SHS Lang Disorders Final

ASHA recognizes SLPs role in supporting the general curriculum as a "critical" responsibility. T/F

True

RTI provides the SLP opportunity to support not only those children with identified disabilities, but to use our knowledge of language across modalities to serve a broad range of children who struggle to read. T/F

TRUE

There is a higher prevalence of speech disorders in children with Language Learning Disorders. T/F

TRUE

In regard to semantic characteristics, small vocabularies are often the cause of reading problems, not the result. T/F

FALSE

The _________________________ is a law that emphasizes areas such as increasing parental participation, ensuring that all children have scientifically based and appropriate instruction in reading, and including children with disabilities in district-wide assessment and reports.

Individuals with Disabilities Education Act (IDEA)

Communicative characteristics in LLD include phonological, syntactic, semantic, pragmatic, background knowledge, and _________

attention and activity

With background knowledge, there is a lack of information to support _________ of reading material.

comprehension

The most common co-occurring disorder with LLD is _____.

ADHD

For the SLP, the most important aspects of the Common Core State Standards (CCSS) are __________ and __________ expectations for all students enrolled in public education.

a. Phonological; articulation

b. Reading; writing

c. Linguistic; communication

d. Education; curriculum

c. Linguistic; communication

Writing Individualized Education Program includes:

A. Documenting present level of performance

B. Annual goals

C. Short-term objectives and benchmarks

D. Specifying services, modifications, and accommodations

E. Evaluations

F. All of the above

F. All of the above

A _________ is a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, and spell.

A. Learning disability

B. Reading disorder

C. Neurodevelopmental disorder

D. Auditory processing disorder

A. Learning disability

Children with LLD have deficits in pragmatics. What can this include?

A. Difficulty with speech perception, phonological memory, and phonological awareness

B. Difficulties developing reciprocal friendships

C. Difficulty understanding and using figurative language

D. Lack of world knowledge

B. Difficulties developing reciprocal friendships

What is the aim of responsiveness to intervention?

To prevent reading and learning disability

List 4 diagnostic categories recognized by Individuals with Disabilities Education Act (2004).

Autism, Deaf-blindness, Deafness, Developmental Delay, Emotional Disturbance, Hearing Impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impaired, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, Visual Impairment

What two basic classes can a reading disorder be divided into?

Dyslexia and reading comprehension deficit

List 3 components of a dyslexia assessment.

IQ/Ability, Oral Language, Achievement, Reading Fluency, Phonological Awareness

Present level of performance, annual goals, short-term objectives and benchmarks, specific services, modifications, and accommodations, as well as evaluations must be included in ________.

Individualized Education Programs (IEP)

Not all learning disabilities are language-based, although _______ of children with LD have a language learning disability.

80%

Small vocabularies are often the_______of reading problems, not the cause.

result

_________focuses on increasing accountability. The act was headed by No Child Left Behind (NCLB).

Every Student Succeeds Act (ESSA)

______ is the most common co-occurring disorder with LLD.

ADHD

For an SLP, the most important aspects of the Common Core State Standards (CCSS) are________ expectations for all students enrolled in public education.

linguistic and communication

is a framework that guides the developmental educational

curricula with the goal of helping all students achieve success in school.

Universal design for learning

Under IDEA regulations, SLPs no longer work separately on a set of _________.

language goals

______ provides the SLP opportunity to support not only those children with identified disabilities, but to use our knowledge of language across modalities to serve a broad range of children who struggle to read.

RTI

All cultures have similar communicative interactions. T/F

FALSE

Reading is a language-based skill. T/F

TRUE

Children who have phonological awareness show stronger abilities in learning to read than children who don't. T/F

TRUE

A school SLP's role is often associated with areas of emergent literacy and decoding when working with preschool to primary-grade students. T/F

TRUE

the unspoken set of rules and expectations about how to behave and communicate in the classroom setting that are key to school success.

Hidden curriculum

is the period from birth to formal education when children acquire knowledge of letters, words, and books through early literacy experiences in which children begin to develop ideas about how written language works and what it is used for before they actually begin decoding print.

Emergent literacy

Phonological Awareness teaching works best when combined with instruction in ___________________.

letter-sound correspondence

When working in literacy areas with students in later grades, an SLP's role may focus on enhancing a student's reading comprehension by often using _________, _________, and ___________ activities relating to curricular content or word study approaches.

