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Written Comps Year 1 > Acquisition & Acquired (5200) > Flashcards

Acquisition & Acquired (5200) Flashcards

1
Q

A language difference is categorized as a language disorder.

A

false

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2
Q

All of these sounds should be present/mastered by age 3 according to Sanders (1972) (select all that apply):
/r/
/l/
/p/
/b/
All of these

A

p b

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3
Q

A child is referred to your office for a hearing screening by the pediatrician for a cloudy eardrum. The child is 2 years old and only speaks 5 words as reported by his mother. She stated her pregnancy was unremarkable, but her son was born at 37 weeks and was 5lbs (low birthweight). He passed the follow-up hearing screening at birth and is meeting all his other milestones. No reported ear infections, head trauma or hospital stays. The child’s hearing is normal, bilaterally.

Do you have concerns about this child’s speech and language development? Why or why not? How would you counsel the mother? Would you make any referrals? If so, to which professional(s)?

A

Do you have concerns about this child’s speech and language development? Why or why not? Yes, low birth weight and could be a late talker
How would you counsel the mother? Up to 80% of late-talkers resolve without intervention/spontaneously. Narrate your day, get a SLP eval Would you make any referrals? If so, to who? Pediatrician, AZEIP, SLP

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4
Q

What are possible causes/comorbid conditions for a specific language impairment (SLI) (select all that apply):
Autism
There is no known cause/comorbid conditions for a SLI
Intellectual disability
Shaken baby syndrome
Brain injury

A

Autism
Intellectual disability
Brain injury

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5
Q

What is early intervention and who provides it (people and/or agencies)?

A

enrollment in therapy services as early as possible, funded by the state (headstart/AZEIP or privately), SLP, audiologist, parents (birth to 3)

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6
Q

Limited awareness of the irregular speech pattern; presents with excessive whole word repetitions, unfinished words and interjections (well, um)

A

cluttering

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7
Q

Presents with (secondary) avoidance and struggle behaviors

A

stuttering

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8
Q

Speech delivery rate which is either abnormally fast (“machine-gun speech”), irregular, or both

A

cluttering

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9
Q

Heightened awareness of communication difficulties; the forward flow of speech is interrupted abnormally by repetitions or prolongations of a sound

A

stuttering

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10
Q

The longer the stuttering continues, the less likely it is to be resolved and the more likely it is to increase in severity.

A

true

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11
Q

What hearing threshold level is considered normal for children? Why (what listening situations do they struggle with)?

A

15dB HL speech in noise, reverberation and talker variability

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12
Q

According to the week 2 NPR study, babies cry in an intonation pattern similar to the language of their primary caregiver.

A

true

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13
Q

content

A

semantics

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14
Q

use

A

pragmatics

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15
Q

form

A

syntax

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16
Q

grammar

A

syntax

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17
Q

social cues/code-switching

A

pragmatics

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18
Q

meaning of words

A

semantics

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19
Q

Why is the wait-and-see approach worrisome for some children with a speech and language delay? How can the trajectory of speech and language acquisition give insight to the need for early intervention?

A

Not all children will spontaneously recover from a S/L delay or disfluency. Early intervention can aid those who might not catch-up/spontaneously recover; children tend to stay on the S/L trajectory and therefore delaying intervention will put/keep them further behind

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20
Q

Patterns of sound errors that typically developing children use to simplify speech as they are learning to talk.

A

phonological processes

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21
Q

Name two motor speech disorders

A

dysarthria & apraxia

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22
Q

Caused by a stroke or other CVA
Fluent/fluid language disorder where the patient does not comprehend questions
Damage to the temporal lobe

A

wernicke’s aphasia

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23
Q

Caused by a stroke or other CVA Damage to the frontal lobe
Non-fluent expressive disorder where the patient knows what they want to say but can’t or requires tremendous effort to do so

A

brocas aphasia

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24
Q

Labial, dental, palatal, velar, glottal

A

place

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25
Q

Vocal fold vibration

A

voicing

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26
Q

Stop, fricative, affricate, nasal, glide

A

Manner of articulation

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27
Q

At what severity are most people referred for dementia?

A

moderate

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28
Q

Historically, what has been the typical reading level of a deaf child using hearing aids in a mainstream classroom or that attends a Deaf school?

A

4th gradae

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29
Q

Birth to 6mo, normal hearing and children with profound losses verbalize very differently.

A

false

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30
Q

What are some features or concerns of a child with a unilateral hearing loss (UHL)? select all that apply:
Hears well in quiet
Difficulty localizing sounds
Difficulty hearing in background noise
More attentive in class
All of the above apply to UHL

A

Hears well in quiet
Difficulty localizing sounds
Difficulty hearing in background noise

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31
Q

5 variables that will affect speech and language development in children with hearing loss

A

Age of HL onset

Age of identification

Type/degree/configuration of loss

Early intervention

Auditory experience (input=output)

Expressive language skills

Use of sensory aids

Cognition

Mode of communication

Comorbid conditions

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32
Q

Why is the auditory feedback loop so important (in terms of receptive and expressive speech)?

A

Receptive: Hear sounds to decode speech. Hear to repeat sounds. Hearing is also used to decode meaning in voice inflections, rhythm of connected speech and stress patterns. (2 pts) Expressive: Words are not just words, they don’t always mean the same thing depending on the intonation. For mature speakers, audition acts as an error detector and a means of monitoring speaking conditions

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33
Q

What is prelingual vs. post-lingual hearing loss? How does it affect speech and language development?

A

prelingual hearing loss before S/L acquisition
post-lingual hearing loss occurs after S/L acquisition
Much more difficult to acquire S/L with prelingual hearing loss, post-lingual speech may degrade depending on the severity and course of treatment

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34
Q

Approximately what grade-level do children go from “learning to read”, to “reading to learn”?

A

3rd grade

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35
Q

errors of teeth, tongue, cheek placement/inability to correctly form the sounds of words

A

articulation disorder

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36
Q

child struggles to understand the sound system and the rules surrounding speech

A

phonological disorder

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37
Q

stuttering/cluttering

A

fluency disorder

38
Q

polyps/nodules of the vocal folds

A

voice/resonance disorders

39
Q

planning (apraxia & dysarthria)

A

motor speech disorders

40
Q

When is the critical period for language development?

A

birth to 3

41
Q

Children need speech to communicate, language is optional.

A

false

42
Q

Which of the following are components of an aural (re)habilitation plan for children?
Familial support
Communication strategies
Amplification & ALDs
Environmental Modifications
All of these

A

all

43
Q

Which characteristic(s) apply to the Auditory-Oral approach (select all that apply)?
Speechreading
Gestures
Visual cues
Use of residual hearing
All of these

A

all

44
Q

Which characteristic(s) apply to the Auditory-Verbal approach (select all that apply)?
Speechreading
Gestures
Visual cues
Use of residual hearing
All of these

A

use of residual hearing

45
Q

educational approach for Deaf children where the child uses american sign lanaguage as their first lanuage and English as their second language to enhance their literacy. These individuals can take part in the hearing and Deaf world.

A

bibi

46
Q

How many handshapes represent consonant sounds for Cued Speech?

A

8

47
Q

When referring to a person in the Deaf community, it is appropriate to label them as

A

Deaf
HH

48
Q

Infants and young children with hearing loss do NOT need to be taught to listen; it is innate.

A

false

49
Q

Which of the following are indicator(s) that hearing loss is compromising a student’s ability to perform in school? (select all that apply)
Converses with peers
Fatigued
Literacy is on par with normal hearing peers
Has poor attention
Frequently asks for repetition

A

fatigued
Has poor attention
Frequently asks for repetition

50
Q

“Listening Age” is the age at which the child is diagnosed with hearing loss.

A

false

51
Q

The [blank] mode of communication typically results in higher academic performance in most areas and therefore access to more job opportunities with better pay.

A

auditory oral/verbal

52
Q

School-aged children with disabilities have available to them a free and appropriate public education under the federal law passed in 1970 called [blank].

A

IDEA

53
Q

The prevalence of hearing loss in school-aged children is between:

A

10-15%, this includes permanent hearing losses (identified at birth approx. 5%) and intermittent hearing losses like OM

54
Q

Academically, a child with hearing loss should be making ______
year’s progress in
_______
year’s time.

A

one
one

55
Q

The ability to respond to the presence or absence of sounds

A

awareness

56
Q

The ability to perceive similarities and differences between two or more speech stimuli

A

discrimination

57
Q

The ability to label by repeating, pointing to, or writing the speech stimulus heard

A

identification

58
Q

The ability to understand the meaning of speech by answering questions, following an instruction, paraphrasing, or participating in a conversation

A

comprehension

59
Q

The first year of a child’s life is critical for auditory input and subsequent speech, language and literacy development. According to EHDI, what should be completed at month(s) 1, 3, and 6 for a child suspected of hearing loss? Please write a short sentence to explain what should be completed at each marker. Bonus: According to JCIH 2019, what are the new benchmarks that we should strive to achieve?

A

1 month—child’s hearing should be screened, 3 months—child’s hearing should be diagnosed, 6 months—child should be enrolled in early intervention/hearing aids fit

New benchmarks JCIH is striving for:

1: screening

2: diagnosiding/identify

3: early intervention

60
Q

All of the following are risk factors for ANSD EXCEPT:
NICU stay
Hypoxia
Low levels of bilirubin
Sensory-motor disorders
All of these are risk factors for ANSD

A

low levels of bilirubi

61
Q

partial or total loss of hearing that is not associated with other signs and symptoms.

A

non syndromic hl

62
Q

Approximately, _________% of hearing-impaired children are born to two hearing parents:

A

90

63
Q

A 2 y/o child with normal external anatomy with a mild to moderate SNHL both ears should be recommended:

A

bte with ermolds both ears

64
Q

The site of lesion for ANSD is suspected to be (select all that apply):
Outer hair cells
Inner hair cells
Spiral ganglia
Auditory Cortex
CN VIII

A

ihc
spiral ganglia
cn viii

65
Q

bilateral moderate to severe SNHL, associated with vision loss

A

ushers

66
Q

severe to profound SNHL, Long QT syndrome

A

jlns

67
Q

different colored eye and white hair patches, unilateral, bilateral or progressive ranging from mild to profound congenital SNHl

A

waardenburg

68
Q

causes the sclera of the eyes to turn blue tint, mild to profound SNHL

A

osteogenesis imperfecta

69
Q

5 variables that affect speech and language acquisition in hearing-impaired children:

A

age of diagnosis

age of amplification

degree and type of hearing loss

use of appropriate communication mode/auditory experience in infancy and early childhood

intervention program

70
Q

Talking on the phone is an example of:
Awareness
Discrimination
Identification
Comprehension
All of these

A

comprehension

71
Q

Setting multiple animals in front of a child, saying “moo” and having the child point to the cow is an example of:
Awareness
Discrimination
Identification
Comprehension
None of these

A

identification

72
Q

“Ba-ba” vs. “Da-da” is an example of:
Awareness
Discrimination
Identification
Comprehension
None of these

A

discrimination

73
Q

The users of this communication mode typically have the HIGHEST reading levels:
Cued speech
Bi-Bi
Total Communication
ASL
Auditory oral/verbal

A

auditory oral/verbal

74
Q

The users of this communication mode typically have the LOWEST reading levels:
Cued speech
Bi-Bi
Total Communication
ASL
Auditory oral/verbal

A

asl

75
Q

Assessment of hierarchal auditory skills in children with hearing loss from sound awareness to linguistic processing. Uses multiple conditions (quiet, noise, with and without visual cues, etc.) and complex scoring.

A

Functional Auditory Performance Indicators (FAPI)

76
Q

Assessment used for normal hearing children and children with hearing loss to assess a listening or behavioral concern. Children that fall in the area of concern need to be evaluated for hearing loss if not already diagnosed.

A

Parents’ Evaluation of Aural/Oral Performance of Children and Ease of Listening (P.E.A.C.H.+)

77
Q

Assessment of a child’s auditory capabilities over time, starting with a baseline and administered every 3 months using a 35-item questionnaire. The questions are asked every time even if the skill was present on a previous interview.

A

Auditory Skills Checklist (ASC)

78
Q

An interview-based outcome measure of 10 questions with multiple probes to get the parent thinking about the number of times their child spontaneously responded to sounds (or their vocalization behavior) over the past week.

A

Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS)

79
Q

Assesses peripheral auditory function up to the outer hair cells of the cochlea

A

oaes

80
Q

Assesses the auditory system to include CN VIII and the lower brainstem

A

aabr

81
Q

Requires the use of electrodes

A

AABR

82
Q

Is the more cost effective screening tool

A

oae

83
Q

Performed by technicians in the hospital

A

both oae and abr

84
Q

Objective assessment of the infant auditory system

A

both oae and aabr

85
Q

Rules out more pathologies of the auditory system including ANSD

A

aabr

86
Q

Recordings are more susceptible to middle ear dysfunction

A

oaes

87
Q

Cued speech is a good option for a child with motor difficulties.

A

false

88
Q

Aphasia is what type of disorder

A

neurological

89
Q

Meaning

A

Segmatics

90
Q

Pragmatics

A

Context, Organization

91
Q

Syntax

A

arrangement of words

92
Q
A

Written Comps Year 1 (12 decks)

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