Unit 9 Module 18 (review) Flashcards

1
Q

the act of breathing

A. Phonation

B. Articulation

C. Respiration

A

C. Respiration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

production of sound by the larynx and vocal fold

A. Phonation

B. Articulation

C. Respiration

A

A. Phonation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

use of the lips, tongue, teeth, and hard and soft palates to form speech sounds

A. Phonation

B. Articulation

C. Respiration

A

B. Articulation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Imitate familiar words

A. Language, by age 1

B. Speech, by age 1

C. Speech, between 1 and 2 years of age

A

B. Speech, by age 1

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Understands simple instruction

A. Language, by age 1

B. Speech, by age 1

C. Speech, between 1 and 2 years of age

A

A. Language, by age 1

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Combines words

A. Language, by age 1

B. Speech, by age 1

C. Speech, between 1 and 2 years of age

A

C. Speech, between 1 and 2 years of age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Points to body parts

A. Speech, between 2 and 3 years of age

B. Speech, between 3 and 4 years of age

C. Language, between 1 and 2 years of age

A

C. Language, between 1 and 2 years of age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Has 450 word vocabulary

A. Speech, between 2 and 3 years of age

B. Speech, between 3 and 4 years of age

C. Language, between 1 and 2 years of age

A

A. Speech, between 2 and 3 years of age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Uses short sentences

A. Speech, between 2 and 3 years of age

B. Speech, between 3 and 4 years of age

C. Language, between 1 and 2 years of age

A

A. Speech, between 2 and 3 years of age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Has a 1000 word vocabulary

A. Language, between 3 and 4 years of age

B. Speech, between 3 and 4 years of age

C. Language, between 1 and 2 years of age

A

B. Speech, between 3 and 4 years of age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Can tell a story

A. Language, between 3 and 4 years of age

B. Speech, between 3 and 4 years of age

C. Language, between 1 and 2 years of age

A

A. Language, between 3 and 4 years of age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Forms sentences 4–5 words long

A. Language, between 3 and 4 years of age

B. Speech, between 3 and 4 years of age

C. Language, between 1 and 2 years of age

A

B. Speech, between 3 and 4 years of age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Uses past tense correctly

A. Speech, between 5 and 6 years of age

B. Language, between 5 and 6 years of age

C. Language, between 4 and 5 years of age

A

C. Language, between 4 and 5 years of age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Asks many “who” and “why” questions

A. Speech, between 5 and 6 years of age

B. Language, between 5 and 6 years of age

C. Language, between 4 and 5 years of age

A

C. Language, between 4 and 5 years of age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Forms sentences 5–6 words long

A. Speech, between 5 and 6 years of age

B. Language, between 5 and 6 years of age

C. Language, between 4 and 5 years of age

A

A. Speech, between 5 and 6 years of age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Knows spatial relations and oppositions

A. Speech, between 5 and 6 years of age

B. Language, between 5 and 6 years of age

C. Language, between 4 and 5 years of age

A

B. Language, between 5 and 6 years of age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

An important difference between speech and language is that speech is the 1. __________ that produces oral sounds, whereas language is the 2. __________ to represent ideas and concepts.

  1. A. use of signs and symbols
    B. physical motor movement
    C. use of linguistic communicative behavior
  2. A. use of signs and symbols
    B. physical motor movement
    C. use of linguistic communicative behavior
A
  1. B. physical motor movement

2. A. use of signs and symbols

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

An individual typically uses both speech and language as well as nonlinguistic behaviors to _____________
ideas, information, thoughts, and feelings with others.

A. articulate

B. communicate

C. code

A

B. communicate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Language is divided into two categories. ____________ is the ability to understand and comprehend the components of language.

A. Expressive language

B. Receptive language

C. Communication

A

B. Receptive language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

__________ refers to the production of meaningful and coherent language. Both types are essential for effective communication with others.

A. Expressive language

B. Receptive language

C. Articulation

A

A. Expressive language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

The term speech refers to what?

A. A person’s use of his/her lips, tongue, teeth, and palate to produce word sounds

B. The use of gestures, posture, eye contact, facial expression, and head and body movement to communicate

C. A method of communication to express thoughts and ideas in social situations

D. The precise coordination of the respiratory system, phonatory system, and articulators to produce speech sounds

A

D. The precise coordination of the respiratory system, phonatory system, and articulators to produce speech sounds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Which of the following examples does NOT illustrate oral communication utilizing nonlinguistic communication behaviors?

A. Student reciting a poem in front of a class

B. Singer singing a song in front of an audience

C. Individual talking on the phone

A

C. Individual talking on the phone

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

The primary importance of language lies in its ability to ____________.

A. facilitate the transfer of speech sounds to code

B. provide rules to govern the transfer of information

C. code ideas into a system of symbols

D. assist individuals in the act of communicating and expressing thoughts and ideas

A

D. assist individuals in the act of communicating and expressing thoughts and ideas

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

In A Parent’s Story, Lori mentions that her son’s speech developed normally at first. If that was the case, around what age did Adam say his first words?

A. At 24 months

B. By three years old

C. By 12 months

D. At six months

A

C. By 12 months

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
A family has asked a neighbor to come over and babysit their one-year-old girl. When the parents return, the babysitter reports that the baby was happy but did not follow any directions. The neighbor stated that she told the baby to stop playing so she could go upstairs and get her pajamas on to get ready for bed, but the baby just continued playing and repeated the word bed. What could explain the problem in this situation? A. The baby has not reached an age where her receptive language enables her to understand multiple-step directions. B. The baby’s expressive speech and language skills have yet to develop to a stage where she can communicate with the babysitter. C. The baby became distracted by repeating the word bed.
A. The baby has not reached an age where her receptive language enables her to understand multiple-step directions.
26
Consonants and vowels A. morphology B. syntax C. phonology
C. phonology
27
Word endings such as –ing, –s, –ed A. morphology B. syntax C. phonology
A. morphology
28
Sentences constructed with passive or active voice A. morphology B. syntax C. phonology
B. syntax
29
Antonyms, synonyms, idioms A. semantics B. pragmatic C. syntax
A. semantics
30
Topic maintenance, turn taking A. semantics B. pragmatic C. syntax
B. pragmatic
31
Using words to form grammatically correct phrases and sentences A. syntax B. pragmatic C. phonology
A. syntax
32
The sounds, stress, and intonation patterns, and the distribution and order of the sounds A. syntax B. pragmatic C. phonology
C. phonology
33
How well language is used in social situations and how it is interpreted A. syntax B. pragmatic C. phonology
B. pragmatic
34
How words relate to each other and how they relate to their meanings A. phonology B. morphology C. semantics
C. semantics
35
The grammatical rules governing the formation of words A. phonology B. morphology C. semantics
B. morphology
36
The speaker is able to discriminate and articulate the sounds of speech. A. phonology B. morphology C. syntax
A. phonology
37
The speaker understands the grammatical structure of words and uses it correctly. A. phonology B. morphology C. syntax
B. morphology
38
The speaker understands how to combine words into phrases and sentences and how to use proper grammar. A. phonology B. morphology C. syntax
C. syntax
39
The speaker understands the meanings and relationships of words and uses them correctly. A. pragmatic B.syntax C. semantics
C. semantics
40
The speaker understands how to read social and contextual cues and how to use language to affect others. A. pragmatic B.syntax C. semantics
A. pragmatic
41
A kindergartener is demonstrating difficulty with word endings. For example, he often omits endings such as –ing (saying “play” instead of “playing”) and –est (saying “big” instead of “biggest”). This child is demonstrating difficulty with what component of language? A. Morphology B. Semantics C. Syntax
A. Morphology
42
A 12-year-old girl is demonstrating difficulty with subject-verb agreement. She often says, “She are going to the park” or “They is coming over for dinner.” With which area of language is the girl demonstrating difficulty? A. Pragmatics B. Syntax C. Semantics
B. Syntax
43
A fifth grader is overhead saying, “My socks are in my feet.” This example demonstrates that the child is having difficulty with which component of language? A. Syntax B. Semantics C. Phonology
B. Semantics
44
Form, content, and use are the basic __________ found in language. A. rule systems B. semantic structures C. pragmatic systems
A. rule systems
45
Difficulty of organizing speech sounds into patterns. A. Pragmatic disorder B. Semantic disorder C. Syntactical disorder D. Morphological disorder E. Phonological disorder
E. Phonological disorder
46
Difficulties with morphological infliction's (also called grammatical morphemes) modifications of nouns, verbs and adjectives that signal different kinds of meanings. A. Pragmatic disorder B. Semantic disorder C. Syntactical disorder D. Morphological disorder E. Phonological disorder
D. Morphological disorder
47
Difficulty acquiring the rules that govern word order and other aspects of grammar such as subject-verb agreement. A. Pragmatic disorder B. Semantic disorder C. Syntactical disorder D. Morphological disorder E. Phonological disorder
C. Syntactical disorder
48
Poor vocabulary development, inappropriate use of word meanings, and/or inability to comprehend word meanings. A. Pragmatic disorder B. Semantic disorder C. Syntactical disorder D. Morphological disorder E. Phonological disorder
B. Semantic disorder
49
Problems understanding and using language in different social context. A. Pragmatic disorder B. Semantic disorder C. Syntactical disorder D. Morphological disorder E. Phonological disorder
A. Pragmatic disorder
50
What type of therapy exercises would most likely benefit a child demonstrating difficulty with semantics? A. Practicing the correct tongue placement for the accurate production of /s/ B. Reading a list of age-appropriate words C. Participating in a social group focused on making new friends D. Practicing describing multiple meanings of a word (e.g., plane and plain)
D. Practicing describing multiple meanings of a word (e.g., plane and plain)
51
Children have problems understanding and using language in different social contexts. A. Pragmatic disorder B. Semantic disorder C. Syntactical disorder D. Morphological disorder E. Phonological disorder
A. Pragmatic disorder
52
Children have poor vocabulary development, use words inappropriately, and/or are unable to understand the meaning of words. A. Pragmatic disorder B. Semantic disorder C. Syntactical disorder D. Morphological disorder E. Phonological disorder
B. Semantic disorder
53
Children have trouble learning the rules that govern word order and other grammatical rules. A. Pragmatic disorder B. Semantic disorder C. Syntactical disorder D. Morphological disorder E. Phonological disorder
C. Syntactical disorder
54
Children have trouble with inflections on nouns, verbs, and adjectives that signal different kinds of meanings. A. Pragmatic disorder B. Semantic disorder C. Syntactical disorder D. Morphological disorder E. Phonological disorder
D. Morphological disorder
55
Children have a significant deficit in speech production or perception due to difficulties organizing speech sounds into patterns. A. Pragmatic disorder B. Semantic disorder C. Syntactical disorder D. Morphological disorder E. Phonological disorder
E. Phonological disorder
56
Keeley is a four-year-old girl who is often misunderstood by her peers and teachers. She is referred to a speech and language pathologist (SLP) to address the problem. The SLP takes a speech sample by listening to Keeley during free play and hears the following: “I got a tar (car). It does (goes) really fast. Where is your tar (car)? Oh no where did your tar (car) do (go)? It’s done (gone). You tan (can) play with this tar (car). It does (goes) fast too.” Keeley would most likely be diagnosed with a 1.__________ because she demonstrates a consistent pattern of 2.______________. 1. A. Morphological disorder B. Syntactical disorder C. Phonological disorder 2. A. substituting sounds B. omitting sounds
1. C. Phonological disorder | 2. A. substituting sounds
57
Which of the following adjustments is not a classroom accommodation that could improve Zachary’s areas of weakness due to CAPD? A. Eliminate additional classroom noises that could be distracting (open window, pencil sharpener, fish tank, etc.). B. Sit closer to the area of instruction or teachers desk. C. Provide directions orally as well as visually on the board. D. