Question 1

Norm-referenced tests are generally more valid than criterion-referenced tests.

Accepted Answer

A) True 
 B)False

Question 2

The number of different words NDW) is

Accepted Answer

A)  a quantitative analysis of language content. 
B)  a measure of levels of vocabulary diversity. 
C)  compared to normative data. 
D)  All of the above 
E)  None of the above 
A)  a quantitative analysis of language content. 
B)  a measure of levels of vocabulary diversity. 
C)  compared to normative data. 
D)  All of the above 
E)  None of the above

Question 3

T-unit analysis is used because older children with language impairments often produce run on sentences linked with conjunctions.

Accepted Answer

A) True 
 B)False

Question 4

Quantitative analysis evaluates the quality of the child's speech by comparing the child's language output with a language-age match.

Accepted Answer

A) True 
 B)False

Question 5

This type of assessment is used to determine if an individual does, or does not, have language impairment.

Accepted Answer

A)  Norm referenced 
B)  Criterion referenced 
C)  Dynamic 
D)  All of the above 
A)  Norm referenced 
B)  Criterion referenced 
C)  Dynamic 
D)  All of the above

Question 6

Screening is the initial assessment process used to identify children who have language impairments.
:

Accepted Answer

A) True 
 B)False

Question 7

Qualitative language analysis

Accepted Answer

A)  is part of the two-step LSA. 
B)  compares the child's language quality with a language-age match. 
C)  uses both microanalysis and macroanalysis of the LSA. 
D)  All of the above 
E)  None of the above 
A)  is part of the two-step LSA. 
B)  compares the child's language quality with a language-age match. 
C)  uses both microanalysis and macroanalysis of the LSA. 
D)  All of the above 
E)  None of the above

Question 8

This type of assessment is easy to administer and score.

Accepted Answer

A)  Norm referenced 
B)  Criterion referenced 
C)  Dynamic 
D)  All of the above 
A)  Norm referenced 
B)  Criterion referenced 
C)  Dynamic 
D)  All of the above

Question 9

Mazing analysis

Accepted Answer

A)  measures interruptions in discourse. 
B)  counts false starts, revisions, fillers, repetitions, and pauses. 
C)  used with older school-age children. 
D)  All of the above 
E)  None of the above 
A)  measures interruptions in discourse. 
B)  counts false starts, revisions, fillers, repetitions, and pauses. 
C)  used with older school-age children. 
D)  All of the above 
E)  None of the above

Question 10

List and describe the steps in the assessment process.

Accepted Answer

The assessment process involves several

Question 11

A T-unit analysis

Accepted Answer

A)  is used with older school-age children. 
B)  examines sentence structure including clauses and coordinating conjunctions. 
C)  includes an assessment of written work. 
D)  All of the above 
E)  None of the above 
A)  is used with older school-age children. 
B)  examines sentence structure including clauses and coordinating conjunctions. 
C)  includes an assessment of written work. 
D)  All of the above 
E)  None of the above

Question 12

An advantage of criterion-referenced tests is that the assessments are efficient to administer.

Accepted Answer

A) True 
 B)False

Question 13

This type of assessment is used to document an individual's ability in a specific domain; the raw data are used to develop intervention plans and document behavior change.

Accepted Answer

A)  Norm-referenced 
B)  Criterion referenced 
C)  Dynamic 
D)  All of the above 
A)  Norm-referenced 
B)  Criterion referenced 
C)  Dynamic 
D)  All of the above

Norm-referenced tests are generally more valid than criterion-referenced tests.

The number of different words NDW) is

T-unit analysis is used because older children with language impairments often produce run on sentences linked with conjunctions.

Quantitative analysis evaluates the quality of the child's speech by comparing the child's language output with a language-age match.

This type of assessment is used to determine if an individual does, or does not, have language impairment.

Screening is the initial assessment process used to identify children who have language impairments. :

Qualitative language analysis

This type of assessment is easy to administer and score.

Mazing analysis

List and describe the steps in the assessment process.

A T-unit analysis

An advantage of criterion-referenced tests is that the assessments are efficient to administer.

This type of assessment is used to document an individual's ability in a specific domain; the raw data are used to develop intervention plans and document behavior change.

Language Theory and Language Development

Assessment of Language Disorders

Principles of Intervention

Children With Specific Language Impairment

Children With Hearing Loss

Children With Intellectual Disability

Children With Autism Spectrum Disorders

Early Literacy, Reading and Writing for School-Age Children

Augmentative and Alternative Communication Aac and Individuals With Complex Communication Needs

Multicultural Issues

Filters

Exam 2: Assessment of Language Disorders

Norm-referenced tests are generally more valid than criterion-referenced tests.

The number of different words NDW) is

T-unit analysis is used because older children with language impairments often produce run on sentences linked with conjunctions.

Quantitative analysis evaluates the quality of the child's speech by comparing the child's language output with a language-age match.

This type of assessment is used to determine if an individual does, or does not, have language impairment.

Screening is the initial assessment process used to identify children who have language impairments. :

Qualitative language analysis

This type of assessment is easy to administer and score.

Mazing analysis

List and describe the steps in the assessment process.

A T-unit analysis

An advantage of criterion-referenced tests is that the assessments are efficient to administer.

This type of assessment is used to document an individual's ability in a specific domain; the raw data are used to develop intervention plans and document behavior change.

Language Theory and Language Development

Assessment of Language Disorders

Principles of Intervention

Children With Specific Language Impairment

Children With Hearing Loss

Children With Intellectual Disability

Children With Autism Spectrum Disorders

Early Literacy, Reading and Writing for School-Age Children

Augmentative and Alternative Communication Aac and Individuals With Complex Communication Needs

Multicultural Issues

Filters