CH 3 Language Development in Children Review

1.A child says, “Red crayon.” This is an example of which type of semantic relations?

1. Attribute + entity

2. Action + locative

3. Agent + action

4. Attribute + locative

-

2.You have been asked to give a workshop to a group of parents of infants who attend a developmental nursery. The parents are interested in what they can do to communicate more successfully with their infants. Most of the infants are between 1 and 10 months of age. Most of the parents do not have much money or access to toys and objects, but you are told that they do spend plenty of time with their babies. You are asked to speak about what specifically these parents can do to successfully interact with their infants in daily routines, such as bathing, dressing, and eating. You will tell these parents which of the following?

1. When your baby starts to cry, let him do so for 5-10 minutes before you respond; this will teach the baby independence and motivate him to express himself in words later on (instead of crying)

2. Ideally, speak to the baby in utterances (child-directed speech) that are higher pitched and have greater pitch fluctuations than ordinary speech

3. Babies do not benefit from activities used to build turn-taking skills until they are 2 years old, so do not bother with games that focus on turn-taking

4. Babies do not usually say their first word until 18 months of age, so do not worry if your child is 12 months old and not saying any words

-

3.A child using recurrence would say which of the following? 

1. “Face dirty”

2. “All gone juice”

3. “More cookies”

4. “Doll mine”

-

4.An example of a sentence using an embedded form would be which of the following? 

1. The boy who got a haircut looks nice

2. The girl ate a cookie, three crackers, and some fruit

3. Mom and Dad are going to the store to buy some groceries

4. Because he was on time, they were happy with him.

-

5.A mother comes to you, concerned because her son Jake was born prematurely and had to spend the first few months of his life in a neonatal intensive care unit. Now Jake is 9 months old, and his mother wants to make sure that his language development is “on target for his age.” You go to Jake’s home to observe him, and you also ask his mother to give you a detailed description of his communication patterns. As you evaluate Jake’s language development, you need to remember that one of the following does NOT occur between 8 and 10 months of age in the typically developing child. Which one is it? 

1. Comprehension of no

2. Using the phrase “all gone” to express emerging negation 

3. Using variegated blabbing ( ex madamada)

4. Uncovering a hidden toy (beginning of object permanence)

-

6.You are conducting an assessment with an incoming kindergartener, Jason E., who has difficulty with word éndings. Specifically, he tends to omit endings like —est (saying “sad” instead of “saddest”), —ily (saying “angry” instead of “angrily”), etc. He is having difficulty with which specific aspect of language?

1. Syntax

2. Pragmatics

3. Semantics

4. Morphology

-

7.A 7year-old girl, Ashton, is referred to you by her second-grade classroom teacher, Mr. Alvarez. Mr. Alvarez says that Ashton “doesn’t always get along with her peers” and “doesn’t know how to hold a decent conversation.” You assess Ashton personally and also observe her on the playground during recess and in the cafeteria at lunch-time. You see that Mr. Alvarez is right. Ashton has difficulty in conversational exchanges with her peers, and they frequently ignore her. You notice that when talking to you, she seems uncomfortable and doesn’t say much, even when you use a variety of interesting games and toys. In therapy, your first priority with Ashton will be to  

1. teach her the appropriate use of compound and complex sentences in appropriate contexts

2. teach her the appropriate use of allomorphs when presented with pictures of different people and activities

3. increase her skills in quick incidental learning so that she can expand her vocabulary

4. increase her skills in discourse

-

8.You observe a clinician working with a child who has a language impairment. They are making cookies together, and the clinician is saying things like “Look, the dough goes in the bowl; the spoon is beside the bowl. We will set the bowl on top of the counter, and then make the cookies. We'll put them in the oven and take them out when they are done.” The clinician is working on developing the child’s-skill in the area of understanding 

1. Indirect requests

2. Locatives

3. Pragmatics

4. Gerunds

-

9.A 5-year-old child has been referred to you for a language assessment. There is a concern about his expressive language skills, and you decide to gather a language sample to assess expressive morphology and syntax. At one point, when looking at a book, the child points to a book character and says, “Him no eat cookies.” This is an example of 

1. four words, five morphemes, personal pronoun + one negative + one verb + plural noun

2. four words, six morphemes, modal + one negative + one verb + one auxiliary

3. four words, four morphemes, personal pronoun + one copula + one negative + one noun

4. four words, five morphemes, negative + one personal pronoun + one copula

-

10.Which one of the following Piagetian stages, which include object permanence, corresponds with the emer-gence of a typically developing child’s first word? 

1. Preoperational

2. Formal operations

3. Sensimotor

4. Concrete operations

-

11.Which one of the following is NOT a goal of the Common Core State Standards? 

1. To create globally competitive citizens in the 21st century

2. To prepare students for college

3. To ensure that all students speak at least two languages so they become more competent global citizens 

4. To help students become responsible citizens who use evidence for deliberation

-

12.A fourth-grade child, Alex, has been referred to you for language testing by his teacher. His parents are concerned and upset with the teacher because they feel that Alex needs more help in reading and writing skills than he is receiving. They tell you that the math and science homework assignments are too difficult for him, and they feel that the fourth-grade teacher is making unreasonable demands. You find out that Alex did not attend pre-school, and even in kindergarten, the teacher wrote on his first-trimester progress report that he “began school not knowing basic concepts; he didn’t talk as much as the other children either.” You will tell Alex’s parents that 

1. the teacher really is being unreasonable and demanding too much.

2. Alex definitely has a language delay and needs therapy

3. you would like to conduct an assessment of language skills in a variety of domains to see whether he needs support services in oral and written language

4. Alex definitely needs a psychological evaluation to see if he has an intellectual disability

-

13.You are asked to assess Tina, who has Down syndrome. She is 4 years 10 months old, and her parents tell you that they wish for her to begin kindergarten in the fall (it is July, and school begins in September). You assess Tina’s receptive and expressive language skills and find that she has an average MLU of 3.0 and an expressive vocabulary of 350 words. She sustains a topic of conversation about 20% of the time and overregularizes past-tense inflections. You will tell Tina’s parents that 

1. Tina’s overall language skills are very generally within normal limits for her age.

2. though Tina’s language skills are approximately 6 months delayed for her age, she will be able to participate in a regular kindergarten classroom.

3. Their language skills are generally commensurate with those of a 2- to 3-year-old child and starting kindergarten in the fall would probably be difficult for them

4. Tina’s language skills are generally commensurate with those of a 1-year-old, and, thus, she needs to be in a preschool setting with very young children.

-

14.You are observing a clinician in a private practice setting. He specializes in child language disorders and serves élementary-age children from a variety of local public schools. When you observe this clinician doing therapy, you see that he has a well-structured reward system for each child. Some children receive a fruit loop for each correct response they make; others work to earn stickers and even small toys. This clinician has written down each specific behavior that he wishes to elicit from each child, with a percentage of accuracy attached. For example, an objective for one child reads, “When presented with a picture of two or more objects, Jimmy will label the picture using plural —s 80% of the time.” This clinician probably subscribes to which theory of child language development? 

1. Information processing

2. Behaviorist

3. Social interactionist

4. Government binding

-

15.You are asked to work with a 3-and-a-half-year-old child whose language has been somewhat slow to develop. Matthew is the youngest of four children, and his parents tell you that his older siblings often talk for him. After assessing Matthew’s language, you find that he consistently uses the following morphemes: present progressive —ing, prepositions in and on, and regular plural —s. His parents would like to enroll him for therapy because they want him to go to a local preschool, and they want him to “sound like the other kids and have good grammar.” Which of the following morphemes would you begin with when Matthew starts therapy? 

1. Possessive -s

2. Irregular past-tense verbs

3. Articles the, an, a

4. Contractile auxiliary

-

16.A first-grade teacher refers 6-year-old Mandy to you for an assessment. The teacher is concerned, because reportedly Mandy has problems with remembering what she hears. The teacher tells you, “Sometimes I have to give the children three or four directions, and I have to do it quickly because we have to go some-where, like an assembly. Mandy is the only one in my class who doesn’t remember what I tell the kids to do.” Based on this brief description, you suspect that Mandy might have difficulties in which of the follow-ing areas?

1. Temporal auditory processing

2. Divergent semantic production

3. Phonological processing

4. Convergent semantic production

-

17.A young child who says “down” when a cup ofj uice spills off of the dinner table is using the relation of 

1. Action

2. Possession

3. Locative action

4. Attribution

-

18.A child has been referred to you for an assessment of his pragmatic skills. The chief complaint of adults and children with whom he interacts is that he frequently gives commands and sounds rude and bossy. His classroom teacher says she is “fed up with his bossiness,” and peers do not include him in their games. His father tells you that the boy frequently says things like “Take me to Pizza Palace” and “Get me the Spiderman DVD.” The father would like intervention to help his son say things like “I wonder if we could get a Spider-man DVD at the store,” instead of giving orders. In therapy, you know you will need to work on the boy’s facility with 

1. Passive sentence transformations

2. Cohesion

3. Narrative skills

4. Indirect requests

-

19.A young child who often says things like “my doggy” or “her ball” is using the relation of 

1. Recurrence

2. Possession

3. Location

4. Denial

-

20.You have been asked to assess the language skills of 6-year-old Jennifer, who has been referred by her class-room teacher. The teacher says that Jennifer “talks in these really short sentences. I don’t know if she is just shy or if there is more going on.” The teacher has worked on oral language skills daily with her class. The end of the year is coming soon, and the teacher is concerned about how Jennifer will perform in second grade. You decide to conduct an informal language screening to decide whether you need to formally evalu-ate Jennifer’s expressive language skills. You find that she uses many sentences, such as “He has a ball” and “I like Pokémon.” She uses few compound or complex sentences. You talk with her parents and find that this performance is also typical at home. Your next step would be to 

1. tell the teacher and parents that Jennifer is within normal limits for her age, and that a formal language evaluation is unnecessary

2. inform the teacher and parents that Jennifer may have autistic-like tendencies and that she needs to be formally evaluated by a team of special educators

3. tell the teacher and parents that you will take a “wait and see” approach. If the second-grade teacher has concerns similar to those of the first-grade teacher, you will follow up with a formal evaluation of Jennifer’s language skills

4. tell the teacher and parents that you would like to formally evaluate Jennifer’s language skills because at 6 years of age, she should have an average MLU of 6.0-8.0, and her language should approximate the adult model. 

-

21.In order to begin producing two-word combinations, how many words does a toddler need to have in his expressive vocabulary? 

1. 50

2. 20

3. 100

4. 10

-

22.A baby, Jason, is looking at the family cat. His grandma sees him looking at the cat and directs her gaze toward the cat, also. She prepares to comment about the cat. Jason’s grandma is 

1. Using presupposition

2. Following Jason’s line of regard

3. Intuiting Jason’s thoughts about felines

4. Preparing to use a holophrase

-