Match between columns Premises: Peer confederate training Peer confederate training Peer confederate training Peer confederate training Peer confederate training Peer confederate training Peer confederate training Peer confederate training Peer confederate training Peer confederate training Peer confederate training Peer confederate training Incidental teaching Incidental teaching Incidental teaching Incidental teaching Incidental teaching Incidental teaching Incidental teaching Incidental teaching Incidental teaching Incidental teaching Incidental teaching Incidental teaching Enhanced milieu teaching EMT) Enhanced milieu teaching EMT) Enhanced milieu teaching EMT) Enhanced milieu teaching EMT) Enhanced milieu teaching EMT) Enhanced milieu teaching EMT) Enhanced milieu teaching EMT) Enhanced milieu teaching EMT) Enhanced milieu teaching EMT) Enhanced milieu teaching EMT) Enhanced milieu teaching EMT) Enhanced milieu teaching EMT) Conversational Recast Training CRT) Conversational Recast Training CRT) Conversational Recast Training CRT) Conversational Recast Training CRT) Conversational Recast Training CRT) Conversational Recast Training CRT) Conversational Recast Training CRT) Conversational Recast Training CRT) Conversational Recast Training CRT) Conversational Recast Training CRT) Conversational Recast Training CRT) Conversational Recast Training CRT) Curriculum-based language assessment Curriculum-based language assessment Curriculum-based language assessment Curriculum-based language assessment Curriculum-based language assessment Curriculum-based language assessment Curriculum-based language assessment Curriculum-based language assessment Curriculum-based language assessment Curriculum-based language assessment Curriculum-based language assessment Curriculum-based language assessment Specific language impairment SLI) Specific language impairment SLI) Specific language impairment SLI) Specific language impairment SLI) Specific language impairment SLI) Specific language impairment SLI) Specific language impairment SLI) Specific language impairment SLI) Specific language impairment SLI) Specific language impairment SLI) Specific language impairment SLI) Specific language impairment SLI) Time delay Time delay Time delay Time delay Time delay Time delay Time delay Time delay Time delay Time delay Time delay Time delay Sociodramatic script training Sociodramatic script training Sociodramatic script training Sociodramatic script training Sociodramatic script training Sociodramatic script training Sociodramatic script training Sociodramatic script training Sociodramatic script training Sociodramatic script training Sociodramatic script training Sociodramatic script training Parent-child interaction assessments Parent-child interaction assessments Parent-child interaction assessments Parent-child interaction assessments Parent-child interaction assessments Parent-child interaction assessments Parent-child interaction assessments Parent-child interaction assessments Parent-child interaction assessments Parent-child interaction assessments Parent-child interaction assessments Parent-child interaction assessments Late talker Late talker Late talker Late talker Late talker Late talker Late talker Late talker Late talker Late talker Late talker Late talker Sentence combining Sentence combining Sentence combining Sentence combining Sentence combining Sentence combining Sentence combining Sentence combining Sentence combining Sentence combining Sentence combining Sentence combining Mand-model procedure Mand-model procedure Mand-model procedure Mand-model procedure Mand-model procedure Mand-model procedure Mand-model procedure Mand-model procedure Mand-model procedure Mand-model procedure Mand-model procedure Mand-model procedure

The Answer of A language deficit without other accompanying factors. is...

Deck 5: Children With Specific Language Impairment

Question

Children under age 4 who are language delayed or late talkers

A) Usually develop SLI.
B) Often catch up with their peers.
C) Need intensive intervention.
D) All of the above.
E) None of the above.

Use Space or

to flip the card.

Question

Interventions for children with SLI sometimes require

A) Training for parents on child interactions that promote language development.
B) Strategies that enhance social skills.
C) Cooperation between the classroom teacher and the SLP.
D) All of the above.
E) None of the above.

Question

Sentence combining is

A) Appropriate for school age children.
B) Directed by the teacher or SLP.
C) Improves sentence complexity.
D) All of the above.
E) None of the above.

Question

The primary area of difficulty in children with SLI is morphosyntax.

