exam 3

Question 1

reasons for EBP

Answer 1

The best available research, the clinician’s own experience, and the values or preferences of the client and their family.

Question 2

Isosceles triangle in EBP

Answer 2

used to show that most studies are at the bottom (like case studies or expert opinions), while stronger evidence like randomized controlled trials is at the narrow top because there are fewer of them

Question 3

equilateral triangle EBP

Answer 3

all three parts—research, experience, and client values—are equally important.

Question 4

EBP example

Answer 4

Incorporate the child’s favorite books and topics to increase engagement.​

Question 5

reasons to do data collection

Answer 5

to track progress, make decisions, to set and adjust goals,

Question 6

example of data collection

Answer 6

You collect how many times a child uses “I want” in a session to see if their sentence length is growing.

Question 7

Different types of data collection

Answer 7

quantitaive, qualitive data

Question 8

naturalistic

Answer 8

Learning happens in real-life, everyday settings (like playing with toys or talking at home). It’s more relaxed and informal.

Question 9

structured

Answer 9

earning happens in a planned, controlled setting (like a classroom or therapy session). Activities are organized to teach specific skills.

Question 10

envirnnmoental continuum

Answer 10

naturaistic versus structuted

Question 11

learning continuum

Answer 11

implicit versus explicit

Question 12

implicit

Answer 12

Learning happens without being directly taught, often through exposure and experience (like picking up words from listening to conversations).

Question 13

explicit

Answer 13

Learning happens through direct teaching or instructions (like being taught a specific word or rule).

Question 14

easy to remember pt1

Answer 14

Naturalistic = real-life, informal learning.

Structured = planned, formal learning.

Implicit = learning by experience.

Explicit = learning through instruction.

Question 15

Intervention Influenced by the Social Interactionist Theory

Answer 15

focus on learning through real-life conversations and social interactions

Question 16

zone of proximal development

Answer 16

the space between what the child can do alone and what they can do with help.

Question 17

Language Input and How to Talk to the Child:

Answer 17

model lanugage, use simple words, ask questions

Question 18

model language

Answer 18

speak clearly and correctly, showing the child how to use new words and sentences. For example, if the child says “dog,” the clinicain might say, “Yes, the big dog is running fast!”

Question 19

use simple words

Answer 19

Start with simple language and slowly use more complex words and sentences as the child improves.

Question 20

ask questions

Answer 20

the clinacisn can ask questions like, “What is the dog doing?” to encourage the child to speak more and use longer sentences.

Question 21

Social Interactionist model

Answer 21

include focused stimulation, scaffolding, modeling, and expansions. All of these methods involve interacting with the child during real-life activities and encouraging natural language use. They are related because they all support the child’s language growth through social interaction. However, they are slightly different in how the help is given

Question 22

focused stimulation

Answer 22

the adult repeats and highlights certain words to help the child learn them.

Question 23

scaffolding

Answer 23

is when the adult gives just enough help for the child to succeed, then slowly reduces support.

Question 24

modeling

Answer 24

shows the correct way to say something without expecting the child to repeat it

Question 25

expansions

Answer 25

ake what the child says and build on it with more words. Each method gently supports language learning in a social way.

Question 26

behaviorists 

Answer 26

believe that children learn language through repetition, reinforcement, and rewards. According to this view, language is a behavior that can be taught by giving positive feedback when the child says something correctly. For example, if a child says “ball,” and the adult smiles or gives them the ball, the child is more likely to say it again. Behaviorist therapy often uses drills, practice, and rewards to help children learn new words or sentence patterns.

Question 27

syntactic expansion

Answer 27

C: "dog eat.” A: “The dog is eating.” C: "dog eating"

Question 28

semantic expansion

Answer 28

Child: “Bird fly.” Adult: “The bird is flying in the sky.” child: "bird fly in the sky

Question 29

recasting

Answer 29

Child: “Him going home.” Adult: “He is going home.”

Question 30

A-B-C model

Answer 30

Antecedent, Behavior, Consequence

Question 31

Antecedent

Answer 31

This is what happens before the behavior. It’s the direction or prompt given to the child. ex: clinicaion"Say ‘more juice.’”

