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Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 > Unit 9 Module 18 (review) > Flashcards

Unit 9 Module 18 (review) Flashcards

1
Q

the act of breathing

A. Phonation

B. Articulation

C. Respiration

A

C. Respiration

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2
Q

production of sound by the larynx and vocal fold

A. Phonation

B. Articulation

C. Respiration

A

A. Phonation

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3
Q

use of the lips, tongue, teeth, and hard and soft palates to form speech sounds

A. Phonation

B. Articulation

C. Respiration

A

B. Articulation

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4
Q

Imitate familiar words

A. Language, by age 1

B. Speech, by age 1

C. Speech, between 1 and 2 years of age

A

B. Speech, by age 1

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5
Q

Understands simple instruction

A. Language, by age 1

B. Speech, by age 1

C. Speech, between 1 and 2 years of age

A

A. Language, by age 1

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6
Q

Combines words

A. Language, by age 1

B. Speech, by age 1

C. Speech, between 1 and 2 years of age

A

C. Speech, between 1 and 2 years of age

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7
Q

Points to body parts

A. Speech, between 2 and 3 years of age

B. Speech, between 3 and 4 years of age

C. Language, between 1 and 2 years of age

A

C. Language, between 1 and 2 years of age

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8
Q

Has 450 word vocabulary

A. Speech, between 2 and 3 years of age

B. Speech, between 3 and 4 years of age

C. Language, between 1 and 2 years of age

A

A. Speech, between 2 and 3 years of age

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9
Q

Uses short sentences

A. Speech, between 2 and 3 years of age

B. Speech, between 3 and 4 years of age

C. Language, between 1 and 2 years of age

A

A. Speech, between 2 and 3 years of age

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10
Q

Has a 1000 word vocabulary

A. Language, between 3 and 4 years of age

B. Speech, between 3 and 4 years of age

C. Language, between 1 and 2 years of age

A

B. Speech, between 3 and 4 years of age

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11
Q

Can tell a story

A. Language, between 3 and 4 years of age

B. Speech, between 3 and 4 years of age

C. Language, between 1 and 2 years of age

A

A. Language, between 3 and 4 years of age

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12
Q

Forms sentences 4–5 words long

A. Language, between 3 and 4 years of age

B. Speech, between 3 and 4 years of age

C. Language, between 1 and 2 years of age

A

B. Speech, between 3 and 4 years of age

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13
Q

Uses past tense correctly

A. Speech, between 5 and 6 years of age

B. Language, between 5 and 6 years of age

C. Language, between 4 and 5 years of age

A

C. Language, between 4 and 5 years of age

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14
Q

Asks many “who” and “why” questions

A. Speech, between 5 and 6 years of age

B. Language, between 5 and 6 years of age

C. Language, between 4 and 5 years of age

A

C. Language, between 4 and 5 years of age

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15
Q

Forms sentences 5–6 words long

A. Speech, between 5 and 6 years of age

B. Language, between 5 and 6 years of age

C. Language, between 4 and 5 years of age

A

A. Speech, between 5 and 6 years of age

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16
Q

Knows spatial relations and oppositions

A. Speech, between 5 and 6 years of age

B. Language, between 5 and 6 years of age

C. Language, between 4 and 5 years of age

A

B. Language, between 5 and 6 years of age

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17
Q

An important difference between speech and language is that speech is the 1. __________ that produces oral sounds, whereas language is the 2. __________ to represent ideas and concepts.

  1. A. use of signs and symbols
    B. physical motor movement
    C. use of linguistic communicative behavior
  2. A. use of signs and symbols
    B. physical motor movement
    C. use of linguistic communicative behavior
A
  1. B. physical motor movement

2. A. use of signs and symbols

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18
Q

An individual typically uses both speech and language as well as nonlinguistic behaviors to _____________
ideas, information, thoughts, and feelings with others.

A. articulate

B. communicate

C. code

A

B. communicate

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19
Q

Language is divided into two categories. ____________ is the ability to understand and comprehend the components of language.

A. Expressive language

B. Receptive language

C. Communication

A

B. Receptive language

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20
Q

__________ refers to the production of meaningful and coherent language. Both types are essential for effective communication with others.

A. Expressive language

B. Receptive language

C. Articulation

A

A. Expressive language

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21
Q

The term speech refers to what?

A. A person’s use of his/her lips, tongue, teeth, and palate to produce word sounds

B. The use of gestures, posture, eye contact, facial expression, and head and body movement to communicate

C. A method of communication to express thoughts and ideas in social situations

D. The precise coordination of the respiratory system, phonatory system, and articulators to produce speech sounds

A

D. The precise coordination of the respiratory system, phonatory system, and articulators to produce speech sounds

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22
Q

Which of the following examples does NOT illustrate oral communication utilizing nonlinguistic communication behaviors?

A. Student reciting a poem in front of a class

B. Singer singing a song in front of an audience

C. Individual talking on the phone

A

C. Individual talking on the phone

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23
Q

The primary importance of language lies in its ability to ____________.

