Question 1

Instructions or stimuli used to ensure a child responds correctly are known as

Accepted Answer

A)  Prompts 
B)  Shaping. 
C)  Fading. 
D)  All of the above. 
E)  None of the above 
A)  Prompts 
B)  Shaping. 
C)  Fading. 
D)  All of the above. 
E)  None of the above A

Question 2

Match between columns
                        Premises: Conversational assertiveness
Prompts
Shaping
Parallel talk
Language expansions
Language extensions
Conversational responsiveness
Fading
Metacognition
Telegraphic speech
Buildup/breakdown technique
Self talk

Accepted Answer

The Answer of The communicator responds to others’ communication attempts. is...

Question 3

The facilitation of easy, small steps gradually approximately the goal behavior is known as

Accepted Answer

A)  Prompts. 
B)  Shaping. 
C)  Fading. 
D)  All of the above. 
E)  None of the above. 
A)  Prompts. 
B)  Shaping. 
C)  Fading. 
D)  All of the above. 
E)  None of the above. B

Question 4

Self talk is when the adult describes the child's actions.

Accepted Answer

A) True 
 B)False

Question 5

An example of a correctly written intervention goal is

Accepted Answer

A)  Bill will edit his written school work correctly on a regular basis. 
B)  Madison will use appropriate language to ask for things she wants. 
C)  Jane will initiate conversations with her peers during recess every day. 
D)  All of the above. 
E)  None of the above. 
A)  Bill will edit his written school work correctly on a regular basis. 
B)  Madison will use appropriate language to ask for things she wants. 
C)  Jane will initiate conversations with her peers during recess every day. 
D)  All of the above. 
E)  None of the above.

Question 6

In focused stimulation a child is exposed to multiple examples of a linguistic target within a meaningful communication context.

Accepted Answer

A) True 
 B)False

Question 7

When SLPs and special educators select an intervention they consider if

Accepted Answer

A)  the intervention is an evidence-based practice. 
B)  the intervention is expected to work. 
C)  the intervention aligns with the internal evidence. 
D)  All of the above. 
E)  None of the above. 
A)  the intervention is an evidence-based practice. 
B)  the intervention is expected to work. 
C)  the intervention aligns with the internal evidence. 
D)  All of the above. 
E)  None of the above.

Question 8

The reduction of stimuli with the goal of having the behavior produced independently by the child is known as

Accepted Answer

A)  Prompts. 
B)  Shaping. 
C)  Fading. 
D)  All of the above. 
E)  None of the above. 
A)  Prompts. 
B)  Shaping. 
C)  Fading. 
D)  All of the above. 
E)  None of the above.

Question 9

Explain the purpose and importance of fading.

Accepted Answer

Fading is a technique used in various fi

Question 10

A facilitation technique in which the adult modifies a child's simple sentences into more sophisticated sentence constructions is known as

Accepted Answer

A)  Language expansions. 
B)  Languages extensions. 
C)  Buildup/breakdown. 
D)  None of the above. 
E)  All of the above. 
A)  Language expansions. 
B)  Languages extensions. 
C)  Buildup/breakdown. 
D)  None of the above. 
E)  All of the above.

Question 11

Intervention that focuses on highlighting the semantic transparency of vocabulary and choosing Tier 2 level vocabulary with older children relates to

Accepted Answer

A)  Form. 
B)  Content. 
C)  Use. 
D)  All of the above. 
E)  None of the above. 
A)  Form. 
B)  Content. 
C)  Use. 
D)  All of the above. 
E)  None of the above.

Question 12

Pragmatic intervention focuses on a child's ability to take conversational turns and initiate conversation. Pragmatic intervention with young children often includes parent training; parents learn to facilitate optimal parent-child conversations.

Accepted Answer

A) True 
 B)False

Question 13

A goal attack strategy in which one goal at a time is targeted until a predetermined level of accuracy is achieved is known as a

Accepted Answer

A)  Cyclic strategy. 
B)  Horizontal strategy. 
C)  Vertical strategy. 
D)  All of the above. 
E)  None of the above. 
A)  Cyclic strategy. 
B)  Horizontal strategy. 
C)  Vertical strategy. 
D)  All of the above. 
E)  None of the above.

Question 14

Intervention stimuli can either be nonlinguistic or linguistic and can be presented via pictures, objects, or computers.

Accepted Answer

A) True 
 B)False

Question 15

Intervention that focuses on a child's ability to take conversational turns and initiate conversation relates to

Accepted Answer

A)  Form. 
B)  Content. 
C)  Use. 
D)  All of the above. 
E)  None of the above. 
A)  Form. 
B)  Content. 
C)  Use. 
D)  All of the above. 
E)  None of the above.