Question

Conversational recast training CRT)

A) Is appropriate for children age 2 through early elementary grades.
B) Facilitates grammatical development.
C) Uses sentence recasts.
D) All of the above.
E) None of the above

Question

A primary focus of intervention for children with SLI is

A) The development of morphosyntax skills.
B) Advanced discourse skills.
C) Understanding sarcasm.
D) All of the above.
E) None of the above.

Question

Enhanced milieu training EMT), a naturalistic approach to intervention, is appropriate for children who

A) Are school age.
B) Have a vocabulary of at least 10 words.
C) Have not been successful with other approaches.
D) All of the above.
E) None of the above.

Question

The assessment process for children with SLI includes the following:

A) A language sample analysis LSA).
B) Parent-child interaction observations.
C) Curriculum-based language assessments.
D) All of the above.
E) None of the above.

Question

A social script intervention

A) Provides an opportunity for the SLP to write.
B) Encourages creative play.
C) Is a repeated social interaction likely to occur in daily life.
D) All of the above.
E) None of the above.

Question

Children who are language delayed are sometimes called late talkers rather than SLI) because these children catch up with their peers in late preschool there is not need to be concerned.

Question

The Peer Entry behavior of a child with SLI may include

A) A verbal request to play.
B) Hovering near the group.
C) Asking the adult to intervene.
D) All of the above
E) None of the above.

Question

An example of EMT intervention is

A) Restating a child's utterance in a more complex form while maintaining the child's meaning.
B) Parents learn to follow their child's lead, wait for a child's conversational turn and maintain balanced interactions.
C) Giving a child several simple sentences and having the child combine them into one complex sentence.
D) All of the above.
E) None of the above.

Question

An example of Sentence Combining intervention is

A) Restating a child's utterance in a more complex form while maintaining the child's meaning
B) Parents learn to follow their child's lead, wait for a child's conversational turn and maintain balanced interactions.
C) Giving a child several simple sentences and having the child combine them into one complex sentence.
D) All of the above.
E) None of the above.

Question

Children with SLI often have

A) Problems with interactive communication.
B) Phonological impairments.
C) Difficulty with reading and writing
D) Problems with peer interactions.
E) All of the above.

Question

The prevalence of children diagnosed with SLI is 7%.

Question

Specific Language Impairment SLI) is a diagnosis based on exclusionary criteria. This means that

A) Criteria are used to exclude other problems.
B) All possible causes are eliminated.
C) Other reasons for the language delay have been ruled out.
D) All of the above.
E) None of the above.

Question

A child with SLI has a significant language impairment without associated

A) Hearing loss.
B) Cognitive deficit.
C) Neurological, or motor impairments.
D) All of the above.
E) None of the above.

Question

An example of CRT intervention is

Question

A child with SLI has significant language impairment without associated hearing loss, cognitive deficit, neurological, or motor impairments.

Question

Children with SLI need intervention that focuses on enhancing their social skills.

Question

Enhanced milieu training EMT) includes the teaching strategies of mand-model, time-delay, and incidental teaching along with adult modeling.

Question

Describe three intervention approaches used as part of social communication intervention.

Question

What is the primary language deficit of children with SLI? Give examples.

Question

CRT uses a strategy called sentence combining an intervention appropriate for school-aged students who need to improve sentence complexity.

Question

What criteria are used to diagnose a child with specific language impairment SLI)?

Question

The most effective assessments provide multiple opportunities for an individual to perform skills across domains.

Question

The language sample analysis LSA) has no bearing on the assessment of SLI.

Question

Fifty-nine percent of children diagnosed with SLI also are diagnosed with attention deficit/hyperactivity disorder.

Question

Match between columns

Peer confederate training

A language deficit without other accompanying factors.

Peer confederate training

Children whose language may or may not catch up with their peers.

Peer confederate training

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Peer confederate training

The adult uses role-playing to teach students daily discourse routines.

Peer confederate training

Observing the parent and child reading a book or playing with toys together.

Peer confederate training

Considers the academic content and social interaction demands of the curriculum, assesses the language skills the student brings to the curriculum, determines the knowledge and language skills the student needs to succeed academically, and identifies instructional modifications to enhance the student’s academic success.