Oral, language and spelling

Language that does NOT have context and may not be in the client's background knowledge:

A. Metalinguistic skills

B. Culture clash

C. Decontextualized language

D. Executive Function

C. Decontextualized language

Phonological awareness allows children to:

A. Recognize individual words

B. Break words down into component parts and sounds

C. Learn letter-sound correspondence rules

d. All of the above

d. All of the above

Performance on phonological awareness tasks in primary grades is ________ of later reading achievement.

A. Average predictor

B. Strong predictor

C. Not an accurate indicator

B. Strong predictor

What activities can a school SLP do with students in later grades when focusing on their fluency development?

A. Small-group dramatic reading

B. Choral reading

C. Multiple re-reading

D. All of the above

E. None of the above

D. All of the above

What does Initiation-Response Evaluation (IRE) format entail?

Initiation of the topic by the teacher, followed by response from student, which then undergoes evaluation by the teacher

What is a foundation for understanding written text?

Linguistic knowledge of form content and use

Skilled reading requires what two skills?

Reading accuracy and reading comprehension

Professionals generally recommend explicitly teaching and practicing three skills to younger clients with LLD so that they can automatically utilize these skills in word recognition activities and eventually become better readers. What are these three skills?

Metalinguistic, Phonological Awareness, and Letter-Sound Correspondence

contribute to the ability to use language and talk about language, this is constantly needed throughout curriculum and grades.

Metalinguistic skills

self-regulation, and executive function contribute to the ability to reflect on, talk about, and manage one's think process

Metacognitive skills

In order for the child to succeed in the academic setting, the student must be able to figure out:

what needs to be done to accomplish a task, create a plan, carry out that plan, and evaluate whether it has been completed successfully

Through emergent literacy experiences children build foundations for literacy including

phonological awareness, print concepts, alphabet knowledge, and literate language.

Poor comprehenders may have challenges in -------.

oral language

is crucial for allowing students to understand written text

Metalinguistic Awareness

requires extra effort while oral language can be innate.

Written language and reading

There is a relationship between phonological awareness and reading. T/F

TRUE

Children who exhibit phonological awareness learn to read more easily than children who don't. T/F

TRUE

Phonological awareness teaching works best when combined with instruction in _______

letter-sound correspondence.

There are two main sets of components that need to be integrated for children to learn to read and write.

Comprehension and Decoding

Many reading experts emphasize a________ approach to reading instruction for individuals with LLD by utilizing various skills.

"balanced"

"balanced" approach examples

providing numerous opportunities for them to continue their oral language growth, supporting the practice of phonological awareness and letter-sound correspondence in primary grades, and helping younger children foster a love of books/reading/writing.

Families need to be involved in each stage of the assessment process. T/F

TRUE

When assessing older children you should provide a problem solving activity to complete with a peer and have them explain a game that the client or peer knows but the other does

not. T/F

TRUE

When assessing classroom comprehension, we can gather information from the teacher

or observe the classroom. T/F

TRUE

Eligibility for services can be determined through RTI progress monitoring alone. T/F

FALSE

Tier 2 is a form of _____ assessments: Provides diagnostic teaching to determine whether it is sufficient to overcome difficulty.

DYNAMIC

____________ is the speakers understanding of the audience or listener's background knowledge.

Presupposition

Interviewing/Narrative samples gather better information regarding complex language than play-based sampling for the ______ age range.

7-12 year old

__________ document that student is significantly below others; may form part of the eligibility assessment.

Standardized tests

What are some ways to involve a student in planning assessment?

A. Explain what to expect

b. Answer student's questions

c. Ask student to talk about troubles/strengths in school; ask what the student would like to improve

d. All of the above

d. All of the above

When analyzing school-age children regarding syntactic and morphological form, we look at three areas. Which of these is NOT an area.

A. Errors of morphology and syntax

B. Complex syntax

C. Disruptions

D. Complex pragmatics

D. Complex pragmatics

When assessing older severely affected students, you should do which of the following?

A. Use chronically age appropriate materials

B. Evaluate the functional needs of the child

C. Provide whatever supports needed for the student to participate in the environment

D. All of the above

D. All of the above

Which of the following is NOT a step in identifying students for a communication assessment?

A. Screening

B. Contacting parents

C. Referral

D. Asking classmates about student's performance in class

D. Asking classmates about student's performance in class

What is the difference between judgment of semantic acceptability versus judgment of appropriate interpretation?

Judgment of semantic acceptability presents a series of sentences and having the student tell whether it is okay or silly. Judgment of appropriate interpretation offers students two interpretations of a sentence and asks them to decide what is correct.