Question 16

Intervention related to content focuses on highlighting the semantic transparency of vocabulary and choosing Tier 2 level vocabulary with older children.

Accepted Answer

A) True 
 B)False

Question 17

If a child has errors in form, the professional uses strategies to make certain the discourse facilitates the child's production of the required form, makes certain that targeted features are easily detected, notes a child's errors and absence of linguistic features, and chooses intermediate-level targets.

Accepted Answer

A) True 
 B)False

Question 18

Intervention stimuli used to encourage a child to talk can be

Accepted Answer

A)  Pictures, objects, or computers. 
B)  Nonlinguistic or linguistic. 
C)  Making eye contact. 
D)  All of the above. 
E)  None of the above. 
A)  Pictures, objects, or computers. 
B)  Nonlinguistic or linguistic. 
C)  Making eye contact. 
D)  All of the above. 
E)  None of the above.

Question 19

Language facilitators use modeling techniques that are contingent on child interests and behaviors to facilitate children's language production.

Accepted Answer

A) True 
 B)False

Question 20

When writing intervention goals the professional describes what the child's communication behavior will look like when the skill is mastered. Each goal includes the following

Accepted Answer

A)  a do statement. 
B)  a condition statement. 
C)  a criterion statement. 
D)  all of the above. 
E)  none of the above. 
A)  a do statement. 
B)  a condition statement. 
C)  a criterion statement. 
D)  all of the above. 
E)  none of the above.

Instructions or stimuli used to ensure a child responds correctly are known as

The facilitation of easy, small steps gradually approximately the goal behavior is known as

Self talk is when the adult describes the child's actions.

An example of a correctly written intervention goal is

In focused stimulation a child is exposed to multiple examples of a linguistic target within a meaningful communication context.

When SLPs and special educators select an intervention they consider if

The reduction of stimuli with the goal of having the behavior produced independently by the child is known as

Explain the purpose and importance of fading.

A facilitation technique in which the adult modifies a child's simple sentences into more sophisticated sentence constructions is known as

Intervention that focuses on highlighting the semantic transparency of vocabulary and choosing Tier 2 level vocabulary with older children relates to

Pragmatic intervention focuses on a child's ability to take conversational turns and initiate conversation. Pragmatic intervention with young children often includes parent training; parents learn to facilitate optimal parent-child conversations.

A goal attack strategy in which one goal at a time is targeted until a predetermined level of accuracy is achieved is known as a

Intervention stimuli can either be nonlinguistic or linguistic and can be presented via pictures, objects, or computers.

Intervention that focuses on a child's ability to take conversational turns and initiate conversation relates to

Intervention related to content focuses on highlighting the semantic transparency of vocabulary and choosing Tier 2 level vocabulary with older children.

Intervention stimuli used to encourage a child to talk can be

Language facilitators use modeling techniques that are contingent on child interests and behaviors to facilitate children's language production.

When writing intervention goals the professional describes what the child's communication behavior will look like when the skill is mastered. Each goal includes the following

Language Theory and Language Development

Assessment of Language Disorders

Assessment of Language Disorders

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 4: Principles of Intervention

Instructions or stimuli used to ensure a child responds correctly are known as

The facilitation of easy, small steps gradually approximately the goal behavior is known as

Self talk is when the adult describes the child's actions.

An example of a correctly written intervention goal is

In focused stimulation a child is exposed to multiple examples of a linguistic target within a meaningful communication context.

When SLPs and special educators select an intervention they consider if

The reduction of stimuli with the goal of having the behavior produced independently by the child is known as

Explain the purpose and importance of fading.

A facilitation technique in which the adult modifies a child's simple sentences into more sophisticated sentence constructions is known as

Intervention that focuses on highlighting the semantic transparency of vocabulary and choosing Tier 2 level vocabulary with older children relates to

Pragmatic intervention focuses on a child's ability to take conversational turns and initiate conversation. Pragmatic intervention with young children often includes parent training; parents learn to facilitate optimal parent-child conversations.

A goal attack strategy in which one goal at a time is targeted until a predetermined level of accuracy is achieved is known as a

Intervention stimuli can either be nonlinguistic or linguistic and can be presented via pictures, objects, or computers.

Intervention that focuses on a child's ability to take conversational turns and initiate conversation relates to

Intervention related to content focuses on highlighting the semantic transparency of vocabulary and choosing Tier 2 level vocabulary with older children.

Intervention stimuli used to encourage a child to talk can be

Language facilitators use modeling techniques that are contingent on child interests and behaviors to facilitate children's language production.

When writing intervention goals the professional describes what the child's communication behavior will look like when the skill is mastered. Each goal includes the following

Language Theory and Language Development

Assessment of Language Disorders

Assessment of Language Disorders

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