ILTS SLP: nonteaching practice test (232)

which of the following developmental theories asserts that language acquisition results from intellectual maturation?

a. cognitive approach

b. linguistic approach

c. behavior approach

d. social interactionist approach

a. cognitive approach

accoring to Jean Piaget's theory, cognitive maturation occurs sequentially and directly influences language development. Language development results from cognitive maturation and environmental experiences and is not regarded as a separate faculty.

By the age of 24 months, children who are typically developing are most likely to produce which of the following utterances?

a. "i'm eating"

b. "dog bowl"

c. "cats playing"

d. "it's on the table"

b. "dog bowl"

According to brown's stages of syntactic and mophological development, 24-month-old children are expected to have a MLU of approximately 1.75 with a range of 1.0-2.0 morphemes. In Brown's stage I, children produce several sentence types as they acquire more language, such as possessor + possession, but have not yet acquired more complex grammatical structures.

A 3rd grade teacher reports that a student who is an ELL closely observes students in the classroom but infrequently engages in using language. Which of the following 2nd language processes is the student most likely demonstrating?

a. losing language skills in the primary language

b. switching between the 1st and 2nd language in a single utterance

c. focusing on listening and comprehending in the 2nd language

d. producing errors in English due to the influence of the 1st language

c. focusing on listening and comprehending in the 2nd language

children who are acquiring language frequently undergo typical processes of 2nd language acquisition. During the silent period of 2nd language acquisition, children are likely to appear quiet since they are focusing on listening and comprehending the 2nd or new language.

A child's rate of language development is most likely to be influenced by which of the following factors?

a. median household income

b. dialect difference

c. underlying temperament

d. exposure to language

d. exposure to language

Research indicated that a child's language experiences greatly influence language and literacy development.

Use the information below to answer the following question.

spontaneous language sample:

C she me hit.

C He is a puppy very cute.

C Is rainy today.

C where you go?

A SLP collects a spontaneous language sample from a 2nd ELL. Based on the language sample, which of the following typical 2nd language processes is the student most likely demonstrating?

a. difficulty with word order and auxiliary verbs

b. omission of morphological markers and articles

c. substitution of pronouns and misuse of prepositions

d. addition of multipurpose verbs and plural forms

a. difficulty with word order and auxiliary verbs

ELLs demonstrate a few typical 2nd language processes, which are directly influenced by the structure of their primary language. In the sample, the student demonstrates English errors/processes impacting syntax production, especially word order and auxiliary verbs. This is most likely attributed to 1st language transfer to english and would be considered a language difference, not a language disorder.

In the pre-phonemic stage of writing development, which of the following strategies is a child most likely to use to communicate a message?

a. representing words using initial consonants

b. drawing pictures and symbols

c. using letters to represent every speech sound

d. recalling orthographic patterns of words

b. drawing pictures and symbols

in the pre-phonemic stage of writing development, children have emerging knowledge of the alphabet but have yet to develop knowledge of sound-symbol correspondence. Therefore, children use symbols and illustrations to convey a message or tell a story.

which of the following anatomical structures converts sound energy into a chemical-electrical singal that is transmitted to the brain?

a. auditory nerve

b. tympanic membrane

c. cochlea

d. stapes

c. cochlea

the cochlea is part of the inner ear and is fluid-filled structure with mechanical receptors called hair cells on the inside. The hair cells convert movement into chemical-eletrical signals, which are transmitted to the brain by the auditory nerve.

An increase in subglottal pressure is most likely to alter which of the following vocal characteristics?

a. vocal resonance

b. vocal fold adduction

c. vocal pitch

d. vocal intensity

d. vocal intensity

When subglottal air pressure is increased, either through muscular force or air pressure from the lungs, vocal intensity ot loudness increases proportionally. Vocal intensity is directly related to vocal fold excursion and overall air displacement.

which of the following descriptions best illustrates the function of the angular gyrus?

a. associating words with auditory, sensory, and visual info

b. using words accurately and fluently to articulate thoughts and ideas

c. processing and comprehending words and language

d. transferring language info between cortical hemispheres

a. associating words with auditory, sensory, and visual info

The angular gyrus is in close proximation to the parietal, occipital, and temporal lobes of the brain, allowing individuals to associate words with auditory, visual, and sensory info.

which of the following variables is used to measure vocal pitch?

a. muscular force of the vocal folds

b. vocal fold vibratory cycles per second

c. amplitude of vocal fold vibrations

d. vocal fold subharmonics in a waveform

b. vocal fold vibratory cycles per second

The frequency at which the VFs open and close is acoustically perceived as vocal pitch. Vocal frequency or pitch is measures in Hz and describes the number of VF vibrations or cycles per second.

In the early stages of morphological development, children are most likely to learn morphological forms through which of the following means?

a. repeating specific morphological forms

b. applying morphological rules systematically

c. connecting morphemes to specific lexical forms

d. developing a metalinguistic awareness of morphological forms

c. connecting morphemes to specific lexical forms

In the earliest stages of morphological devlopment, children produce grammatical morphemes for specific lexical forms. For example, children are likely to produce the word running before generalizing the morpheme -ing to other words. Children internalize and generalize morphological rules as their lexicon and ability to apply more complex semantic and syntactic forms increase.

Jaime will independently program key vocab in her AAC device in 8/10 opportunities.

The student's language goal is most likely to promote which of the following skills?

a. social communication for interaction

b. variability of linguistic production

c. grammatical competence

d. self-determination of language use

d. self-determination of language use

The goal promotes independent decision making about the language that is added to the augmentative and alternative communication (AAC) device and shifts programming responsibility to the student. Thus, the language goal is promoting the student's self-determination.

working memory has which of the following functions in facilitating language comprehension?

a. processing and storing info

b. organizing and retrieving info

c. thinking flexibly and critically about info

d. parsing and prioritizing info

a. processing and storing info

Working memory is an executive function skill with 2 independent functions: storage and processing info. Working memory allows an individual to momentarily store, process, and organize new language info for long-term memory storage. Workking memory is integral to language learning and is predicitive of vocab skills, sentence comprehension, grammatical accuracy, and literacy acquisition.

which of the following students is demonstrating strengths in the executive function skill of inhibition?

a. a student who anticipates and sequences activities in the daily school routine

b. a student who waits for an opportunity to interject with a comment

c. a student who determines group member roles for a project through discussion

d. a student who self-corrects writing errors when editing an essay

b. a student who waits for an opportunity to interject with a comment

Inhibition is the ability to consciously decide to defer a behavioral response and is considered a developmental executive function skill. A student who defers a response in anticipation of an opportunity to interject is demonstrating inhibition.