A. facilitate the transfer of speech sounds to code

B. provide rules to govern the transfer of information

C. code ideas into a system of symbols

D. assist individuals in the act of communicating and expressing thoughts and ideas

A

D. assist individuals in the act of communicating and expressing thoughts and ideas

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24
Q

In A Parent’s Story, Lori mentions that her son’s speech developed normally at first. If that was the case, around what age did Adam say his first words?

A. At 24 months

B. By three years old

C. By 12 months

D. At six months

A

C. By 12 months

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25
Q

A family has asked a neighbor to come over and babysit their one-year-old girl. When the parents return, the babysitter reports that the baby was happy but did not follow any directions. The neighbor stated that she told the baby to stop playing so she could go upstairs and get her pajamas on to get ready for bed, but the baby just continued playing and repeated the word bed.

What could explain the problem in this situation?

A. The baby has not reached an age where her receptive language enables her to understand multiple-step directions.

B. The baby’s expressive speech and language skills have yet to develop to a stage where she can communicate with the babysitter.

C. The baby became distracted by repeating the word bed.

A

A. The baby has not reached an age where her receptive language enables her to understand multiple-step directions.

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26
Q

Consonants and vowels

A. morphology

B. syntax

C. phonology

A

C. phonology

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27
Q

Word endings such as –ing, –s, –ed

A. morphology

B. syntax

C. phonology

A

A. morphology

28
Q

Sentences constructed with passive or active voice

A. morphology

B. syntax

C. phonology

A

B. syntax

29
Q

Antonyms, synonyms, idioms

A. semantics

B. pragmatic

C. syntax

A

A. semantics

30
Q

Topic maintenance, turn taking

A. semantics

B. pragmatic

C. syntax

A

B. pragmatic

31
Q

Using words to form grammatically correct phrases and sentences

A. syntax

B. pragmatic

C. phonology

A

A. syntax

32
Q

The sounds, stress, and intonation patterns, and the distribution and order of the sounds

A. syntax

B. pragmatic

C. phonology

A

C. phonology

33
Q

How well language is used in social situations and how it is interpreted

A. syntax

B. pragmatic

C. phonology

A

B. pragmatic

34
Q

How words relate to each other and how they relate to their meanings

A. phonology

B. morphology

C. semantics

A

C. semantics

35
Q

The grammatical rules governing the formation of words

A. phonology

B. morphology

C. semantics

A

B. morphology

36
Q

The speaker is able to discriminate and articulate the sounds of speech.

A. phonology

B. morphology

C. syntax

A

A. phonology

37
Q

The speaker understands the grammatical structure of words and uses it correctly.

A. phonology

B. morphology

C. syntax

A

B. morphology

38
Q

The speaker understands how to combine words into phrases and sentences and how to use proper grammar.

A. phonology

B. morphology

C. syntax

A

C. syntax

39
Q

The speaker understands the meanings and relationships of words and uses them correctly.

A. pragmatic

B.syntax

C. semantics

A

C. semantics

40
Q

The speaker understands how to read social and contextual cues and how to use language to affect others.

A. pragmatic

B.syntax

C. semantics

A

A. pragmatic

41
Q

A kindergartener is demonstrating difficulty with word endings. For example, he often omits endings such as –ing (saying “play” instead of “playing”) and –est (saying “big” instead of “biggest”). This child is demonstrating difficulty with what component of language?

A. Morphology

B. Semantics

C. Syntax

A

A. Morphology

42
Q

A 12-year-old girl is demonstrating difficulty with subject-verb agreement. She often says, “She are going to the park” or “They is coming over for dinner.” With which area of language is the girl demonstrating difficulty?

A. Pragmatics

B. Syntax

C. Semantics

A

B. Syntax

43
Q

A fifth grader is overhead saying, “My socks are in my feet.” This example demonstrates that the child is having difficulty with which component of language?

A. Syntax

B. Semantics

C. Phonology

A

B. Semantics

44
Q

Form, content, and use are the basic __________ found in language.

A. rule systems

B. semantic structures

C. pragmatic systems

A

A. rule systems

45
Q

Difficulty of organizing speech sounds into patterns.

A. Pragmatic disorder

B. Semantic disorder

C. Syntactical disorder

D. Morphological disorder

E. Phonological disorder

A

E. Phonological disorder

46
Q

Difficulties with morphological infliction’s (also called grammatical morphemes) modifications of nouns, verbs and adjectives that signal different kinds of meanings.

A. Pragmatic disorder

B. Semantic disorder

C. Syntactical disorder

D. Morphological disorder

E. Phonological disorder

A

D. Morphological disorder

47
Q

Difficulty acquiring the rules that govern word order and other aspects of grammar such as subject-verb agreement.

A. Pragmatic disorder

B. Semantic disorder

C. Syntactical disorder

D. Morphological disorder

E. Phonological disorder

A

C. Syntactical disorder

48
Q

Poor vocabulary development, inappropriate use of word meanings, and/or inability to comprehend word meanings.

