Final exam

Question 1

race

Answer 1

individual’s biological attributes

Question 2

language

Answer 2

all the behaviors by which individuals communicate

Question 3

culture

Answer 3

a statement about behaviors that are shared by a group of individuals

Question 4

cultural bias

Answer 4

standardized tests reflecting norms of a dominant culture which leads to disadvantages for children with different cultural backgrounds

Question 5

examiner sensitivity bias

Answer 5

when the examiner is not familiar with the child’s culture and misinterpret the child’s behaviors

Question 6

examiner expectation bias

Answer 6

when an examiner expects a certain set of behaviors to be displayed or expects a behavior to have a certain meaning

Question 7

linguistic bias

Answer 7

when the language test contains English words or phrases that are unfamiliar to linguistically -culturally diverse child giving them an unfair disadvantage of scoring well on the test

Question 8

mixed vernacular

Answer 8

a group of people who have been using two languages mix them into a vernacular that is neither language, but a mixture of the two

Question 9

does AAC impede language development

Answer 9

it encourages language development

Question 10

definition of AAC

Answer 10

area of clinical practice that addresses the needs of individuals with significant and
complex communication disabilities characterized by impairments in speech-language
production and/or comprehension, including spoken and written modes of communication

Question 11

purpose of AAC

Answer 11

Communicate wants and needs, transfer information, social closeness and social etiquette

Question 12

aided AAC

Answer 12

requires the use of equipment in addition to person’s body (low tech or high tech)

Question 13

unaided AAC

Answer 13

does not require external tools (gestures, body language, vocalizations, Makaton)

Question 14

high tech AAC

Answer 14

iPads, computers, speech generating devices

Question 15

low tech AAC

Answer 15

books, pictures, objects, drawing writing

Question 16

dedicated AAC

Answer 16

designed and made only to provide means of communication, considered medically necessary, more expensive but more likely to be covered by insurance, more training offered and more durable

Question 17

non-dedicated AAC

Answer 17

commercially available devices (iPad, etc.), not designed for medical use, access to other features and used for more than direct communication, less expensive and easier to purchase

Question 18

professionals that work on assessment team

Answer 18

Individual with CCN, caregivers, SLP/OT/PT, psychologist, social worker, medical personal, educational personal, vocational personnel
positive collaboration is key

Question 19

phases of assessment

Answer 19

1. Initial referral for AAC
2. AAC assessment and intervention planning for today
3. Detailed assessment and intervention planning for the future

Question 20

effectiveness of high-tech vs low-tech

Answer 20

dependent on client and their needs/skills
**

Question 21

what is the purpose of evaluation

Answer 21

examine aspects of abilities and environment
-comprehensive assessment to determine if language behaviors deviate significantly
-involves looking at performances on various tasks in various situations and comparing it to norms

Question 22

what do school systems use to determine eligibility

Answer 22

US federal education legislation
IDEA act

Question 23

team member in eligibility determination in schools

Answer 23

team of professionals all work together and bring their info from observations

Question 24

what should be included in a comprehensive language assessment?

Answer 24

-5 areas of language
-expressive and receptive language
-social skills, gross/fine motor, adaptive, cognitive, and perceptual abilities

Question 25

how does one make intervention useful

Answer 25

-making information informative -increasing the motivation to communicate within the task -obligating pragmatically appropriate responses

Question 26

what questions would you ask in an interview during an intake to help guide decision making?

Answer 26

-antecedent factors -parents: hx, developmental milestones, health problem, genetics, etc. -teacher: how language affects child academically and socially -reports from professionals

Question 27

screening

Answer 27

examination of parameters of language, served larger number of children in short time cannot determine lang. problem, just indicated need for full assessment

Question 28

importance of observing in various settings

Answer 28

to decide what the intervention emphasizes are sociologically and ecologically valid for the child

Question 29

language knowledge vs ability to learn language

Answer 29

lang knowledge: current status (norm-referenced tests) ability to learn: potential to improve and circumstances needed to obtain (dynamic testing) ******

Question 30

goal of intervention

Answer 30

attend to all aspects of language -help children discover rules/regularities and or provide opportunities for the children to process relevant info about what it is they need to learn -attend to a new language form -recognize functions of the new form -relate new form to existing grammatical systems and modify grammars -access and produce new structure more quickly after it is generated by their underlying grammars

Question 31

generalization and reasons why it does not occur

Answer 31

behaviors occurring across different contexts prevented by types of reinforcement, lack of deep learning, and continuity ****

Question 32

expansion

Answer 32

an adults utterance after a child's that maintains topic, content, and reference but in some way adds or modifies one or more language elements

Question 33

intrinsic reinforcement

Answer 33

inherent to interaction

Question 34

assessment during intervention

Answer 34

assessment and intervention are dynamic and interactive

Question 35

importance of specific language

Question 36

what should intervention consist of

Question 37

direct intervention vs indirect intervention

Answer 37

direct intervention: clinician as primary agent of language change indirect intervention: individuals other than clinician are primary agent of change

Question 38

3 components of milieu teaching

Answer 38

incidental teaching mand model delay

Question 39

language samples- one activity or wide variety

Answer 39

wide variety

Question 40

what can SLPs do to aid in language development

Answer 40

before: self talk/ parallel talk during: imitation, modeling, priming after: reauditorization, recasting,

Question 41

formula for measuring goals

Answer 41

Specific Measurable Attainable Relevant Timebased

Question 42

what does "the more the better" have to do with language intervention?

Answer 42

more exposure to exemplars is better; redundancy is essential how the more is scheduled is (distributed vs masses trials)