which of the following actions is most consistent with a child who is developing gestural communication intention?

a. turn-taking within familiar behavioral routines

b. showing an object without referencing the listener

c. vocalizing to obtain a desired object

d. attending to a speaker visually when addressed

b. showing an object without referencing the listener

communicating intention through gestures is an early developing social cognitive skill in which children use gestures, vocalizations, or both to communicate intentions. During this stage of development, children will show or point to objects without directly referencing the listener, demonstrating an intention to share attention and this communicate with the listener.

which of the following students demonstrates strengths in social cognition?

a. after observing a peer's facial expression, a student quietly asks, "whats wrong?"

b. a student observes body proximity rules when engaging with peers during a group activity

c. after listening to directions , a student completes an assignment without difficulty

d. a student appropriately greets other students in the hallway between class transitions

a. after observing a peer's facial expression, a student quietly asks, "whats wrong?"

Social cognition is a subskill of social communication that relates to an individual's ability to interpret and apply social info. Theory of mind, perspective taking, emotional competence, executive function, joint referencing, inferencing, and presupposition are all examples of social cognition. The ability to interpret facial expressions and inquire about the thoughts of others demonstrates emotional understanding and perspective taking.

Use the info below to answer the question.

spontaneous speech sample:

C I want two car.

C They going really fast. Vroom!

C They dont have no more gas.

C Stop! Move out of the way!

C They broken but he gonna fix them.

After analyzing a kindergarten student's spontaneous speech sample, which of the following actions would be most appropriate for the SLP to take next?

a. requesting that an interpreter interacts with the student while playing.

b. contacting the student's guardian's to communicate concerns.

c. referring the student for a speech and language eval

d. determining the student's linguistic and cultural background

d. determining the student's linguistic and cultural background

The cultural and linguistic background of a student is likely to influence aspects of language production, such as morphology and syntax. When language processes are evident, it is important to delineate language disorders from language differences, such as dialect and patterns of 2nd language acquistion.

Culture is most likely to influence which of the following aspects of language?

a. grammatical production

b. syntactic processing

c. social interaction

d. semantic understanding

c. social interaction

Cultural norms greatly influence social interactions in several ways, including gender communication differences, linguistic politness, prosocial behavior, speech styles and context, social reasoning, and power relationships between communication partners. cultural beliefs and values affect the ways in which individuals interact socially with one another, in groups, and within communities.

while working on a class project, an 11th grade student clarifies an explanation after realizing that members of the group were confused. Which of the following skills is the student most clearly demonstrating?

a. language processing and expressive language

b. language sequencing and cognitive manipulation

c. verbal memory and immediate recall

d. executive function and pragmatic language

d. executive function and pragmatic language

Pragmatic competence is a dynamic process that requires the complex integration of linguistic and cognitive resources, namely language and executive function skills. During communication exchange, the speaker must monitor the comprehension of the listener, perceive the listener's perspective, and respond to the listener to clarify the message accordingly.

when reviewing a developmental profile completed by the parents/guardian of an incoming preschool student, which of the following statements is most likely to be considered an indicator for possible language delay?

a. "joey likes to observe everything around him, especially other kids"

b. "joey doesn't talk like his older brother did at this age"

c. "joey is a really picky eater, but he will eat most fruits"

d. "joey will sit down and cry when he doesn't get what he wants"

b. "joey doesn't talk like his older brother did at this age"

research indicates that parent/guardian reports are reliable indicators of language disorders, especially when comparing the child's communication to that of peers and/or siblings who are typically developing at the same age.

Which of the following factors would most directly impact a child's ability to acquire literacy skills?

a. speech sound distortions

b. unfamiliarity with english dialect

c. familial hx of reading difficulty

d. delayed language development

d. delayed language development

There are several factors that place children at risk for developing difficulties w/ literacy acquisition such as limited exposure to language models, hearing status, and receptive and expressive language delays. Children w/ delayed language development are far more likely to present with language impairment in literacy as well as other academic areas.

which of the following reasons best illustrates the primary purpose of early childhood preschool screenings?

a. classify children w/ disabilities earlier

b. referring children for special education evals

c. identifying children who require additional supports

d. estimating children's academic achievement

c. identifying children who require additional supports

Early childhood preschool screenings informally assess a child's development in many areas, such as fine and gross motor abilities, concept knowledge, speech and language, and vision and hearing. The primary purpose of early childhood preschool screenings is to identify who require additional supports or intervention

When developing a communication questionnaire for the guardians of preschoolers, which of the following questions is most likely to accurately account for a child's language abilities?

a. at what age did your child first begin using words?

b. how many words would you estimate your child uses?

c. How often do you read w/ your child at home?

d. what are your concerns about your child's communication?

d. what are your concerns about your child's communication?

Family engagement is a critical component of the screening process, especially since guardians are the experts on their child's development, strengths, and needs. Furthermore the concerns of guardians have been shown to be most predictive of speech and/or language delay/impairment.

The MTSS/RtI approach targeting specific skills in short durations would be most appropriate for which of the following students?

a. a student who consistently substitutes /w/ for /r/ and /j/ for /l/

b. a student with reading difficulty due to weakness in phonological awareness

c. a student who struggles w/ morphological markers and grammar

d. a student w/ poor social language skills impacting peer relationships

a. a student who consistently substitutes /w/ for /r/ and /j/ for /l/

The MTSS/RtI is a framework of intervention that provides students with increasingly intensive supports as needed. secondary or targeted interventions are most appropriate for students who are likely to make rapid progress given focused, small group intervention. Students with one or two sound errors are likely to make progress given short durations of focused intervention.

an SLP providing universal language intervention using MTSS/RtI is most likely to participate in which of the following activities.

a. obtaining consent to conduct formal language screenings

b. providing small group instruction outside of the classroom

c. assisting w/ differentiated instruction in an inclusion classroom

d. developing an intervention plan w/ the special education teacher

c. assisting w/ differentiated instruction in an inclusion classroom

Universal interventions using MTSS/RtI are preventative and proactive interventions focusing on a student's progress toward state learning standards. SLPs are likely to collaborate with general education teachers to develop differentiated instruction within the inclusion setting.

which of the following profiles is most consistent with a phonological delay?

a. a child w/ speech sequencing difficulties due to apraxia of speech

b. a child with pressure equalization tubes due to recurrent otitis media

c. a child whose speech sound distortions persist after age 7

d. a child with cerebral palsy who was born prematurely at 30 week gestation

b. a child with pressure equalization tubes due to recurrent otitis media

children w/ otitis media frequently experience phonological delays but given effective intervention they are likely to achieve typical speech sound production. once a conductive hearing loss is resolved children are likely to acquire speech sounds in a typical sequence that is later in comparison to developmental norms

which of the following factors should be considered first when assessing the speech sound production of students with congenital disorders?

a. stimulability for speech sounds

b. results of hearing exam

c. impact of physiological difference

d. spontaneous speech sound inventory

b. results of hearing exam

determining sensory/perceptual abilities is a critical first step in the eval process, especially since hearing loss negatively impacts speech and language development. Sensory/perceptual and motor/neurological abilities and structural integrity of the speech mechanism are all biological foundations for communication, and any differences in these are likely to result in an organic speech sound disorder. additionally audiometric eval results are likely to inform the eval process.

which of the following guardian reports is consistent w/ a fluency disorder?

a. "he repeats words a lot when he is talking"

b. "when she is talking , she frequently says um"

c. " he will frequently restate a phrase when he is excited

d. " when she is talking , sometimes she stops and cant make sounds"

d. " when she is talking , sometimes she stops and cant make sounds"

This report is most indicative of an aytipical disfluency since the guardian is describing the stuttering like fluency referred to as blocks. When children experience blocks they demonstrate an inability to initiate sounds, which is perceived as a prolonged hesitation while speaking.

A tenth grade student with vocal breathiness and hoarseness was recently diagnosed with bilateral vocal cord nodules. The student's vocal cord nodules are most likely due to?

a. chronic vocal abuse

b. over recruitment of laryngeal muscles

c. a hx of recurrent viral infections

d. a progressive neurological disease

a. chronic vocal abuse

chronic vocal abuse such as yelling, overuse, and throat clearing, can result in callus-like growths on the vocal folds known as vocal cord nodules.

A 10th grade student presents with harsh vocal quality and vocal fatigue. Which of the following reasons would best account for the student's vocal quality?

a. incomplete VF adduction

b. insufficient VF abduction

c. unilateral VF weakness

d. VF hyperadduction

d. VF hyperadduction

excessive laryngeal tension causes the VFs to squeeze together and cause VF hyperadduction. The tension impacts the function and effectiveness of the VFs and typically results in harsh vocal quality and vocal fatigue.

A 3rd grade student with a language impairment has difficulty identifying and self correcting grammatical errors. The student is most likely to require support with which of the following classroom activities?

a. sorting vocab words into categories

b. sharing background knowledge with a peer

c. working collaboratively in a small group

d. using a checklist to edit written work

d. using a checklist to edit written work

because editing requires matelinguistic awareness of writing form and content as well as knowledge and use of grammatical structures a student who has difficulty with these skills would require additional support. A checklist is unlikely to promote a student's editing abilities especially if they struggle to identify grammatical errors.

An SLP observes a kindergarten student in the general edu classroom who is having difficulty acquiring grade level literacy skills. the student demonstrates age-appropriate speech sound acquisition skills but struggles to identify the beginning, middle, and ending sounds in CVC words. The student is demonstrating difficulties with which of the following aspects of language?

a. phonological memory

b. phonics knowledge

c. phonemic awareness

d. phonological retrieval

c. phonemic awareness

phonemic awareness is the ability to identify and manipulate individual sounds in spoken words and is a skill subset of phonological awareness. identifying initial, medial, and final sounds in spoken words requires phonemic awareness.

a 4th grade student with a language impairment impacting semantic knowledge would most likely experiences difficulties with which of the following literacy skills?

a. reading comprehension

b. decoding words phonetically

c. reading fluency

d. orthographic processing

a. reading comprehension

students w/ semantic language impairment are likely to experience reading comprehension difficulties since they do not have the prerequisite oral vocab skills to understand content-area or grade level texts. vocab knowledge is critical for understanding the meaning of words within texts as well as activating and building background knowledge to make connections to the text.

students with ADHD frequently demonstrate difficulty with pragmatic language for which of the following reasons?

a. underlying difference between receptive and expressive language skills

b. decreased observation and application of social communication behaviors

c. delayed auditory processing of syntactically complex spoken language

d. inability to develop and maintain interpersonal relationships with others

b. decreased observation and application of social communication behaviors

Students with ADHD frequently demonstrate difficulty with pragmatic language bc they struggle to attend to and apply socially appropriate behaviors. in comparison to peers who are developing typically, students with ADHD are more likely to demonstrate difficulties with pragmatic language.

A 7th grade student with social language impairment would most likely require additional supports in which of the following aspects of oral narrative language?

a. using casual and temporal conjunctions

b. producing elaborated noun phrases

c. sequencing a series of actions or events

d. identifying the internal responses of characters

d. identifying the internal responses of characters

In comparison to students who are typically developing, students with social language impairment produce fewer emotion verbs, such as know, think, and believe, due to difficulty with social cognition. Identifying the internal responses of characters is a social cognitive task that draws upon perspective taking and inferencing.

A preschool student w/ complex communication needs secondary to an intellectual disability would most likely require intervention to develop which of the following skills?

a. making decisions and engaging in social activities

b. comprehending multistep directions and indirect requests

c. responding to salient and inferential questions after a read-aloud activity

d. producing grammatically complex sentences and questions

a. making decisions and engaging in social activities

Students with complex communication needs require significant support to effectively communicate their needs. Speech and lang intervention would typically focus on functional communication skills to promote student's ability to participate meaningfully in their environment; develop and increase independence and autonomy; and communicate choices, needs, and preferences.

a 10th grade student w/ a TBI has difficulty processing verbal info and inhibiting behavior. The student would most likely require scaffolding to participate in which of the following language-based activities?

a. reading the directions to complete a homework activity

b. collaborating w/ a group of peers on a class project

c. responding to a question on a written assessment

d. sharing a personal narrative w/ a peer during lunch

b. collaborating w/ a group of peers on a class project

collaborating with peers to complete an assignment requires complex integration of social communication skills, including social interaction, social cognition, pragmatic language, and language processing. A student who has difficulties with these skills is likely to experience considerable difficulty participating in a group activity.

which of the following tests is used to distinguish between conductive and sensorineural hearing loss?

a. speech recognition threshold

b. auditory brainstem response

c. air and bone conduction

d. otocoustic emissions

c. air and bone conduction

On an audiogram, the air-bone gap is the difference between the air conduction and bone conduction test. When a gap exists between air and bone conduction, this is indicative of an outer or middle ear problem.

A prekindergarten student with a conductive hearing loss would have the most difficulty participating in which of the following activities?

a. imaginative play

b. group learning center w/ peers

c. structured games during recess

d. recognizing patterns using blocks

b. group learning center w/ peers

a student with a conductive hearing loss is going to experience the most difficulty with speech activities, such as group activity with peers. Since the outer and middle ear are not able to effectively amplify sound signals, a student with a conductive hearing loss typically cannot hear sounds until they reach 30-40 dBs or louder. A student with conductive hearing loss is likely to detect speech but will have difficulty differentiating words and sounds; understanding speech w/ competing noise and hearing subtle aspects of language such as morphological markers.

a 3rd grade student with cochlear implants hears speech through which of the following processes?

a. sounds are converted into electrical signals and transmitted to the auditory nerve.

b. sounds are collected and amplified. and then transmitted through the ear canal.

c. sounds are conducted directly to the cochlea through bone conduction

d. sounds are transmitted though a frequency modulation signal directly to a reciever

a. sounds are converted into electrical signals and transmitted to the auditory nerve.

cochlear implants are digital signal processing devices that convert sounds into digital signals that are transmitted to electrodes in the inner ear. The electrodes deliver electrical stimulation to the auditory nerve, sending signals to the brain that are interpreted as sounds.

students with hearing loss frequently benefit from FM/DM systems for which of the following reasons?

a. they reduce noise reverberation in the classroom

b. they amplify speech around the entire classroom

c. they equalize the signal to noise ratio

d. they improve signal access in a noisy environment

d. they improve signal access in a noisy environment

An FM/DM system reduces the adverse impact of poor room acoustics by providing the student with continuous access to the teacher's voice, in addition to amplifying the signal over background classroom noise.

an SLP targets interpretation of visual cues during social interactions with a small group of 4th-grade students with hearing impairments. which of the following skills are the students most likely to develop?

a. increasing the ability to identify and discriminate between speech sounds

b. developing self-determination skills to advocate for communication needs

c. attending to nonverbal communication to accurately interpret a speaker's message

d. improving the accuracy of speech sound production to increase overall intelligibility

c. attending to nonverbal communication to accurately interpret a speaker's massage

For students with hearing impairments, nonverbal cues are especially important bc they provide info about the speakers message, communication intent, and additional clues to reinforce comprehension

A child with low muscle tone is most likely to demonstrate which of the following characteristics of speech production?

a. rapid rate of speech

b. harsh vocal quality

c. limited range of motion

d. imprecise articulation

d. imprecise articulation

children with low muscle tone present with weakness and decreased muscle tone, resulting in several perceptual characteristics, such as hypernasality, imprecise consonant production, breathy vocal quality, and nasal emissions.

which of the following speech production characteristics is most consistent with ataxic dysarthria?

a. irregular and inconsistent syllable duration

b. frequent consonant substitutions and additions

c. rapid rate and imprecise consonant production

d. increased articulatory effort resulting in fatigue

a. irregular and inconsistent syllable duration

ataxic dysarthria is associated with cerebellar dysfunction. speech characteristics commonly associated with ataxic dysarthria are imprecise and prolonged consonant production, irregular articulatory breakdowns, distorted vowel production, slow rate of speech, and harsh and mono pitch vocal quality.

which of the following utterances is most consistent with an eleventh grade student who is experiencing lexical anomia as a result of a TBI?

a. "who wants to be the leaker of the group?"

b. "don't you see the... thing... up there?"

c. "I was with the math to play upwards."

d. "my cat... I mean my dog pepper."

b. "don't you see the... thing... up there?"

anomia occurs when language areas of the brain are damaged following injuries such as a TBI. anomia is broadly characterized by word retrieval deficits, whereas lexical anomia specifically refers to difficulties associated with naming objects, places, or a person's name.

students with apraxia of speech are most likely to experience difficulty with which of the following aspects of speech production?

a. neuromuscular execution

b. linguistic formulation

c. neurological planning

d. motor production

c. neurological planning

AOS is a motor speech disorder characterized by deficits in oral motor planning and/or programming resulting in inconsistent errors, irregular co-articulatory transition, and inappropriate prosody.

a student with dyskinetic CP is most likely to evidence dysphagia for which of the following reasons?

a. variable muscle tone and involuntary movements

b. oromotor weakness and absent laryngeal elevation

c. unilateral weakness with decreased airway protection

d. reduced lingual elevation and coordination

a. variable muscle tone and involuntary movements

dyskinetic CP is a sub-classification of CP that is characterized by uncontrollable gross and fine motor movements. Children with CP demonstrate varying ranges of dysphagia severity that are attributed to neurological neuromuscular differences.

a student with oral dysphagia secondary to neuromuscular hypotonicity is most likely to demonstrate which of the following dysphagia symptoms?

a. absent laryngeal elevation during the swallow

b. delayed swallow initiation with coughing

c. regurgitation of food after the swallow

d. diffuse lingual residue with increased transit time

d. diffuse lingual residue with increase transit time

a student with dysphagia in the oral phase of the swallow is most likely to demonstrate diffuse lingual residue with increase transit time. in the oral phase of the swallow, food is manipulated and transferred posteriorly in the mouth.

the primary purpose of the basal rule when administering a standardized assessment is to:

a. indicate the point at which additional correct responses are unlikely

b. establish a starting point to decrease the total items administered

c. signal developmentally appropriate skills based on the chronological age

d. minimize frustration by limiting the number of developmentally complex forms

b. establish a starting point to decrease the total items administered

the purpose of the basal rule is to reduce testing time by starting with an item that is appropriate to the student rather than administering every item on the test.

which of the following descriptions best illustrates the importance of the confidence interval when scoring a standardized norm referenced assessment?

a. the confidence interval describes the students standard score with accuracy

b. the confidence interval indicates the range within which the students true score would most likely lies

c. the confidence interval eliminated the amount of measurement error in the students raw score

d. the confidence interval relates the student's performance to the sampled population

b. the confidence interval indicates the range within which the students true score would most likely lies

The confidence interval expresses the statistical probability that a student's observed score can be found within a range of scores. for example, if a student's standard score is 95 and the confidence interval is 5, the probability that the student's score is between 90 and 100 is 95%.

which of the following practices is likely to identify students who may be at risk for learning difficulties?

