How young children learn language and speech 2019

Question 1

1. The prevention of speech and language delays is an important responsibility of
   pediatricians. Which of the following is the most appropriate primary prevention activity
   that pediatricians should focus on?

A. Direct parents to use an adult-oriented (“mature”) language approach with their children.

B. Educate parents about encouraging language development.

C. Emphasize the value of unstructured playtime over reading-based activities.

D. Encourage parents to take advantage of computer-based interactions with their child.

E. Reassure parents that language exposure intensity is only important after 18
months of age.

Answer 1

B. Educate parents about encouraging language development.

Baby talk- the use of simple sentences with exaggerated intonation- is well suited to children’s learning needs.

Question 2

A 4-year-old boy is referred for further evaluation of his speech and language. The child is
difficult to understand and struggles to express himself. After obtaining a speech and
language therapy evaluation, the impression is that the most likely diagnosis is, in fact,
childhood apraxia of speech. Which of the following speech characteristics is most
likely to be consistent with this diagnosis in this patient?

A. Abnormal pauses between sounds.
B. Excessive use of fillers.
C. Inconsistent errors in producing words.
D. Repetition of individual speech sounds.
E. Use of behavioral strategies.

Answer 2

C. Inconsistent errors in producing words.

Childhood Apraxia of Speech:
delays in the onset of babbling or singleword productions, errors in articulating vowel sounds, increasing difficulty with words or phrases of increasing length, increased difficulty with production of spontaneous as opposed to
well-rehearsed sentences, and effortful speech.

Stuttering:
A. Abnormal pauses between sounds.
B. Excessive use of fillers.
E. Use of behavioral strategies.
D. Repetition of individual speech sounds.

Question 2

2. While teaching a class on early intervention for speech delay, your class asks if there is a group
   of children who have been identified with speech delay that will ultimately catch up and will
   not require speech therapy services. Of the following groups of children with identified speech
   delay, which group is most likely to catch up with peers without any intervention?

A. Boys.
B. Children from bilingual homes.
C. Children with chronic otitis media with effusion.
D. Later-born children.
E. None of the above.

Answer 2

E. None of the above.

It is a misconception that children from the following categories with delays in early language or speech
development will catch up to peers without any intervention:
boys, children from bilingual homes, later-born children,
and children with chronic otitis media with effusion

Question 3

3. A 9-year-old boy diagnosed as having attention-deficit/hyperactivity disorder has not responded to medication treatment alone. When assessed by his local school district, he is
   found to have a specific language impairment. Which of the following speech features is
   most likely to be consistent with the results of testing in this patient?

A. Abnormal comprehension skills.
B. Normal phonological development.
C. Normal short-term and working memory.
D. Normal syntax and pragmatic language skills.
E. Slow processing speed.

Answer 3

E. Slow processing speed.

Question 4

The family of a 2-year-old child is concerned about the quality of the speech-language
therapy available in their community. Although they have focused on the frequency of
service, which of the following measures are most likely to be suggested by the
pediatrician as a better measure of appropriate and high-quality therapy?

A. Drill-based activities occur at every therapy session.
B. Family receives annual progress reports.
C. Interventions are specific to the therapy sessions.
D. Practice occurs only during therapy sessions.
E. Specific objectives address affected areas.

Answer 4

E. Specific objectives address affected areas.

Therapy for toddlers and
preschool-age children is typically play-based rather than
drill.

Progress is monitored frequently and regularly. Progress
reports are provided to parents, teachers, and referring
clinicians.