PaperBlitz Questions Flashcards
According to Storkel et al. (2017), which dosage was optimal on average to promote word learning in young children with language impairment?
36 exposures to each word across all sessions
According to Leonard and Deevy (2020), which promotes learning best in preschool children (with typical language development and with developmental language disorder)?
Retrieval practice
According to the findings by Leonard and Deevy (2020), which type of retrieval practice schedule is best to promote word learning?
Spaced retrieval practice schedules
What level of evidence is there in support for Hanen’s Target Word intervention for toddlers who are late talkers?
Weak to moderate evidence has been documented for Hanen’s Target Word Intervention
Did Alt et al. (2020 – VAULT word learning intervention for late talkers) have strong evidence for the 3 words and 90 models versus the 6 words and 45 models? (Was one there a significant difference between the two dose conditions that were tested?)
No
What was the recommended rate of exposure that was effective in providing focused stimulation for targeted words in the VAULT intervention approach (word learning for late talking toddlers, Alt et al., 2020)?
9.66 or 9 doses/exposures per minute
According to the systematic review conducted by DeVeney et al. (2017), which is the service delivery model is best?
Both are effective, but parent-implemented intervention has slight advantage
According to Storkel et al. (2019), as long as children are exposed to a new target word 36 times, did it matter how the dose and dose frequencies were structured? Was one more beneficial than the other?
No, there were no differences across the various schedules in child word learning performance
T/F: The three approaches presented by Leonard and Deevy (2017) – high variability approach, competing sources of input, and input informativeness (Toy Talk) – can be integrated into clinical practice without seriously compromising the underlying theoretical perspectives.
True
The three theoretical perspective presented by Leonard and Deevy (2017) – high variability, competing sources of input, and input informativeness – all go beyond token frequency (e.g., focused stimulation/dosage specifications). Instead, all three perspectives emphasize:
- the third person noun subjects [he/she/it/they] (to promote instances of overt tense and agreement marking),
- high variability of verbs (to highlight the consistency of the targeted tense and agreement morpheme),
- and the avoidance of nonfinite subject–verb sequences in linguistic input (to reduce the likelihood of the child inappropriately extracting nonfinite utterances).
[Non-Finite words are presented in a sentence as a verb but not in a “normal” verb form. “The sleeping dog dreams of the barn.”
Which of clinical strategies were used to promote regular past tense -ed finiteness marking in the interventions presented by Owen Van Horne (2017 and 2018)?
- Sentence imitation task with sentences that contained easy or hard verbs in the sentence medial position and sentences that contained easy or hard verbs in the sentence final position
- Use of a prompting hierarchy to scaffold child performance on a sentence imitation task
- Recasting of utterances with the targeted tense and agreement (T/A) morpheme (at a rate of .6 to 1 recasts per minute)
- modeling the target tense and agreement morpheme
What were the therapy techniques that were used to promote multiclausal causal adverbials in preschool children with language impairment
- recasts of causal adverbials within multiclausal utterance structures
- recasts provided at a rate of 1 recast per minute
- modeling multiclausal causal adverbials during story reading, experiment/observation activities, and journal/reflection activities
T/F: According to Owen Van Horne and colleagues (2017 and 2018), it is better to follow the developmental approach and use easy verbs in recast therapy to target bound morphemes like regular past tense -ed.
False
Larger gains in regular past tense -ed finiteness marking were observed when hard verbs were used earlier in therapy.
T/F: Children are unlikely to benefit from further treatment if they are not able to answer at least one probe (to produce a targeted morpheme) by their 10th treatment session (when enhanced conversational recast therapy is used).
True
T/F: Children who received enhanced conversational recast treatment were able to go from 85% accuracy at the end of therapy to 100% accuracy on their own (after therapy ended). Therefore, according to Hall and Plante (2020) it is optimal to set therapy criterion goals to 80% accuracy.
False
As close as possible to 100% accuracy
T/F: If, by the 20th day of enhanced conversational recast therapy, a child achieves less than 50% accuracy when responding to prompts to produce the targeted morpheme, the child is unlikely to show a strong treatment response by the end of a 25-day treatment program. Therefore, it is advisable that a clinician amplify their efforts to provide high-fidelity treatment, provide additional supports for child attempts to optimize treatment, or consider using alternative treatment methods.
True
when considering verbs to target regular past tense -ed in therapy, atelic verbs are considered
HArd verbs
when considering verbs to target regular past tense -ed in therapy, high telicity verbs are considered
Easy verbs
when considering verbs to target regular past tense -ed in therapy, verbs that are frequently inflected in the past tense are considered
Easy verbs
when considering verbs to target regular past tense -ed in therapy, verbs that are infrequently inflected in the past tense are considered
Hard verbs
when considering verbs to target regular past tense -ed in therapy, phonologically simple verbs are considered
Easy verbs
when considering verbs to target regular past tense -ed in therapy, phonologically complex verbs are considered
Hard verbs
What are verbs that have a clear end point?
Verbs with high telicity
What does it mean when verbs are frequently inflected in the past tense?
The inflection ending is added to the base form of the verb