Peer confederate training

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Peer confederate training

The adult uses a verbal prompt in the form of a question.

Peer confederate training

The adult uses a non-verbal prompt and waits for the child to respond.

Peer confederate training

The adult manipulates the environment so that the child is more likely to talk.

Peer confederate training

The adult restates the child’s utterance while maintaining the child’s meaning.

Peer confederate training

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Incidental teaching

A language deficit without other accompanying factors.

Incidental teaching

Children whose language may or may not catch up with their peers.

Incidental teaching

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Incidental teaching

The adult uses role-playing to teach students daily discourse routines.

Incidental teaching

Observing the parent and child reading a book or playing with toys together.

Incidental teaching

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Incidental teaching

The adult uses a verbal prompt in the form of a question.

Incidental teaching

The adult uses a non-verbal prompt and waits for the child to respond.

Incidental teaching

The adult manipulates the environment so that the child is more likely to talk.

Incidental teaching

The adult restates the child’s utterance while maintaining the child’s meaning.

Incidental teaching

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Enhanced milieu teaching EMT)

A language deficit without other accompanying factors.

Enhanced milieu teaching EMT)

Children whose language may or may not catch up with their peers.

Enhanced milieu teaching EMT)

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Enhanced milieu teaching EMT)

The adult uses role-playing to teach students daily discourse routines.

Enhanced milieu teaching EMT)

Observing the parent and child reading a book or playing with toys together.

Enhanced milieu teaching EMT)

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Enhanced milieu teaching EMT)

The adult uses a verbal prompt in the form of a question.

Enhanced milieu teaching EMT)

The adult uses a non-verbal prompt and waits for the child to respond.

Enhanced milieu teaching EMT)

The adult manipulates the environment so that the child is more likely to talk.

Enhanced milieu teaching EMT)

The adult restates the child’s utterance while maintaining the child’s meaning.

Enhanced milieu teaching EMT)

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Conversational Recast Training CRT)

A language deficit without other accompanying factors.

Conversational Recast Training CRT)

Children whose language may or may not catch up with their peers.

Conversational Recast Training CRT)

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Conversational Recast Training CRT)

The adult uses role-playing to teach students daily discourse routines.

Conversational Recast Training CRT)

Observing the parent and child reading a book or playing with toys together.

Conversational Recast Training CRT)

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Conversational Recast Training CRT)

The adult uses a verbal prompt in the form of a question.

Conversational Recast Training CRT)

The adult uses a non-verbal prompt and waits for the child to respond.

Conversational Recast Training CRT)

The adult manipulates the environment so that the child is more likely to talk.

Conversational Recast Training CRT)

The adult restates the child’s utterance while maintaining the child’s meaning.

Conversational Recast Training CRT)

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Curriculum-based language assessment

A language deficit without other accompanying factors.

Curriculum-based language assessment

Children whose language may or may not catch up with their peers.

Curriculum-based language assessment

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Curriculum-based language assessment

The adult uses role-playing to teach students daily discourse routines.

Curriculum-based language assessment

Observing the parent and child reading a book or playing with toys together.

Curriculum-based language assessment

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Curriculum-based language assessment

The adult uses a verbal prompt in the form of a question.

Curriculum-based language assessment

The adult uses a non-verbal prompt and waits for the child to respond.

Curriculum-based language assessment

The adult manipulates the environment so that the child is more likely to talk.

Curriculum-based language assessment

The adult restates the child’s utterance while maintaining the child’s meaning.

Curriculum-based language assessment

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Specific language impairment SLI)

A language deficit without other accompanying factors.

Specific language impairment SLI)

Children whose language may or may not catch up with their peers.

Specific language impairment SLI)

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Specific language impairment SLI)

The adult uses role-playing to teach students daily discourse routines.

Specific language impairment SLI)

Observing the parent and child reading a book or playing with toys together.

Specific language impairment SLI)

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Specific language impairment SLI)

The adult uses a verbal prompt in the form of a question.

Specific language impairment SLI)

The adult uses a non-verbal prompt and waits for the child to respond.

Specific language impairment SLI)

The adult manipulates the environment so that the child is more likely to talk.