a. standardized test scores

b. individualized education program evals

c. district wide assessments

d. Multi-Tiered System of Supports (MTSS)/Response to intervention (RtI)

d. Multi-Tiered System of Supports (MTSS)/Response to intervention (RtI)

universal screenings is a critical component of MTSS/RtI since its purpose is to identify students w/ disabilities or students who may be at risk for learning difficulties.

an SLP is preparing for an annual IEP for a student with a lang disorder. the SLP would most likely use an informal assessment such as progress monitoring for which of the following purposes?

a. informing the team of any needed standardized testing

b. evaluating for dismissal from sped services

c. determining the success of an intervention approach

d. drafting new IEP goals for the upcoming school year

c. determining the success of an intervention approach

Progress monitoring is an assessment approach that is frequently used to quantify a student's responsiveness to instruction and to evaluate the overall effectiveness of instruction.

when reporting on the assessment of speech and lang skills of ELL, it is important for an SLP to include which of the following pieces of info related to the use of standardized tests?

a. a description of the effectiveness of standardized testing when assessing the language abilities of students who are ELL

b. a statement summarizing the relevance of the qualitative data, rather than quantitative test scores, obtained from standardized tests normed on monolingual populations

c. an explanation of the reasons for avoiding using standardized assessments on students with different levels of proficiency in english and their 1st language

d. a confirmation that both languages were assessed by using a translation of the standardized test and obtaining scores for both english and the student's first language

b. a statement summarizing the relevance of the qualitative data, rather than quantitative test scores, obtained from standardized tests normed on monolingual populations

when assessing an ELL standardized tests can be used to obtain qualitative info, such as acquisition of morphological morphemes in english. However, if the norming population of the test consists of only monolingual speakers any quantitative data derived are likely to inaccurately represent the student's abilities

dynamic assessment is an integral component of the MTSS/RtI model bc of its ability to:

a. quantify a student's learning potential with reliability

b. assess a student's content and knowledge skills

c. identify intervention that affects student learning

d. compare a student's ability with that of grade level peers

c. identify intervention that affects student learning

dynamic assessment is an informal assessment approach that limits the potential for content and/or linguistic basis. Rather than assessing a student's knowledge or experiences like norm-referenced testing, dynamic assessment measures a student's learning in response to a specific intervention using a test-teach-retest method. data obtained from dynamic assessment allows the SLP to identify and modify interventions that bring about the most progress.

which of the following components of a speech and language eval is most likely to yield info about student's socioculture background?

a. classroom work samples

b. speech and lang sample

c. results of score based test

d. parent/guardian interview

d. parent/guardian interview

interviews are an important component of speech and lang evals since they are used to obtain info about a student's medical hx and status; educational history; family hx of hearing and/or speech/lang impairment and socioeconomic, cultural, and linguistic background

which of the following features distinguishes a formal assessment from an informal assessment?

a. the end result is a score on a formal assessment

b. a formal assessment allows a comparison to local peers

c. performance is normed on a large population on a formal assessment

d. a formal assessment test items can be adapted to an individuals needs

c. performance is normed on a large population on a formal assessment

formal assessments are score based, standardized measures. A student's performance on score based tests is most commonly described using standard/scaled scores, percentile ranks, and stanines. Conclusions about the student's strengths and needs are drawn by comparing the scores to that of same age or grade level peers.

when using MLU to assess a childs language production which of the following sources of data is the SLP most likely to obtain?

a. the range of sentence lengths produced by a child and whether the full meaning the child is intending is expressed through language

b. the degree of variety and complexity of morphological and syntactic structures a child produces and what is generally expected at that age

c. a standardized percentile score and the age equivalence of the utterances that a child produces within a specific language sample

d. a diagnosis of language delay or disorder and a prediction of future language acquisition rate and progression for a child

b. the degree of variety and complexity of morphological and syntactic structures a child produces and what is generally expected at that age

MLU is an informal assessment approach that is used to analyze the structure of a child's expressive language production. As MLU increases a child's ability to use more complex morphological and syntactic structures increases.

an SLP is likely to conduct an oral peripheral exam as part of a swallowing eval for which of the following reasons?

a. assessing the function of muscles used for swallowing

b. identifying behavioral factors that impact the swallow

c. evaluating airway protection with various consistencies

d. determining the diet consistency that is safest to consume

a. assessing the function of muscles used for swallowing

as part of a swallow eval, an oral peripheral exam is conducted to assess the function of the muscles and structures used in swallowing

an SLP is evaluating a 2nd grade ELL w/ a suspected language impairment. Which of the following language assessment components is most likely to account for the student's diverse language backgrounds?

a. classroom observations of interactions w/ monolingual peers

b. performance on districtwide assessments

c. parent interview and dynamic assessment

d. norm-referenced measures and a language sample

c. parent interview and dynamic assessment

when distinguishing between a lang disorder and a lang difference, interview and dynamic assessment are evidence based eval approaches that are used to gain insight into the student's linguistic, socioeconomic, and cultural background and to determine thee student's ability to learn given intervention.

for children who are nonverbal and have complex communication needs, which of the following components is most essential to a formal assessment of their communication skills?

a. standardized testing of nonverbal receptive and expressive vocab and language

b. an eval of cognitive abilities to inform AAC recommendations

c. work samples or examples of academic functioning in children's current classroom

d. a description of the children's functional communication abilities based on observation and interviews

d. a description of the children's functional communication abilities based on observation and interviews

when evaluating children with complex communication needs interviews and observations are the most useful approaches for assessing their current communication skills and needs, cognitive communication abilities and the effectiveness of their current means of communication.

when presenting assessment results to the IEP team, which of the following strategies should a SLP use to promote an understanding of a student's strengths and needs?

a. reviewing assessment results that are below avg.

b. reading aloud the results from the written assessment

c. summarizing the results of standardized assessments only

d. connecting assessment results to academic implications

d. connecting assessment results to academic implications

when communicating a students assessment results to stakeholders, the primary goal of the SLP is to provide info about the implications of the assessment data. This may include statements linking assessment results to the student's strengths and needs and connecting data outcomes and goals

use a 7th grade students IEP objectives below to answer the questions.

1. the student will write paragraphs with a main idea and at least 3 supporting details about a topic in 10/10 trials using a graphic organizer.

2. the student will write personal narratives with a beginning, a middle, and an end in 8/10 trials using a graphic organizer.

which of the following assessment approaches would best promote the student's ability to self assess progress toward the IEP goal?

a. formative assessments, such as a student created rubric

b. anecdotal records, such as written language samples

c. diagnostic assessment, such as a score based test

d. summative assessments such as a currcular unit test

a. formative assessments, such as a student created rubric

formative assessments can be used to promote students ability to identify, evaluate, and monitor their own progress toward learning objectives. formative rubrics are especially useful for breaking learning objectives into smaller, attainable components, while outlining levels of mastery

an SLP and 9th grade general education teacher collaborate to determine the most effective strategy for assessing a student's progress toward Illinois english language arts learning standards. the student has a language impairment that impacts reading comprehension and writing. which of the following assessment strategies is most likely to assess the student's progress toward the standard?

a. summative assessments administered to the student at the end of every instructional day

b. districtwide criterion referenced assessments measuring the student's performance level

c. curriculum based measures assessing the students progress toward specific learning objectives

d. norm referenced assessments measuring the student's abilities in comparison to grade level peers

c. curriculum based measures assessing the students progress toward specific learning objectives

a curriculum based assessment approach measures a students progress toward identified learning standards. the approach is useful for measuring academic gains and info intervention for implementing data informed instruction

which of the following accommodations would most likely support positive communication between a 3rd grade student with a fluency disorder and the classroom teacher?

a. avoiding interjections while the student is communicating

b. giving the student more opportunities to answer questions

c. supplying words to the students during periods of disfluency

d. minimizing the student's need to communicate to others

a. avoiding interjections while the student is communicating

there are several strategies to promote positive communication exchanges with students with fluency disorders such as maintaining eye contact during periods of disfluency and avoiding attempts to supply words to complete the student's messages

which of the following IEP goals would be most appropriate for addressing motor programming for a kindergartener with AOS?

a. the student will produce fricatives in words, in sentences, and within spontaneous speech with 100% accuracy

b. the student will extinguish fronting as evidenced by production of /k/ and /g/ with 100% accuracy

c. the student will produce consonant blends in the initial position of words with 90% accuracy

d. the student will produce sounds that are mastered in CV and VC

d. the student will produce sounds that are mastered in CV and VC syllables in CVC and CVCV words with 90% accuracy

intervention targeting speech sounds within increasingly complex syllable structures is a motor programming approach to speech sound acquisition. motor programming approaches target a student's ability to consistently and automatically produce sounds and sounds within sequences rather than focusing on phonological error patterns and/or developmental speech sounds

use the IEP goal below of a kindergarten student with a speech sound disorder to answer the following question.

a student will produce speech sounds within familiar phrases and sentences with 80% accuracy.

which of the educational experiences would most likely promote active student and progress toward the IEP objective?

a. modeling target speech sounds for the student throughout the intervention session

b. practicing phrases paired with pictures until the student has attained mastery

c. reading books aloud while encouraging the student to produce repetitive phrases

d. providing the student with opportunities to contrast substituted sounds with target sounds

c. reading book aloud while encouraging the student to produce repetitive phrases

the predictability of children's books encourages students to participate in the reading process since they can anticipate the next word or sentence in the text. reading aloud while encouraging student production of repetitive phrases would be an authentic and meaningful activity promoting progress toward the IEP goal.

A 2nd grade student presents with highly unintelligible speech and a significant restricted speech sound repertoire. The SLP decides to use the complexity approach to address the students speech sound production. which of the following student outcomes is most likely to result from this intervention approach?

a. the student will produce speech sounds that are targeted in a developmental sequence

b. the student will produce meaningful phrases with increased intelligibility to promote functional communication

c. the student will develop increased phonological awareness which will indirectly improve speech sound production

d. the student will more rapidly generalize phonological principles to other untreated speech sounds

d. the student will more rapidly generalize phonological principles to other untreated speech sounds

The complexity approach is an intervention that can be used to address functional phonological impairment. research indicated that more feature generalization is likely to occur when more complexity input is targeted. therefore the SLP is likely to use the approach to more rapidly affect phonological change within a students phonological system.

a 10th grade student with a fluency disorder has established a speech goal to reduce avoidance behaviors and fear of speaking in front of peers. which of the following intervention approaches would most appropriately address the students goals?

a. teaching the student desensitization and self advocacy strategies in different environments and with different communication partners

b. treating the student's disfluency indirectly by providing info to the family regarding interaction strategies that promote speech fluency

c. modifying the student's behavior by giving positive reinforcement following fluent speech production

d. reducing disfluent speech production through the implementation of speech modification strategies

a. teaching the student desensitization and self advocacy strategies in different environments and with different communication partners

speech intervention focusing on desensitization and self advocacy strategies is likely to promote the student's ability to reduce avoidance behaviors and fear of speaking in front of peers. the primary purpose of desensitization strategies is to systematically address a student's fear of disfluency whereas self advocacy strategies support a students ability to disclose their identity as an individual with a fluency disorder to communication partners.

which of the following intervention approaches is most likely to improve the intelligibility of a 6th grade student with a speech disorder secondary to flaccid dysarthria?

a. targeting increasingly complex syllable shapes and phonemes

b. addressing speech sounds errors using phonological contrasts

c. correcting production target sounds using oral motor training

d. implementing compensatory speech production strategies

d. implementing compensatory speech production strategies

dysarthria is a motor speech disorder impacting the rate, precision, and coordination of movements for speech sound production. compensatory strategies such as decreasing rate, increasing emphasis, and overarticulation, are intervention strategies that improve the functional communication abilities of students with dysarthria.

An SLP has a group intervention session w/ 4 students with speech disorders 3x per week. Which of the following data collection methods would most effectively measure the students' progress toward their IEP goals?

a. creating frequency charts for individual students every intervention session

b. obtaining speech samples monthly to assess students' phonetic inventories

c. developing a progress-monitoring probe to administer to students biweekly

d. surveying teachers about the students speech s

c. developing a progress-monitoring probe to administer to students biweekly

progress monitoring is an efficient and accurate method for collecting data and measuring students' progress toward learning goals. when implementing a progress-monitoring approach to data collection, the SLP creates a probe or an assessment tool to administer to students at specific intervals. these probes are typically brief since they measure progress toward 4-8 data points.

use the info below to answer the question.

Illinois learning standard for english language arts- 5th grade:

1. compare and contrast 2 or more characters, settings, or events in a story or drama, drawing on specific details in the text.

IEP language goal:

1. the student will compare characters from a text using attributes and personality traits in 8/10 trials.

An SLP is collaborating with a 5th grade general education teacher regarding instructional strategies to support a student's progress in

c. using graphic organizer to visually represent the relationship between the characters

a graphic organizer such as a KWL chart or a venn diagram is an evidence based instructional strategy that promotes student's ability to visually organize, prioritize, and compare content they have learned. In addition, graphic organizers support students ability to generate ideas, critically analyze info, recall info, and develop deeper comprehension of the text.

use the info that follows to answer the question.

