CH. 10 Language Disorders in Infants, Toddlers and Preschoolers

Question 1

Children who have problems acquiring language even though no obvious cause can be found are said to have a

Answer 1

developmental language disorders or SLI

Question 2

Children with a developmental language disorder have language skills that are

Answer 2

more like the language of younger children

Question 3

An impairment or deviant development of comprehension and/or use of a spoken, written, and/or other symbol system is known as a

Answer 3

language disorders

Question 4

Form errors are reflected in

Answer 4

ungrammatical sentences

Question 5

Content errors do not

Answer 5

make sense

Question 6

Use errors interfere with the

Answer 6

social appropriateness

Question 7

The time that has elapsed since a child’s birth is known as their

Answer 7

chronological age

Question 8

The typical chronological age at which a child can perform a skill in a given area is known as their

Answer 8

developmental age

Question 9

The use of formal language tests (that do not account for social and cultural influences on development) to determine a child’s language level, is referred to as the

Answer 9

neutralist approach

Question 10

The assessment approach that values social norms and focuses on the functional consequences of problems with language is known as the

Answer 10

normativist approach

Question 11

Specific language impairment, mental retardation, central auditory processing disorder, autism, and acquired brain injury are considered to be

Answer 11

central processing factors leading to language disorders.

Question 12

Hearing impairment, visual impairment, deaf-blindness, and other physical impairments are considered

Answer 12

peripheral factors that lead to language impairment

Question 13

Neglect and abuse, behavioral problems, and emotional problems are considered to be

Answer 13

environmental and emotional factors leading to language disorders.

Question 14

The presence or absence of prenatal or perinatal risk factors often determines whether or not to treat a particular

Answer 14

language impairment and developmental disorders

Question 15

The structure of language including syntax, morphology, and phonology is referred to as

Answer 15

form

Question 16

The meaning of language, known as semantics, is referred to as

Answer 16

content

Question 17

The social aspects of language, known as pragmatics, is referred to as

Answer 17

use

Question 18

Comprehension refers to the child’s

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understanding of the world

Question 19

The production of language, integrating the dimensions of form, content, and use, is referred to as

Answer 19

expression

Question 20

Two risk factors, predictive of later language disorders in infants and toddlers include:

Answer 20

(1) low frequency of vocalizations (2) lack of syllable productions in babbling

Question 21

typical preschool- age children

Answer 21

should produce most speech sounds and use them in a variety of words.

Question 22

The most consistent occurrence of use impairment is found in children older than

Answer 22

6 years old who fail to engage in intentional actions related to the world around them

Question 23

Making requests, commenting, making statements, disagreeing, and performing are all considered

Answer 23

responsive acts

Question 24

This law requires early ID and intervention services for children from birth to 36 months of age:

Answer 24

PL 99-457 and Individuals with Disabilities Education Act of 2004 (IDEA)

Question 25

When the SLP works with families to ID, describe, and develop an appropriate intervention plan for each child, this is known as

Answer 25

family- centered practice

Question 26

Assessment in educational settings involves collaboration and consensus building among professional from many disciplines. This is known as

Answer 26

transdisciplinary assessment

Question 27

Assessment in medical settings includes a variety of professionals, but the physician has the final say as to recommendations for the child. This is known as

Answer 27

mutltidisciplinary assessment

Question 28

The 3 types of diagnostic categories typically used when determining entry into educational intervention programs are:

Answer 28

(1) developmental delay (2) atypical development (3) medical risk

Question 29

standardized assessments

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compare the child to other children the same chronological age.

Question 30

criterion- referenced assessments

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outline patterns of strength and areas that need intervention within a single child.

Question 31

Pragmatics/use is best assessed through

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observation of communication interactions

Question 32

Intervention in which the clinician controls the intervention context, goals, and materials is called

Answer 32

clinician-centered approach

Question 33

Intervention in which less structured settings that stimulate language development indirectly in concert with the family is called

Answer 33

child-centered approach

Question 34

When the clinician talks about what they themselves are doing, seeing, and feeling as they play with children in an unstructured setting, they are utilizing

Answer 34

self-talk

Question 35

When the clinician talks about what children are doing or looking at as they play in an unstructured setting, they are utilizing

Answer 35

parallel talk

Question 36

When the clinician adds information to what the child has said, they are using

Answer 36

extension

Question 37

Most child-centered language techniques include

Answer 37

indirect stimulation and whole language approaches