Specific language impairment SLI)

The adult restates the child’s utterance while maintaining the child’s meaning.

Specific language impairment SLI)

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Time delay

A language deficit without other accompanying factors.

Time delay

Children whose language may or may not catch up with their peers.

Time delay

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Time delay

The adult uses role-playing to teach students daily discourse routines.

Time delay

Observing the parent and child reading a book or playing with toys together.

Time delay

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Time delay

The adult uses a verbal prompt in the form of a question.

Time delay

The adult uses a non-verbal prompt and waits for the child to respond.

Time delay

The adult manipulates the environment so that the child is more likely to talk.

Time delay

The adult restates the child’s utterance while maintaining the child’s meaning.

Time delay

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Sociodramatic script training

A language deficit without other accompanying factors.

Sociodramatic script training

Children whose language may or may not catch up with their peers.

Sociodramatic script training

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Sociodramatic script training

The adult uses role-playing to teach students daily discourse routines.

Sociodramatic script training

Observing the parent and child reading a book or playing with toys together.

Sociodramatic script training

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Sociodramatic script training

The adult uses a verbal prompt in the form of a question.

Sociodramatic script training

The adult uses a non-verbal prompt and waits for the child to respond.

Sociodramatic script training

The adult manipulates the environment so that the child is more likely to talk.

Sociodramatic script training

The adult restates the child’s utterance while maintaining the child’s meaning.

Sociodramatic script training

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Parent-child interaction assessments

A language deficit without other accompanying factors.

Parent-child interaction assessments

Children whose language may or may not catch up with their peers.

Parent-child interaction assessments

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Parent-child interaction assessments

The adult uses role-playing to teach students daily discourse routines.

Parent-child interaction assessments

Observing the parent and child reading a book or playing with toys together.

Parent-child interaction assessments

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Parent-child interaction assessments

The adult uses a verbal prompt in the form of a question.

Parent-child interaction assessments

The adult uses a non-verbal prompt and waits for the child to respond.

Parent-child interaction assessments

The adult manipulates the environment so that the child is more likely to talk.

Parent-child interaction assessments

The adult restates the child’s utterance while maintaining the child’s meaning.

Parent-child interaction assessments

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Late talker

A language deficit without other accompanying factors.

Late talker

Children whose language may or may not catch up with their peers.

Late talker

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Late talker

The adult uses role-playing to teach students daily discourse routines.

Late talker

Observing the parent and child reading a book or playing with toys together.

Late talker

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Late talker

The adult uses a verbal prompt in the form of a question.

Late talker

The adult uses a non-verbal prompt and waits for the child to respond.

Late talker

The adult manipulates the environment so that the child is more likely to talk.

Late talker

The adult restates the child’s utterance while maintaining the child’s meaning.

Late talker

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Sentence combining

A language deficit without other accompanying factors.

Sentence combining

Children whose language may or may not catch up with their peers.

Sentence combining

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Sentence combining

The adult uses role-playing to teach students daily discourse routines.

Sentence combining

Observing the parent and child reading a book or playing with toys together.

Sentence combining

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Sentence combining

The adult uses a verbal prompt in the form of a question.

Sentence combining

The adult uses a non-verbal prompt and waits for the child to respond.

Sentence combining

The adult manipulates the environment so that the child is more likely to talk.

Sentence combining

The adult restates the child’s utterance while maintaining the child’s meaning.

Sentence combining

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Mand-model procedure

A language deficit without other accompanying factors.

Mand-model procedure

Children whose language may or may not catch up with their peers.

Mand-model procedure

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Mand-model procedure

The adult uses role-playing to teach students daily discourse routines.

Mand-model procedure

Observing the parent and child reading a book or playing with toys together.

Mand-model procedure

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Mand-model procedure

The adult uses a verbal prompt in the form of a question.

Mand-model procedure

The adult uses a non-verbal prompt and waits for the child to respond.

Mand-model procedure

The adult manipulates the environment so that the child is more likely to talk.

Mand-model procedure

The adult restates the child’s utterance while maintaining the child’s meaning.