How do you calculate T-unit length?

You can do this by calculating the MLU using t-units instead of utterances and indicating it as MLU-w because you would be counting words instead of morphemes for the school-age child.

Describe two of the strategies that may be used in a dynamic assessment.

Diagnostic teaching: a child is given a difficult task then the SLP scaffolds and supports noting all the needs of the student to grasp the material. Successive cueing: Several levels of curing are provided and the clinician determines which are most effective. Mediated learning: Helping a student to invoke metacognitive strategies

How do you determine the type/token ratio?

Take the total number of words in a 50-utterance speech sample and divide it by the number of different words in the same sample

It is important to remember to assess ________ language skills in the Language for Learning process.

pragmatic and semantic

When assessing semantics in the Language for Learning Process, you must assess for expressive and receptive language including areas such as

instructional vocabulary, textbook vocabulary, lexical diversity, and word retrieval.

refers to information about our listeners to determine how we say what we want to say.

Register variation

we can set up role-playing activities and assess for different conversational variations depending on the role the client is playing.

To assess register variation

refers to the speakers understanding of the audience or listeners background knowledge.

Presupposition

Presupposition can be assessed by using pictures and determining the level

of redundancy or use of pronouns when the client describes a picture.

When assessing young children, you will observe

peer interaction around pretend play or a given activity and look for evidence of intentions

when assessing older children, you will provide a

problem solving activity to complete with a peer or have the individual explain a game that the client or peer knows but the other does not.

When analyzing school age language we want to look at errors of morphology and syntax, __________

complex syntax, and disruptions.

can be the most prominent feature of a child's expressive language disorder.

disruptions

Metacognitive skills the "Metas" evaluated in the Criterion-Referenced Assessment and Behavioral Observation in the L4L Stage consist of the following skills:

Self-regulation, Planning abilities, Problem-solving strategies, Persistence in a goal, Flexibility in switching from tasks, Attention span, Memory or recall, Working memory, Organization, Time management, as well as Theory of mind.

List the four guided principles of intervention at the L4L stage.

Principle 1: Use curriculum-based instruction

Principle 2: Integrate oral and written language

Principle 3: Go mets

Principle 4: Collaborate to prevent school failure by participating in RTI, incorporating principles 1 through 3

What does planning intervention in the L4L stage usually require?

Interprofessional planning

Name the four different types of scheduling.

Flexible scheduling, Receding scheduling,

Cycle scheduling, Block scheduling

What does service delivery models in the L4L period collaboration require?

Building administrative support, Developing collaborative relationships, Effective lesson planning

When a child may benefit from accommodations but does not need an IEP, the child will be in a ___________.

504 plan

Based on Principle 1 for the L4L stage, target goals are based on materials drawn from the _________________________ and support the state standards for language and literacy.

Academic Curriculum

Supervised paraprofessionals serve as a _____________ if qualified.

Interpreter

For older clients with moderate to severe disabilities use _______ to develop social and communicative skills.

Peer Models

T/F It is important to not that behavior is communication, so we need to see it through a lens of what does the child need.

true

Clinician directed intervention includes drill play and cognitive behavioral therapy. T/F

TRUE

When integrating oral and written language you should provide oral and written opportunities for students to practice the forms and functions targeted in intervention. T/F

TRUE

Phonological awareness can be an area to address RTI. T/F

TRUE

When working on vocabulary in literature consider using:

A. Use a visual map for common places

B. Use check list

C. Use predict-o-gram

D. None of the above

C. use predict-o-gram

When choosing words for vocabulary instruction:

A. Eliminates tier-one words

B. Eliminates tier-three words

C. Consider tier-two words

C. Consider tier-two words

When working on word retrieval in primary grades:

A. Use a visual map for common places

B. Use check list

C. Use predict-o-gram

d. None of the above

A. Use a visual map for common places

What scheduling technique varies the amount of time, location and delivery approach for each session?

A. Flexible scheduling

B. Receding scheduling

C. Cycle scheduling

D. Block scheduling

A. Flexible scheduling

The intervention process in the L4L period can either be _________

clinician-directed or child-centered.

The intervention processes in the L4L period --------focuses on phoneme segmentation, combines phonological awareness instruction with letter-sound correspondence and print awareness, and incorporates spelling.

phonological awareness

is an intense schedule for a period of time then reduces direct services while increasing indirect services.

Receding scheduling