A. Pragmatic disorder

B. Semantic disorder

C. Syntactical disorder

D. Morphological disorder

E. Phonological disorder

A

B. Semantic disorder

49
Q

Problems understanding and using language in different social context.

A. Pragmatic disorder

B. Semantic disorder

C. Syntactical disorder

D. Morphological disorder

E. Phonological disorder

A

A. Pragmatic disorder

50
Q

What type of therapy exercises would most likely benefit a child demonstrating difficulty with semantics?

A. Practicing the correct tongue placement for the accurate production of /s/

B. Reading a list of age-appropriate words

C. Participating in a social group focused on making new friends

D. Practicing describing multiple meanings of a word (e.g., plane and plain)

A

D. Practicing describing multiple meanings of a word (e.g., plane and plain)

51
Q

Children have problems understanding and using language in different social contexts.

A. Pragmatic disorder

B. Semantic disorder

C. Syntactical disorder

D. Morphological disorder

E. Phonological disorder

A

A. Pragmatic disorder

52
Q

Children have poor vocabulary development, use words inappropriately, and/or are unable to understand the meaning of words.

A. Pragmatic disorder

B. Semantic disorder

C. Syntactical disorder

D. Morphological disorder

E. Phonological disorder

A

B. Semantic disorder

53
Q

Children have trouble learning the rules that govern word order and other grammatical rules.

A. Pragmatic disorder

B. Semantic disorder

C. Syntactical disorder

D. Morphological disorder

E. Phonological disorder

A

C. Syntactical disorder

54
Q

Children have trouble with inflections on nouns, verbs, and adjectives that signal different kinds of meanings.

A. Pragmatic disorder

B. Semantic disorder

C. Syntactical disorder

D. Morphological disorder

E. Phonological disorder

A

D. Morphological disorder

55
Q

Children have a significant deficit in speech production or perception due to difficulties organizing speech sounds into patterns.

A. Pragmatic disorder

B. Semantic disorder

C. Syntactical disorder

D. Morphological disorder

E. Phonological disorder

A

E. Phonological disorder

56
Q

Keeley is a four-year-old girl who is often misunderstood by her peers and teachers. She is referred to a speech and language pathologist (SLP) to address the problem. The SLP takes a speech sample by listening to Keeley during free play and hears the following:

“I got a tar (car).

It does (goes) really fast.

Where is your tar (car)?

Oh no where did your tar (car) do (go)?

It’s done (gone).

You tan (can) play with this tar (car).

It does (goes) fast too.”

Keeley would most likely be diagnosed with a 1.__________ because she demonstrates a consistent pattern of 2.______________.

1.
A. Morphological disorder
B. Syntactical disorder
C. Phonological disorder

  1. A. substituting sounds
    B. omitting sounds
A
  1. C. Phonological disorder

2. A. substituting sounds

57
Q

Which of the following adjustments is not a classroom accommodation that could improve Zachary’s areas of weakness due to CAPD?

A. Eliminate additional classroom noises that could be distracting (open window, pencil sharpener, fish tank, etc.).

B. Sit closer to the area of instruction or teachers desk.

C. Provide directions orally as well as visually on the board.

D. Amplify the teacher’s voice using a microphone/audio set.

E. Provide opportunities to participate in large group activities.

A

E. Provide opportunities to participate in large group activities.

58
Q

A child is heard saying “I weeally like wed stwawbewies.” This child most likely has what type of difficulty?

A. Stuttering

B. Voice disorder

C. Articulation disorder

A

C. Articulation disorder

59
Q

A child diagnosed with apraxia has difficulty with ________________.

A. oral coordination

B. vocal folds

C. respiration

D. articulators

A

A. oral coordination

60
Q

Which of the following problems do children with CAPD not demonstrate?

A. Difficulty paying attention to a speaker when there is noise in the background

B. Difficulty drawing inferences from conversations

C. Difficulty maintaining listening focus

D. Difficulty hearing the difference between similar sounds or words

E. Difficulty hearing anything at all

A

E. Difficulty hearing anything at all

61
Q

Which of the following potential problem areas do speech assessments evaluate? (Select all that apply.)

A. Articulation

B. Language

C. Hearing

A

A. Articulation

C. Hearing

62
Q

Not included or included in a speech and language assessment?

Informal measures
Formal standardized testing
Observations
Case history

A. Not included

B. Included

A

B. Included

63
Q

Not included or included in a speech and language assessment?

Dietary restrictions
Review of applicable legislation

A. Not included

B. Included

A

A. Not included

64
Q

A case history provides extensive information. Based on the options below, which information would be most beneficial for successful treatment?

A. Current areas of concern

B. Gender

C. Past evaluations and assessments.

D. Name

A

A. Current areas of concern

65
Q

The advantages of completing a case history during an assessment include helping to determine _________ that need to be addressed.

A. parental concerns

B. government regulations

A

A. parental concerns

66
Q

Family-directed assessment helps identify what needs and priorities ___________ have.

A. educators

B. parents

C. support workers

A

B. parents

Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 (59 decks)

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