Mand-model procedure

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Unlock Deck

1/29

Deck 5: Children With Specific Language Impairment

Children under age 4 who are language delayed or late talkers

A) Usually develop SLI.
B) Often catch up with their peers.
C) Need intensive intervention.
D) All of the above.
E) None of the above.

Interventions for children with SLI sometimes require

Sentence combining is

A) Appropriate for school age children.
B) Directed by the teacher or SLP.
C) Improves sentence complexity.
D) All of the above.
E) None of the above.

The primary area of difficulty in children with SLI is morphosyntax.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

Conversational recast training CRT)

A) Is appropriate for children age 2 through early elementary grades.
B) Facilitates grammatical development.
C) Uses sentence recasts.
D) All of the above.
E) None of the above

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

A primary focus of intervention for children with SLI is

A) The development of morphosyntax skills.
B) Advanced discourse skills.
C) Understanding sarcasm.
D) All of the above.
E) None of the above.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

Enhanced milieu training EMT), a naturalistic approach to intervention, is appropriate for children who

A) Are school age.
B) Have a vocabulary of at least 10 words.
C) Have not been successful with other approaches.
D) All of the above.
E) None of the above.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

The assessment process for children with SLI includes the following:

A) A language sample analysis LSA).
B) Parent-child interaction observations.
C) Curriculum-based language assessments.
D) All of the above.
E) None of the above.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

A social script intervention

A) Provides an opportunity for the SLP to write.
B) Encourages creative play.
C) Is a repeated social interaction likely to occur in daily life.
D) All of the above.
E) None of the above.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

Children who are language delayed are sometimes called late talkers rather than SLI) because these children catch up with their peers in late preschool there is not need to be concerned.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

The Peer Entry behavior of a child with SLI may include

A) A verbal request to play.
B) Hovering near the group.
C) Asking the adult to intervene.
D) All of the above
E) None of the above.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

An example of EMT intervention is

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

An example of Sentence Combining intervention is

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

Children with SLI often have

A) Problems with interactive communication.
B) Phonological impairments.
C) Difficulty with reading and writing
D) Problems with peer interactions.
E) All of the above.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

The prevalence of children diagnosed with SLI is 7%.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

Specific Language Impairment SLI) is a diagnosis based on exclusionary criteria. This means that

A) Criteria are used to exclude other problems.
B) All possible causes are eliminated.
C) Other reasons for the language delay have been ruled out.
D) All of the above.
E) None of the above.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

A child with SLI has a significant language impairment without associated

A) Hearing loss.
B) Cognitive deficit.
C) Neurological, or motor impairments.
D) All of the above.
E) None of the above.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

An example of CRT intervention is

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

A child with SLI has significant language impairment without associated hearing loss, cognitive deficit, neurological, or motor impairments.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

Children with SLI need intervention that focuses on enhancing their social skills.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

Enhanced milieu training EMT) includes the teaching strategies of mand-model, time-delay, and incidental teaching along with adult modeling.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

Describe three intervention approaches used as part of social communication intervention.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

What is the primary language deficit of children with SLI? Give examples.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

CRT uses a strategy called sentence combining an intervention appropriate for school-aged students who need to improve sentence complexity.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

What criteria are used to diagnose a child with specific language impairment SLI)?

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

The most effective assessments provide multiple opportunities for an individual to perform skills across domains.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

The language sample analysis LSA) has no bearing on the assessment of SLI.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

Fifty-nine percent of children diagnosed with SLI also are diagnosed with attention deficit/hyperactivity disorder.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

Match between columns

Peer confederate training

A language deficit without other accompanying factors.

Peer confederate training

Children whose language may or may not catch up with their peers.

Peer confederate training

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Peer confederate training

The adult uses role-playing to teach students daily discourse routines.

Peer confederate training

Observing the parent and child reading a book or playing with toys together.

Peer confederate training

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Peer confederate training

The adult uses a verbal prompt in the form of a question.

Peer confederate training

The adult uses a non-verbal prompt and waits for the child to respond.

Peer confederate training

The adult manipulates the environment so that the child is more likely to talk.

Peer confederate training

The adult restates the child’s utterance while maintaining the child’s meaning.

Peer confederate training

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Incidental teaching

A language deficit without other accompanying factors.