Question 32

behavior:

Answer 32

This is the child’s response to the prompt. Ex: The child says, “More juice.”

Question 33

consequence

Answer 33

this is what happens after the behavior. In this case, we use positive reinforcement to encourage the behavior to happen again. ex: Giving the child juice or a sticker. "great job"

Question 34

promting

Answer 34

Giving a hint or cue to help the child give the correct response. ex: Say ‘more juice’” when the child wants juice.

Question 35

shaping

Answer 35

Rewarding small steps that get closer to the correct behavior. ex: If a child starts by saying “ju,” you praise them. Later, you only praise “juice,” then “more juice.”

Question 36

positve reinforcement

Answer 36

Giving something the child likes after a correct response to encourage them to do it again. ex: The child says “please,” and you give them the toy and say, “Great asking!”

Question 37

fading

Answer 37

Slowly reducing help (like prompts) so the child does the skill on their own. ex: First, you say the full sentence for the child. Later, you just say the first word, then nothing at all.

Question 38

Auditory bombardment

Answer 38

a technique where the child hears a target sound, word, or sentence structure many times in a short period, but they are not required to repeat it.

Question 39

How do we find professional literature Not the exact steps, but what are our sources

Answer 39

academic databases, government websites, online jounrals, textboks

Question 40

5 typical parts of a research article

Answer 40

abstract, introduction, methods, results, discussion

Question 41

abstract

Answer 41

A brief description of the purpose of the study, the methodology (e.g., a survey or experiment), the key findings, and the significance of the results.

Question 42

introduction

Answer 42

The introduction might discuss previous studies on language development in children and explain why the current research is needed to fill a gap in knowledge.

Question 43

methods

Answer 43

A description of how a sample of children was selected for an experiment on language skills, the tests they were given, and how data were recorded.

Question 44

results

Answer 44

table showing the number of words used by children before and after a language intervention, along with the statistical significance of the changes.

Question 45

discussion

Answer 45

The authors might explain how their findings on language interventions can improve speech therapy practices, note limitations (like a small sample size), and suggest that future studies should explore similar interventions in different populations.

Question 46

early childhood/preliteracy skills

Answer 46

Knowing how to hold a book Recognizing letters and sounds Listening and understanding stories Being aware that print carries meaning

Question 47

environmental print

Answer 47

stop signs, store logos

Question 48

Connection Between Language and Literacy

Answer 48

Understand what they read Talk about stories Express ideas in writing The stronger their language, the easier it is to become successful readers and writers.

Question 49

Older Childhood Literacy Needs

Answer 49

Stronger vocabulary Comprehension skills The ability to analyze texts and write clearly They move from “learning to read” to “reading to learn.”

Question 50

Enhanced Milieu Teaching (EMT)

Answer 50

helps young children learn to talk during play and daily activities. It is based on the idea that children learn language best through talking with others. In EMT, the adult follows the child’s lead and talks about what the child is doing. The adult uses short sentences and repeats words to help the child learn.

Question 51

book reading

Answer 51

the adult reads to the child, talks about the pictures, and asks simple questions to keep the child involved

Question 52

Vocabulary choice decisions for younger versus older children

Answer 52

We pick different words to teach younger and older children. Younger kids need easy, everyday words like dog or car. Older kids can learn harder words like predict or disappointed.

Question 53

vocabulary tiers with your own semantic examples

Answer 53

Tier 1: Simple words we use every day, like run or apple. Tier 2: Bigger words we see in books or school, like curious or gather. Tier 3: Special words for school subjects, like volcano or fraction.

Question 54

Assertive-responsive scheme (pragmatic)

Answer 54

how kids use language in conversations. Assertive means the child starts talking, like saying, “Look! A cat!” Responsive means the child answers someone, like saying, “Yeah, it’s sleeping.”

Question 55

reason for generalization

Answer 55

they can use what they learn in therapy in real life. That means they can use new words or skills with different people, in different places, and during different activities—not just in the therapy room.

Question 56

Three things that can be changed in doing generalization

Answer 56

Change the people ex: If the child learns to say “I want juice” with the therapist, they should also practice saying it with a parent or teacher.