SHS Language Problems Test 1 Q/A

maternal education

The relationship between socioeconomic status and language impairment is mediated by

pragmatics

Language is comprised of three major areas: form, content and use. Use includes the following component of language

syntax, morphology, phonology

Language is comprised of three major areas: form, content and use. Form includes the following components of language

semantics, knowledge of vocabulary, and knowledge of objects, places, things, etc

Language is comprised of three major areas: form, content and use. Content includes the following components of language

Etiologies associated with DLD include

genetics, environmental, neurobiological

The four types of AAC are

no, light, mid, high

When assessing, you can assume that if one modality of language is within normal limits then the others will be as well. T/F

False

Various organizations commonly accept a standard score that is 1.25 standard deviations below the mean for a qualifying criterion of a DLD diagnosis. T/F

True

Intervention is a powerful tool that can shape development and behavior.

True

Sometimes caregiver interaction style is the result of adapting to the child's disorder rather than the cause of it. T/f

True

Eligibility, diagnosis and assessment are all terms that mean the same thing in different settings. T/F

False

Intellectual Disability and language disorders show minimal variability in all special populations. T/F

False

Neurodiversity is variation in the human brain which are natural and a valuable part of humanity. T/F

true

Gestalt language processors process language in single word units. Analytical language processors process language in whole chunks. T/F

false

At a minimum, an assessment should establish,

Hearing level and oral motor function

Intelligibility

Comprehension and Production

All of the Above

Which of the following assessments is an estimate of the child's ability to solve problems without relying on language skills?

Assessment of nonverbal cognition

As it relates to assessing social functioning, which of the following information should be obtained?

Cultural and Linguistic Differences

Emotional/Behavioral Adjustment

Family's perceptions of the child's needs and their priorities in meeting those need

All of the above

When considering a low-structure observation, what could the clinician gain understanding of?

Impression of the child's expressive language abilities

pragmatic skills

potential comprehension difficulties

All of the above

The developmental course of a child and any issues regarding it are important to obtain in what part of the comprehensive assessment?

case history

Which of the following are challenges or issues related to standardized tests?

Fairness

Minimal detailed description of language forms and functions

Determination of the level of difference that is clinically meaningful

All of the above

Which of the following are considered characteristics of autism?

Communication Differences

Social Interaction Differences

Interests and Behaviors

All of the above

Clinician-Directed

drill, drill play, modeling

child centered

facilitated play, daily activities

hybrid intervention approach

Milieu Teaching/Therapy, Focused Stimulation, Script Therapy

What are the four major reasons for assessment?

screening, establishing baseline, establishing goals, measuring change

Explain why comprehension is harder to test for than production.

When testing for production, we are actually getting a physical answer whether verbal or gestured, etc. But with comprehension, that is assessing a client's mind. For example, assessing a nonverbal child for comprehension can be difficult because they cannot physically or verbally respond to stimuli or questions they are being asked. The clinician may assume from that response that the child is not comprehending the question/task. A child may be responding mentally, but cannot physically produce the answer. Another example would be if a child could verbally produce an answer, but they're mind is trying to work with the other modalities that result in speech production which produces the answer at a slower rate, and the clinician then has to interpret that as "Is this child just needing more time to answer or is the child's comprehension abilities impaired?"

List two strategies for developing culturally responsive/sensitive/competent practices when working with culturally and linguistically diverse families.

One strategy could be to have an interpreter in the room when working with culturally and linguistically diverse families. The interpreter needs to be informed on the procedures and rationale pertaining to that session. Another strategy could be when administering a test, have the test written in that client's first language, the language they speak at home or are more fluent in. You want to set your client up for success from the start.