Incidental teaching

Children whose language may or may not catch up with their peers.

Incidental teaching

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Incidental teaching

The adult uses role-playing to teach students daily discourse routines.

Incidental teaching

Observing the parent and child reading a book or playing with toys together.

Incidental teaching

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Incidental teaching

The adult uses a verbal prompt in the form of a question.

Incidental teaching

The adult uses a non-verbal prompt and waits for the child to respond.

Incidental teaching

The adult manipulates the environment so that the child is more likely to talk.

Incidental teaching

The adult restates the child’s utterance while maintaining the child’s meaning.

Incidental teaching

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Enhanced milieu teaching EMT)

A language deficit without other accompanying factors.

Enhanced milieu teaching EMT)

Children whose language may or may not catch up with their peers.

Enhanced milieu teaching EMT)

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Enhanced milieu teaching EMT)

The adult uses role-playing to teach students daily discourse routines.

Enhanced milieu teaching EMT)

Observing the parent and child reading a book or playing with toys together.

Enhanced milieu teaching EMT)

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Enhanced milieu teaching EMT)

The adult uses a verbal prompt in the form of a question.

Enhanced milieu teaching EMT)

The adult uses a non-verbal prompt and waits for the child to respond.

Enhanced milieu teaching EMT)

The adult manipulates the environment so that the child is more likely to talk.

Enhanced milieu teaching EMT)

The adult restates the child’s utterance while maintaining the child’s meaning.

Enhanced milieu teaching EMT)

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Conversational Recast Training CRT)

A language deficit without other accompanying factors.

Conversational Recast Training CRT)

Children whose language may or may not catch up with their peers.

Conversational Recast Training CRT)

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Conversational Recast Training CRT)

The adult uses role-playing to teach students daily discourse routines.

Conversational Recast Training CRT)

Observing the parent and child reading a book or playing with toys together.

Conversational Recast Training CRT)

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Conversational Recast Training CRT)

The adult uses a verbal prompt in the form of a question.

Conversational Recast Training CRT)

The adult uses a non-verbal prompt and waits for the child to respond.

Conversational Recast Training CRT)

The adult manipulates the environment so that the child is more likely to talk.

Conversational Recast Training CRT)

The adult restates the child’s utterance while maintaining the child’s meaning.

Conversational Recast Training CRT)

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Curriculum-based language assessment

A language deficit without other accompanying factors.

Curriculum-based language assessment

Children whose language may or may not catch up with their peers.

Curriculum-based language assessment

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Curriculum-based language assessment

The adult uses role-playing to teach students daily discourse routines.

Curriculum-based language assessment

Observing the parent and child reading a book or playing with toys together.

Curriculum-based language assessment

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Curriculum-based language assessment

The adult uses a verbal prompt in the form of a question.

Curriculum-based language assessment

The adult uses a non-verbal prompt and waits for the child to respond.

Curriculum-based language assessment

The adult manipulates the environment so that the child is more likely to talk.

Curriculum-based language assessment

The adult restates the child’s utterance while maintaining the child’s meaning.

Curriculum-based language assessment

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Specific language impairment SLI)

A language deficit without other accompanying factors.

Specific language impairment SLI)

Children whose language may or may not catch up with their peers.

Specific language impairment SLI)

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Specific language impairment SLI)

The adult uses role-playing to teach students daily discourse routines.

Specific language impairment SLI)

Observing the parent and child reading a book or playing with toys together.

Specific language impairment SLI)

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Specific language impairment SLI)

The adult uses a verbal prompt in the form of a question.

Specific language impairment SLI)

The adult uses a non-verbal prompt and waits for the child to respond.

Specific language impairment SLI)

The adult manipulates the environment so that the child is more likely to talk.

Specific language impairment SLI)

The adult restates the child’s utterance while maintaining the child’s meaning.

Specific language impairment SLI)

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Time delay

A language deficit without other accompanying factors.

Time delay

Children whose language may or may not catch up with their peers.

Time delay

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Time delay

The adult uses role-playing to teach students daily discourse routines.

Time delay

Observing the parent and child reading a book or playing with toys together.

