Deck 3: Assessment of Language Disorders

Question 1

The extent to which a specific intervention is a cost effective means to rehabilitate a communication disorder is known as

A) Efficacy
B) Effectiveness
C) Efficiency
D) None of the above
E) All of the above

Answer 1

C

Question 2

The question, "Does the child have the basic principles of communication and underlying social interaction?" relates to this aspect of communication.

A) Cognitive
B) Early Pragmatic
C) Prelinguistic
D) Lexical
E) Pragmatic

Answer 2

C

Question 3

This critical-thinking parameter focuses on the need to gather supporting evidence when identifying a communication problem.

A) Accuracy and scope of information
B) Evaluating evidence
C) Change and adaptability
D) All of the above
E) None of the above

Answer 3

A

Question 4

This critical-thinking parameter ensures that practitioners are open to professional development and personal change.

A) Accuracy and scope of information
B) Evaluating evidence
C) Change and adaptability
D) All of the above
E) None of the above

Question 5

The question, "Does the student have the ability to introduce topics and ask questions that promote social interaction?" relates to this aspect of communication.

A) Cognitive
B) Early Pragmatic
C) Prelinguistic
D) Lexical
E) Pragmatic

Question 6

In RTI, intense, individualized intervention for children who do not progress through classroom-based or small group intervention is an example of

A) Tier 1
B) Tier 2
C) Tier 3
D) All of the above
E) None of the above

Question 7

The extent to which a specific intervention results in a positive outcome when it is used in routine practice is known as

A) Efficacy
B) Effectiveness
C) Efficiency
D) All of the above
E) None of the above

Question 8

The extent to which a specific intervention, procedure, or service produces beneficial results under ideal conditions is known as

A) Efficacy
B) Effectiveness
C) Efficiency
D) None of the above
E) All of the above

Question 9

Response to intervention RTI) is based on scientific, research-based evidence using a tiered approach. Classroom-based intervention on a daily basis provided to all children is an example of

A) Tier 1
B) Tier 2
C) Tier 3
D) None of the above
E) All of the above

Question 10

In RTI, small group or individualized intervention for children who are not progressing through classroom-based intervention is an example of

A) Tier 1
B) Tier 2
C) Tier 3
D) All of the above
E) None of the above

Question 11

This critical-thinking parameter demands that practitioners evaluate internal and external evidence supporting assessment tools and intervention protocols.

A) Accuracy and scope of information
B) Evaluating evidence
C) Change and adaptability
D) None of the above
E) All of the above

Question 12

The question, "Does the child demonstrate the mental skills that impact language development?" relates to this aspect of communication.

A) Cognitive
B) Early Pragmatic
C) Prelinguistic
D) Lexical
E) Pragmatic

Question 13

The Individuals with Disabilities Education Act IDEA)

A) Is a law ensuring services to children with disabilities.
B) Governs how states and public agencies provide early intervention, special education, and related services to eligible infants, toddlers, children, and youth with disabilities.
C) Has prompted SLPs and special educators to provide classroom-based intervention in inclusive classrooms and train teachers to provide differentiated instruction to students with special educational needs.
D) None of the above
E) All of the above

Question 14

The routines-based interview RBI)

A) Is used to assess a child's developmental and communication status.
B) Is used to gain information about day-to-day life and family routines.
C) Is used to tune in to a family's feelings about their child.
D) Includes familiar activities such as eating, bathing, bedtime, hanging out, going to the store, or traveling in the car.
E) All of the above

Question 15

The appropriate term for the potential to develop a disorder based on specific biological, environmental, or behavioral factors is

A) At risk.
B) Disability.
C) Handicap.
D) Impairment.
E) All of the above

Question 16

A decision tree

A) Is a graphic example of the alternatives in the decision-making process.
B) Helps the practitioner see the thought process that underlies decision-making processes.
C) Reminds practitioners of the critical-thinking parameters.
D) None of the above
E) A and B only

Question 17

The goals of speech-language intervention change with respect to the age of the individual with communication impairments.

Question 18

The question, "Does this child combine words into two- and three-word combinations?" relates to this aspect of communication.

A) Cognitive
B) Early Pragmatic
C) Prelinguistic
D) Lexical
E) Pragmatic

Question 19

The appropriate term for any loss or abnormality of psychological, physiological, or anatomical structure or function is

A) At risk.
B) Disability.
C) Handicap.
D) Impairment.
E) All of the above

Question 20

Response to Intervention RTI) is

A) a preventative approach in that it provides scientifically based intervention to reduce the occurrence of later academic problems.
B) a child's ability to respond to intervention indicates whether a child does, or does not, have a significant level of impairment. In traditional assessment, test scores and observational data are used to document the presence of a disability.
C) based on scientific, research-based evidence using a tiered approach.
D) All of the above
E) None of the above

Question 21

IEPs are required by IDEA for all preschool children.

Question 22

The IDEA term meaning that a child with special educational needs must receive services within the regular classroom is least restrictive environment.

Question 23

Explain backwards design and why it is relevant when a special educator or SLP develops an intervention plan.

Question 24

Mainstreaming means that children with disabilities are educated in the same context as their nondisabled peers.

Question 25

The pull-out model of service delivery where the special educator or SLP works with an individual or small group outside of the classroom is best for intervention.

Question 26

Explain how the special educator or SLP monitors a child's progress and how the decision to dismiss a child from treatment is made.

Question 27

Differentiated instruction may include altering the content of what is taught, altering how the content is taught, or altering task demands.

Question 28

Educators evaluate child engagement levels to monitor classroom environments and facilitate change and adaptation if engagement is not high.

Question 29

How does student motivation impact achievement? How can the special educator or SLP enhance student motivation?

Question 30

What multicultural issues should the special educator or SLP keep in mind when assessing a child's language behavior?

Question 31

Backwards design begins with intervention activities based on needs determined by assessment.

Question 32

Diagram a decision-making tree that explains a decision you have made recently. Include the questions you asked yourself and the alternatives you considered.

Question 33

The routines based interview RBI) is used to assess the role the family can play in support of intervention.

Question 34

Identify the three critical-thinking parameters, explain the function of each, and write 2-3 questions for each parameter that the special educator or SLP should ask during the decision- making process.

Question 35

A rubric is a set of criteria and standards used to assess an individual's performance on a specific task.