Deck 8: Language and Students With Intellectual Disabilities

Question 1

The vocabulary skills of students with intellectual disabilities are generally equivalent to those of typically developing peers of the same chronological age.

Answer 1

False

Question 2

Children with intellectual disabilities deviate significantly from the typical pattern of syntactic development.

Answer 2

False

Question 3

Research on the use of sight-word approaches with children with intellectual disabilities has found high rates of generalization of words to real situations.

Answer 3

False

Question 4

Research on the prelinguistic development of children with intellectual disabilities has found that they differ from typically developing peers in their development of babble.

Question 5

Difficulties with speech production are more common among children with intellectual disabilities than among typically developing children.

Question 6

Referential communication tasks have revealed that individuals with intellectual disabilities generally perform better in the ____________ role as compared to the _______________ role.

Question 7

The language of children with Williams Syndrome has been found to differ from that of other children with intellectual disabilities in which of the following ways:

A) significant strengths in vocabulary and syntax.
B) significant strengths in communication skills.
C) slower acquisition of words.
D) more difficulty with the acquisition of sounds (phonology).

Question 8

Research on the conversational competence of individuals with intellectual disabilities has found that:

A) they often fail to take their turn in a conversation
B) they typically do not make a significant contribution to the interaction.
C) they are good at repairing conversational breakdowns.
D) they often extend the conversation by adding new information to what has been said.

Question 9

Research has found that most children with intellectual disabilities have difficulty participating in conversations. Describe some of the typical problem found and discuss how these difficulties could be addressed in the classroom.

Question 10

Individuals with intellectual disabilities have been reported to have difficulty with ______________ conversations that break down.

Question 11

According to the American Association on Intellectual and Developmental Disabilities (AAIDD), intellectual disabilities are defined as a disability characterized by:

A) IQ below 50.
B) limitations in intellectual functioning and in adaptive behavior.
C) difficulties with social skills.
D) stereotypical and maladaptive behaviors.

Question 12

Cognitive abilities are a good predictor of the language abilities of individuals with intellectual disabilities throughout the age span.

Question 13

Observations of the interaction between parents and their children with intellectual disabilities have shown that parents tend to use shorter, less complex sentences than would be expected for normally developing children of the same age.

Question 14

With this language intervention technique, the instructor models an appropriate response for the student. ___________________

Question 15

Research on the syntactic development of children with intellectual disabilities has generally found that there are ____________ in development.

Question 16

Which of the following represents the best conclusion regarding the syntactic development of children with intellectual disabilities?

A) Follows normal developmental sequence, but with significant delays.
B) No differences between individuals with intellectual disabilities and typically developing children.
C) Children with intellectual disabilities create unique syntactic structures and deviate significantly from the typical developmental sequence.
D) Most children with intellectual disabilities do not get beyond the single word stage.

Question 17

In this approach to language intervention a targeted language skill is inserted in the middle of an already established sequence of behaviors

A) milieu teaching
B) interrupted behavior chain
C) milieu teaching.
D) target behavior model

Question 18

Studies of the referential communication skills of children with intellectual disabilities have generally found that hey are better in the listener role as compared to the speaker role.

Question 19

Considering the cognitive and language abilities and difficulties of children with Down syndrome, how should instruction in literacy be delivered? Describe instructional goals , methods, and activities that could be effective.

Question 20

How has the concept of "behavioral phenotypes" changed our understanding and treatment of the difficulties experienced by individuals with intellectual disabilities?