay.

true

Standardized tests are the primary tools that tell us specific forms, functions, and structures to target.

false

Expansion is where the clinician keeps the child's meaning but changes the form of thesentence.

false

Considerations for readiness for oral feeding include:

Respiratory/Cardiovascular Stability

Gestational Age

Severity of medical condition

All of the above

all of the above

In what stage have infants not developed cognitive skills to represent ideas in their minds and to pursue goals?

Preintentional

The average vocabulary size at 24 months of age is _____ words.

300

For children with an accumulation of risk factors for continued communication delays, consider:

intervention

Developmentally appropriate communication of 3-5 year olds includes:

Expressive Vocabularies of larger than 50 words

Combining words into sentences

Lack of acquisition of all basic sentence structures of language

All of the above

all of the above

Which of the following is NOT a scaffolding opportunity used when attempting a form in a meaningful context?

Write the form on a translucent paper for the child to see

Prematurity is described as birth prior to _____weeks gestation with______ birthweight.

37 weeks, low

Parents with children in the prelinguistic stages of communication should be encouraged to__________ and _________communication attempts.

scaffold and support

Preverbal intentional communication is using_______,_______, and _______at 8-12 months.

gaze, gesture, vocalization

Expressive vocabulary starts slowly at 1-3 words at _____ months, 10 words at_________months and 50-100 words at_______ months.

12, 15, 18

Intervention targets and procedures for older clients with emerging language provide emerging ______ opportunities.

preliteracy

Clinicians are to treat parents/caregivers as a _______ and ________source of information about the child.

valid and reliable

The ______ focuses on the child's education needs/goals and the ______ focuses on the child's needs/goals as it relates to the family as a whole.

IEP, IFSP

Children with phonological production problems—perhaps due to presence of phonological processes beyond what is developmentally expected—may have trouble acquiring __________ placing them at risk for reading problems.

phonological awareness

Some hybrid approaches for developing language include _____, ______, and _______/

focused stimulation, script therapy, and structured play

List two strategies for activity-based language intervention and provide therapy examples for each.

Forgetfulness- When doing a painting activity, forget the paintbrush. This will allow/make the client communicate by requesting a material to do the activity.

Sabotage- Turn off the music, and have the child turn it on. This allows the child to communicate by requesting to turn on the music.

List two language elicitation techniques and provide a therapy example for each technique.

Go and look at table 9.5 or 9.11 for actual examples

Misuse technique- uses comments and verbs

Guess what technique- requests information and also uses past tense

You are an SLP in a pre-K/primary school (Pre-K through First Grade) and the principal has asked you to support all children by providing push-in preliteracy development activity once a week for the Pre-K four year old class. Describe two goals you could have for this and what therapy materials and activities you might do in a given session.

Be thorough and be sure to include 2 goals, therapy materials, and activity/activities to support the goals.

Therapy materials: Interactive books, alphabet letters with pictures that correspond with each sound

Activity 1: The clinician will use an interactive book to engage the students in reading along with her. The clinician read and allow each student to come up and stick the interactive part to the book on the board. For example, Brown Bear, Brown Bear will allow the students to anticipate and answer what the brown bear will see next. The clinician can also ask the class "What do you think Brown Bear sees?" and the student who answers correctly with "A bird" or "A red bird" will be able to stick the red bird to the board. This will also encourage the other students to engage. The clinician can also as questions about the book like "what color is the bird?" "Who saw the children looking at them?" The clinician and students can also count how many words are on each page, identify colors and shapes as well on each page.

Activity 2: The clinician will have alphabet cards that she will sound out and have the class repeat the sound back to her. Once the sound has been repeated, she will place a picture card related to that sound on the board as a way to associate the sound with a real word object the students know. This activity can be used later on to help put sounds together to form CV, VC, and CVC words.

Goal 1: The students will interact and verbally engage with the clinician at 80% accuracy with moderate cueing while reading a book.

Goal 2: The students will produce the alphabet at the phoneme level with 80% accuracy with maximum cueing.

Side note: I also feel as though having a few books as options and allow the students to choose which book to read will also allow them to feel as though they have some control of the activity, and also it may allow them to begin liking to read as they find a book they enjoy especially if