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WorksheetsFinal Quiz
Total questions: 32
Worksheet time: 36mins
What is least restrictive environment?
General education classroom
Special education classroom
Both general & special education classroom
Depends on what is least restrictive for the student
What type of intervention approach is this?
Highly structured-SLP selects the materials, determines correct vs incorrect responses, and order of tasks
Clinician-directed
Child-centered
Hybrid
Language facilitation techniques
Self-talk & parallel talk
Imitations & recast sentences
Expansions & extensions
All of the above
Example of termination criteria
... with 90% accuracy at word level independently.
...use in connected speech with 75% accuracy.
....with 60% accuracy with moderate cues.
All of the above.
Goals for developing language: Semantics
Develop receptive & expressive vocabulary
Target semantic features
Develop receptive & expressive vocabulary and semantic features
Antonyms & synonyms
Goals for developing language: Syntax & morphology
Any grammatical & syntax deficits
Verbs
Bound & closed morphemes
elaboration of sentences & complex sentence production
Methods to foster emergent literacy
Phonological awareness and literate language
Phonological awareness, print & alphabet awareness
Literate language and print & alphabet awareness
Phonological awareness, print & alphabet awareness, literate language
Intervention for developing language with students with severe disabilities
Read & combine words/symbols
Build vocabulary & combine words/symbols
Build vocabulary & read
Build vocabulary, combine words/symbols, functional language
What does IDEA do?
Ensures that children with disabilities have the same access to public education as children without disabilities.
Holds schools accountable for making sure that all children, including those with disabilities and those from impoverished backgrounds, achieve success in school.
Ensures that adults with disabilities have the same access to public education as children without disabilities
Requires accommodations for students to participate in general education.
What is Section 504 of Rehabilitation Act of 1973?
Aims to ensure that children with disabilities have the same access to public education as children without disabilities.
Guarantees equal protection for individuals with physical or mental disabilities but requires students to meet fewer specific requirements than IDEA.
Requires accommodations for students to participate in general education.
Guarantees equal protection for individuals with disabilities, requires students to meet fewer specific requirements than IDEA, & requires accommodations.
You complete an evaluation & hold its meeting past the due date. What does this mean?
You are out of compliance & in violation of ESSA
Nothing will happen
You are out of compliance & in violation of IDEA
You are in violation of IDEA & will have to redo the evaluation
What does IEP stand for?
What is the hidden curriculum?
Unspoken set of rules and expectations about how to behave and communicate in the classroom setting that are key to school success
Unspoken set of rules and expectations about how to behave and communicate in informal school settings
Ability to use language to talk about language
Questions with known answers, academic vocabulary, morphologically complex words, passive sentences, inferential language, and linguistic complexity
Why is oral language a foundation for reading comprehension?
Requires linguistic knowledge about the content, form, and use of language that is required to understand speech.
Requires the ability to notice word boundaries; develop letter-sound correspondences; talk about which printed form represents what word, words, or meaning
Requires linguistic knowledge about pragmatics & literacy that is required to understand speech.
A student presents with normal language skills to the naked ear. You look at their writing assignment from class and notice several letter-sound correspondence errors and substitutions of /w/ for /l/ and uh for /er/. You also notice they have difficulty following directions. Should you assess?
Yes- potential underlying language deficits
No- Should receive help from gen ed or special education teachers
L4L Period - Intervention with language targets
Grammar & literate language skills
Basic & abstract vocabulary and literacy
Basic & complex sentences and pragmatics
All of the above
What is involved in reading comprehension?
Vocabulary knowledge &
using ideas from different sentences in a text
Vocabulary knowledge & inferences
Using ideas from different sentences in a text & inferences
Vocabulary knowledge, inferences, &
using ideas from different sentences in a text
What does IDEA say about inclusion?
Requires children with disabilities to be placed in the least restrictive and natural environment
Requires children with disabilities to be placed in inclusive classrooms
Requires children with disabilities to be placed in special education classrooms
Requires children with disabilities to be placed in full-day special education classrooms
What is the goal of intervention with older students with mod-severe disabilities at the L4L stage?
Which is correct?
Lang. Difference: Delay in L1 & strengths in L2 or vice versa
Lang. Disorder: low proficiency in both languages
Lang. Difference: ow proficiency in both languages
Lang. Disorder: Delay in L1 & strengths in L2 or vice versa
Lang. Difference: low comprehension in L1 & L2
Lang. Disorder:
low comprehension L2
Lang. Difference: low expression in L1 & L2
Lang. Disorder:
low expression L2
What is dynamic assessment?
Developing awareness of the relevance of the skill to real life through critical thinking.
Providing a model and allowing multiple opportunities for practice.
Checking for comprehension of the skill & its importance for the current context & future classroom activities.
Understanding the integration of a learner’s abilities with instruction & supported learner development.
Which is NOT an aspect of a criterion-referenced assessment?
Identify goals for intervention
Establish baseline function
Test-teach-retest
Document progress in the remedial program
You receive a referral for a child that speaks another language. What do you assess?
Literacy
Receptive & expressive language
Articulation & phonology
Stuttering
Depends on the referral; potentially assess all areas of speech-language
Language of intervention with a CLD child
L1 only
L1 with L2 supplemented
L2 with L1 supplemented
Depends on the child's language dominance
What would you work on?
Assessment results of a bilingual child:
- difficulty following sequential directions in both L1 & L2
- difficulty with plural nouns in L1; irregular plural nouns in L2
- L1 vocabulary is high and L2 vocabulary is low
- difficulty with story sequencing & story elements in L1 & L2
Following directions & grammar
Plural nouns & vocabulary
Story sequencing & story elements
Following directions & story sequencing & elements
Name the 2 diagnostic criteria for Intellectual Disability (ID)
Name 3 adaptive skills
Language characteristics with ID
Grammar & syntax develops is acquired normally
Literacy is slow to acquire
Vocabulary is variable & acquired normally
All areas of language can have delayed acquisition
Language in children with Down syndrome
Syntax & grammar-delayed with slow growth
Vocabulary-delayed with slow growth
All areas of language are delayed
Use-variable & delayed
Student scored in the 1st percentile in grammar, 3rd percentile for sentence formulation, 6th percentile for following directions, and 16th percentile for vocabulary. Which areas do you target for intervention?
Therapy session: Child is naming pictures that begin with /l/. Child is having difficulty naming the picture and reading its label. What are 2 targets that can be incorporated into this 1 task?
11th grade student with significant cognitive & language skills. Give one example of a therapy task to target.
