CMSD552 - Midterm (Assessment and Intervention in Prelinguistic and Emergent Language Periods)

Fall 2025

approximately what percentage of newborns are considered high risk for developing language disorders?

12%

high risk infants are at increased risk for developing:

language disorders and related developmental delays

early prevention for high risk infants includes:

primary and secondary roles of prevention

common risk factors observed in high risk infants include:

feeding problems, behavioral difficulties, neurological deficits, and hearing problems

what prenatal factor can increase the risk of language disorders?

prematurity

genetic and congenital disorders are considered: 

prenatal risk factors for language disorders

hearing impairment can affect language development because:

it limits the child’s ability to receive auditory input essential for language learning

later identified disorders that can impact language development includes:

autism, specific language disorder, and intellectual disability

Public Law 99-457, also known as the Education of the Handicapped Act Amendments of 1986 (Part H), established:

early identification and intervention services for infants, toddlers, and their families

early intervention services initially authorized under PL 99-457 are now governed by which legislation?

IDEA

what part of IDEA covers early intervention services for infants and toddlers?

Part C

what year did the IDEA reauthorization that continued support for early intervention occur?

2004

the primary focus of early identification under IDEA Part C is:

supporting developmental progress and family involvement for infants and toddlers at risk

Under PL 99-457, all tests and assessment procedures for children must be:

administered in the child’s or parent’s native language or preferred mode of communication

when conducting assessments under PL 99-457, a cultural informant may be used to: 

serve as a translator or provide cultural context

what caution should be taken when interpreting standardized tests under PL 99-457?

result must be interpreted carefully, considering cultural and linguistic background

IDEA Part C requires an Individualized Family Service Plan (IFSP) for children of what age range?

birth to age 3

the purposes of services under IDEA Part C is to: 

optimize the child’s growth and development and optimize the family’s ability to support the child’s needs

the IFSP is developed:

in conjunction with the family

under IDEA Part C, who are considered the primary decision-makers regarding the child’s intervention plan?

family members

the IFSP emphasizes: 

family centered planning and decision making

the IFSP must include objective data regarding the child’s current level of functioning in which areas?

physical (including vision and hearing), cognitive, social/emotional, communicative, and adaptive development

the IFSP must document:

family resources, concerns, and priorities

expected outcomes in an IFSP should be: 

measurable, including pre-literacy and language skills as developmentally appropriate

expected outcomes in an IFSP should be:

measurable, including pre-literacy and language skills as developmentally appropriate

how often must the IFSP be reviewed?

every 6 months

The IFSP must include specific information about services such as:

Frequency, intensity, method, environment, and justification if not in the natural environment

an IFSP must include:

dates for initiation and duration of services, parent signature providing informed consent, service coordinator name, and plan for transition to other services at age 3, beginning 10 months prior to the third birthday

when should planning for the transition to other services begin?

10 months prior to the third birthday, with a meeting no less than 90 days before

standardized assessment of the IFSP observes:

play, daily routines, and communication temptations

what is this an example of?

put the child’s hand in a cold, wet, or sticky substance, such as pudding or paste

communication temptation

in managing infants aged 1–8 months, who is considered the primary provider of services?

family members

why is family involvement critical in the management of infants 1–8 months old?

families provide continuous, natural opportunities for learning and development

the clinician’s role in early intervention can best be described as:

supporting, coaching, and guiding the family in implementing strategies

parents can encourage infant vocalizations by:

imitating the child’s spontaneous productions

greeting the child and saying good-bye helps: 

promote social routines and early communication

what can initiate a vocalization in infants?

rattles, tickling games, or mirrors

parentese

speaking to infants in a high-pitched, exaggerated, and slower speech style

how often should at-risk children have their hearing evaluated?

every 3 - 4 months

monitor hearing in at-risk children should include:

monitoring ear infections, colds, and allergies

when might advocating for ear tubes be appropriate?

if the child has recurrent ear infections affecting hearing

when coaching parents in infant-parent interactions, clinicians should:

praise parents for their attempts and efforts

positive infant-parent interactions are best when they are:

pleasurable and enjoyable

clinicians should respond to:

the child’s readiness cues for interaction

effective infant parent interactions include: 

acceptance of the child’s style and temperament

key components of interaction that support language development include:

reciprocity between parent and child, appropriate use of toys and activities, and language stimulation and responsiveness

scaffolding in infant parent interactions refers to:

supporting and encouraging the child’s attempts at interaction and joint attention

the focus of family centered approach to service delivery emphasizes: 

client responsibility for acquisition of competencies necessary to solve problems, meet needs, realize personal projects or otherwise attain goals

what is the main responsibility of the interventionist?

help family members help themselves by helping them become positive solvers with needed competencies, thus the family is enabled and empowered

for slow talkers who have no additional risk factors, direct intervention is often:

not necessary

what is the recommended approach for late talkers without other risk factors?

instructing parents to act as language facilitators

parent facilitation strategies for late talkers aim to:

increase vocabulary and multiword productions

why might direct intervention not be necessary for slow talkers without other risk factors?

they typically outgrow the delay with parent support and natural language exposure

at 18–24 months, children typically comprehend how many words of each sentence they hear?

2 - 3 words

the number of words toddlers understand at 18 - 24 months is generally:

about the same as the number they produce

how do toddlers comprehend longer sentences before fully understanding them?

by using nonlinguistic cues such as gestures and context

at 24–36 months, the majority of children understand sentences of how many words?

3 word sentences

a child’s developmental level should be consistent with:

symbolic communication

during the assessment of play there is a relationship between cognition and…

language

local homologies

specific relationships that occur at certain points in development

first word stage

strong relationship between labeling objects and using objects for conventional purposes

two word stage

strong relationship between combining words and producing a series of gestures

if a cognitive skill is present in a child, what can be assumed about the related language skill?

the language skill that usually appears with it is within the child’s ZPD

if a cognitive skill is present but the associated language skill is not, the clinician should:

facilitate development of both the language and the cognitive skill

the concept of ZPD implies: 

children can perform tasks just beyond their current independent ability with appropriate guidance

presymbolic play schemes are typically observed in children under:

18 months

autosymbolic schemes, in which children use objects or themselves symbolically, are usually seen at:

18 - 24 months

single scheme symbolic games are characteristic of which age range?

18 - 24 months

combinatorial symbolic games, which include single-scheme and multi-scheme combinations, are usually seen at:

24 - 36 months

hierarchical pretend play, including single-act and multi-scheme symbolic acts, emerges around:

24 - 36 months

multi-scheme symbolic acts refer to:

combining multiple actions or schemes to create a pretend scenario

the highest spontaneous level of play equals

the current level of symbolic behavior