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Question 18

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Matching Question

Premises:

Responses:

Peer confederate training

A language deficit without other accompanying factors.

Incidental teaching

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

Enhanced milieu teaching EMT)

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

Conversational Recast Training CRT)

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

Curriculum-based language assessment

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

Specific language impairment SLI)

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

Time delay

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.

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

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

Late talker

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

Sentence combining

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

Mand-model procedure

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

Premises:

Peer confederate training

Incidental teaching

Enhanced milieu teaching EMT)

Conversational Recast Training CRT)

Curriculum-based language assessment

Specific language impairment SLI)

Time delay

Sociodramatic script training

Parent-child interaction assessments

Late talker

Sentence combining

Mand-model procedure

Responses:

A language deficit without other accompanying factors.

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

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

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

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

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

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.

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

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

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

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

Correct Answer:

Premises:

Responses:

Peer confederate training

Incidental teaching

Enhanced milieu teaching EMT)

Conversational Recast Training CRT)

Curriculum-based language assessment

Specific language impairment SLI)

Time delay

Sociodramatic script training

Parent-child interaction assessments

Late talker

Sentence combining

Mand-model procedure