IEP language goals:

1. when given grade level texts the student will comprehend figurative language in 9/10 trials when given scaffolding and cueing.

2. when given grade level texts, the student will make logical predictions and conclusions about characters based on their actions, motivations, beliefs, and goals in 8/10 trials.

an SLP plan an intervention session for a 4th grade student who receives language services in the general education se

a. incorporating inferential questions and statements into a discussion to clarify and expand the student's interpretations

reactive discussion is an effective strategy that uses open ended and clarifying questions to promote students ability to generate inferences, predictions, and conclusions based on the texts, background knowledge, and the personal experiences shared by peers. in the item, reflective discussion is the instructional strategy that is most likely to promote the student's ability to comprehend figurative language within the text and make logical predictions and conclusions about the text.

which of the following intervention approaches would most likely expand the syntactic development of a 3rd grade student who uses an AAC device?

a. giving explicit instruction regarding location of targeted item

b. providing several choice making opportunities to facilitate requests

c. offering high performance rewards for any communication attempt

d. demonstrating symbol combinations using aided language stimulation

d. demonstrating symbol combinations using aided language stimulation

aided language stimulation is an instructional approach that uses verbal speech and AAC symbol input to promote a student's ability to recall icon locations; comprehend vocab and language; use communication repair strategies; and expand expressive language vocab, word combinations, and syntax.

Use the info below to answer the question.

IEP cognitive communication goal:

The student will replace adverse behaviors with communication strategies such as requesting a break or seeking help from an adult, in 7/10 trials to improve emotional regulation and ability to cope with difficult situations.

an 11th grade student enrolled in an academic life skills program is making progress toward cognitive communication goal within contrived situations in the classroom. which of the following action

b. targeting communication strategies during classroom activities in which the student struggles with frustration

because the student has made progress toward the IEP goal in contrived situations in the classroom targeting the student's use of communication strategies within authentic contexts is likely to promote generalization and meaningful use of learned strategies.

when determining the assistive technology needs of a 6th grader student with language based literacy needs which of the following sources of info is a SLP most likely to consider first?

a. technology tools that are available in the school district

b. the students preference for computing platforms and applications

c. technology tools that can be obtained at low cost to the school district

d. curriculum expectations in comparison to the students performance

d. curriculum expectations in comparison to the students performance

the purpose of assistive technology is to support a students ability to participate in an activity, complete a task, or perform a skill more easily with less assistance from others. when determining a students assistive technology needs, the slp is most likely to consider the students performance in comparison to the instructional or environmental expectations.

use a 9th grade students pragmatic language goal below to answer the question.

the student will maintain topic of conversation initiated by a communication partner by asking partner focused questions and making relevant comments for at least 3 conversational turns in 80% of opportunities.

which of the following data collection methods would most accurately rate the quality of the students questions and comments?

a. analyzing the grammatic complexity of the social exchanges

b. describing the

c. using a rubric listing the scoring criteri of the social exchange

rubrics are a data collection method that rates student progress using criteria w/ descriptive levels of performance. rubrics can be especially useful when measuring a student's progress toward learning objectives that are descriptive in nature and apply to a subset of skills within a single domain.

which of the following accommodations is most appropriate to ensure the hearing aids are working correctly for a elementary school aged student who has moderate hearing loss and wears bilateral hearing aids?

a. teaching the student to change the hearing aid batteries independently

b. having the student complete a daily ling six sounds check with a teacher

c. providing supplies and training the school nurse to clean the hearing aids

d. asking the teacher to monitor any changes noticed in the

b. having the student complete a daily ling six sounds check with a teacher

The phonemes of the ling six sounds test broadly represents the speech sound spectrum with low, middle, and high frequency sounds ranging from 250-8k Hz. the ling six sounds test is used to assess functional listening skills, namely speech sounds detection, discrimination, and identification, and is an essential measure to ensure that hearing aids are working correctly.

a preschool student w/ ASD also has moderate bilateral sensorineural hearing loss. the student has been working on learning basic ASL signs to gain assistance when he gets frustrated. The student has recently learned to sigh "help please" but frequently does not gain the attention of the person being addressed. Which of the following treatment goals would be most appropriate to help this student appropriately gain a communication partner's attention?

a. the student will tap a communication part

a. the student will tap a communication partner on the arm before signing a request for assistance with 1 prompt in 4/5 opportunities as measured by the clinician.

the student developed the linguistic ability to communicate "help please" but must develop the social language skills to communicate effectively. A goal directly addressing social language is likely to improve the student's ability to communicate functionally w/ a communication partner.

a high school student who has moderate hearing loss and wears hearing aids comments to the slp that it is sometimes difficult to follow classroom discussions. which of the following accommodations to instruction by the classroom teachers would most benefit this student's participation in class discussion?

a. providing the student with lecture notes and less plan prior to class discussion

b. checking in with the student throughout the discussion to ensure comprehension

c. repeating questions a

c. repeating questions and comments from other students during class discussions before responding

repeating questions and comments is an accommodation that alters the presentation of info. the purpose of this accommodation is to facilitate the student's ability to participate in classroom discussions by increasing access to the communication exchanges of other students.

which of the following is most likely the primary expressive form of communication for a student with profound hearing loss and uses an educational interpreter in the classroom?

a. a high-tech SGD

b. ASL

c. cued speech

d. oral speech

b. ASL

the student that is most likely to require an educational interpreter is a student who communicates using ASL. ASL interpreters enable communication between students who communicate using ASL with students and teachers who are hearing and use oral language.

which of the following accommodations would best provide students with hearing impairments access to the same educational experiences as hearing peers?

a. providing the students with supplemental materials to reinforce concepts taught in class

b. giving the students specialized instruction outside of the gen edu classroom

c. asking the student to identify preferred seating locations within the classroom

d. allowing the students to use speech to text and text to speech software to compose work

a. providing the students with supplemental materials to reinforce concepts taught in class

the purpose of accommodations is to remove barriers so that students with hearing impairments have the same access to learning as their grade level peers. providing the students with supplemental materials, such as visual representations, is an accommodation that would change how the students are learning without altering what they are learning.

which of the following practices would be most effective for a slp to use to promote the guardians ability to generalize learning to the home environment?

a. assigning students with activities to complete at home with a guardian

b. creating a weekly newsletter to guardians highlighting the accomplishments of several students

c. inviting the students guardians to observe the slp model strategies

d. writing individualized summaries for guardians describing students progress

c. inviting the students guardians to observe the slp model strategies

initing guardians to observe intervention sessions would be an effective strategy for promoting the students generalization of learned concepts to the home environment. additionally this strategy is likely to establish a positive home-school relationship between the slp and the students guardians.

in collaboration with the early childhood edu teachers a slp has conducted screenings for prospective preschool students. when communicating concerns which of the following strategies would most likely promote guardians understanding of their child's screening outcomes?

a. explaining to the guardians why their child should be immediately referred for a special edu eval

b. giving the guardians a summary of their childs performance in comparison to other students who were also screened

c. providi

d. engaging in a dialogue of reciprocal questions and answers about the childs strengths and possible areas of need

effective communication between a students guardians and the slp begins with an approach that encourages and values family involvement. a slp that encourages and values understanding of the guardians is more likely to develop a shared understanding of the students strengths and needs while effectively communicating concerns through a reciprocal dialogue.

at the beginning of the school year a slp consults with a 1st grade gen edu teacher about an incoming student with an IEP for a language impairment. The primary purpose of this consult would most likely be to address which of the following topics?

a. effective strategies for increasing the students access to the curriculum

b. activities that the student will most likely require supports to participate

c. the details of the student's most recent speech and lang eval

d. the students ability to

a. effective strategies for increasing the students access to the curriculum

slp contribute uniquely to the edu team as experts in lang and linguistic and the metalinguistic foundations of learning. their role is to support students who are experiencing lan based learning difficulties and to help students with communication impairments access to the curriculum through collaboration, leadership, and intervention.

according to the FERPA which of the folling sources of info can be disclosed when communicating via email with a students guardians?

a. the students DOB

b. the first and last names of the student

c. the student's residential address

d. a summary of the student's accomplishments

d. a summary of the student's accomplishments

according to FERPA when disclosing personally identifiable info from a students edu records, consent from the guardians must be obtained. correspondences directly relating to a student are considered part of an edu record. a summary of the students accomplishments could be disclosed to the guardians by email if personally identifiable info, such as students name, DOB, SS #, is not included.

when determining a students edu placement the IEP team is most likely to consider which of the following factors first?

a. the impact of the students disability on learning

b. the students ability to achieve grade level standards

c. the extent to which the student can learn alongside peers

d. the students activity and participation restrictions

c. the extent to which the student can learn alongside peers

according to the least restrictive environment provisions of the IDEA the IEP team should consider the max extent to which the students edu needs can be met alongside peers without disabilities.

a slp is preparing a presentation for an upcoming school staff meeting about instructional strategies to promote positive peer interactions in the classroom and school community. which of the following strategies would most effectively engage teachers in a professional learning opportunity.

a. supplying the teachers with a list of resources so that they can independently learn about instructional strategies

b. encouraging the teachers to draw upon personal experiences within structured group d

b. encouraging the teachers to draw upon personal experiences within structured group discussions

given their knowledge of communication development and disorders, slps serve as a valuable resource to edu teams. when designing and conducting a professional development opportunity teachers are more likely to be actively engaged when new content is linked to personal experiences through group discussion fosters an emotional connection to the content, which is more likely to facilitate active engagement for adult learners.

in preparation for an upcoming annual wellness appointment, a pediatrician has requested an update regarding a 5th grade students social, receptive, and expressive language abilities. after confirming consent to release info from the students guardians the slp is most likely to provide the pediatrician with which of the following documents?

a. a summary outlining the students progress toward annual learning goals

b. an analysis comparing the students progress to grade level peers

c. a transcr

a. a summary outlining the students progress toward annual learning goals

a summary of progress would provide the peditirician with info regarding the students annual progress on social, receptive, and expressive lang goals. the summary of progress should include a description of how the students progress is measures and a qualitative description of the progress the student has made toward the annual learning goals.

a multidisciplinary team is developing an IEP for a 10th grade student with a TBI who presents with considerable cognitive-communication and social-emotional difficulties. the multidisciplinary team reviewed evals and recommendations from the students hospital and home health service providers, including reports from the slp, OT, and neuropsychologist. in preparation for the students return to school in 2 weeks, the multidisciplinary team is most likely to develop a school re-entry plan that in

b. developing protocols for ongoing assessments to identify the students evolving needs

in preparation of a student returning to school following a tbi, the IEP team will need to develop a transition plan that accounts for a range of post-TBI needs. since the student is likely to have fluctuating abilities, ongoing assessment will be integral in developing an IEP to effectively address the student's changing needs.

an IEP team convenes to review the eval results of a 3rd grade student with a hearing loss. based on the results of the formal and informal evals, the student presents with average to above average speech, language, academic, and intellectual abilities. The IEP team determines that the student making effective progress toward the gen edu curriculum but continues to require accommodation to learn alongside grade level peers. which of the following recommendations is most likely to support the stu

d. a section 504 plan outlining changes to the students learning environment

a section 504 plan would provide a student with the supports and services necessary to learn alongside peers. supports for a student with a HL could include accommodations such as an FM/DM system, preferential seating, and noise reverberation reduction.

a clinical fellow seeks guidance from the supervising SLP regarding a preschool student with complex language and behavioral needs. according to ASHA code of ethics, the supervising slp is responsible for which of the following practices?

a. assisting the clinical fellow in developing competent service delivery skills

b. observing the CF providing intervention services to the student

c. requiring the CF to submit intervention lesson plans for approval

d. intervening with more complex student

a. assisting the clinical fellow in developing competent service delivery skills

The purpose of the CFY is to improve the CFs effectiveness in providing intervention services. the supervising slp is responsible for providing the CF with performance feedback and mentoring to improve intervention skills and independent service delivery throughout the CF. according to ASHA code of ethics rule I A, the supervising slp is responsible for assisting the CF in developing competent service delivery.

an slp requests to attend a continuing edu seminar in pediatric dysphagia management in anticipation of a student with oropharyngeal dysphagia who will be enrolling as a kindergartener in the fall. in the example the slp is adhering to which of the following rules from the ASHA code of ethics?

a. individuals may make a reasonable statement of prognosis but they shall not guarantee- directly or by implication- the results of any tx procedure.

b. individuals shall enhance and refine professional

b. individuals shall enhance and refine professional competence and expertise through engagement in lifelong learning applicable to their professional activities and skills.

an slp who is seeking continuing edu to develop professional competence in preparation for an incoming student is following ASHA code of ethics rule II D.