Time delay

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Time delay

The adult uses a verbal prompt in the form of a question.

Time delay

The adult uses a non-verbal prompt and waits for the child to respond.

Time delay

The adult manipulates the environment so that the child is more likely to talk.

Time delay

The adult restates the child’s utterance while maintaining the child’s meaning.

Time delay

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Sociodramatic script training

A language deficit without other accompanying factors.

Sociodramatic script training

Children whose language may or may not catch up with their peers.

Sociodramatic script training

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Sociodramatic script training

The adult uses role-playing to teach students daily discourse routines.

Sociodramatic script training

Observing the parent and child reading a book or playing with toys together.

Sociodramatic script training

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Sociodramatic script training

The adult uses a verbal prompt in the form of a question.

Sociodramatic script training

The adult uses a non-verbal prompt and waits for the child to respond.

Sociodramatic script training

The adult manipulates the environment so that the child is more likely to talk.

Sociodramatic script training

The adult restates the child’s utterance while maintaining the child’s meaning.

Sociodramatic script training

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Parent-child interaction assessments

A language deficit without other accompanying factors.

Parent-child interaction assessments

Children whose language may or may not catch up with their peers.

Parent-child interaction assessments

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Parent-child interaction assessments

The adult uses role-playing to teach students daily discourse routines.

Parent-child interaction assessments

Observing the parent and child reading a book or playing with toys together.

Parent-child interaction assessments

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Parent-child interaction assessments

The adult uses a verbal prompt in the form of a question.

Parent-child interaction assessments

The adult uses a non-verbal prompt and waits for the child to respond.

Parent-child interaction assessments

The adult manipulates the environment so that the child is more likely to talk.

Parent-child interaction assessments

The adult restates the child’s utterance while maintaining the child’s meaning.

Parent-child interaction assessments

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Late talker

A language deficit without other accompanying factors.

Late talker

Children whose language may or may not catch up with their peers.

Late talker

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Late talker

The adult uses role-playing to teach students daily discourse routines.

Late talker

Observing the parent and child reading a book or playing with toys together.

Late talker

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Late talker

The adult uses a verbal prompt in the form of a question.

Late talker

The adult uses a non-verbal prompt and waits for the child to respond.

Late talker

The adult manipulates the environment so that the child is more likely to talk.

Late talker

The adult restates the child’s utterance while maintaining the child’s meaning.

Late talker

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Sentence combining

A language deficit without other accompanying factors.

Sentence combining

Children whose language may or may not catch up with their peers.

Sentence combining

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Sentence combining

The adult uses role-playing to teach students daily discourse routines.

Sentence combining

Observing the parent and child reading a book or playing with toys together.

Sentence combining

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Sentence combining

The adult uses a verbal prompt in the form of a question.

Sentence combining

The adult uses a non-verbal prompt and waits for the child to respond.

Sentence combining

The adult manipulates the environment so that the child is more likely to talk.

Sentence combining

The adult restates the child’s utterance while maintaining the child’s meaning.

Sentence combining

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Mand-model procedure

A language deficit without other accompanying factors.

Mand-model procedure

Children whose language may or may not catch up with their peers.

Mand-model procedure

Students with typical language are trained to use social strategies to encourage communication from students with communication disorders.

Mand-model procedure

The adult uses role-playing to teach students daily discourse routines.

Mand-model procedure

Observing the parent and child reading a book or playing with toys together.

Mand-model procedure

Uses simple questions and requests for child imitation along with adult language modeling techniques.

Mand-model procedure

The adult uses a verbal prompt in the form of a question.

Mand-model procedure

The adult uses a non-verbal prompt and waits for the child to respond.

Mand-model procedure

The adult manipulates the environment so that the child is more likely to talk.

Mand-model procedure

The adult restates the child’s utterance while maintaining the child’s meaning.

Mand-model procedure

The adult gives the student two or more simple sentences and requires the student to combine the simple sentences into a longer, more complex sentence.

Unlock Deck

Unlock for access to all 29 flashcards in this deck.

Unlock Deck

k this deck

Unlock Deck

Unlock for access to all 29 flashcards in this deck.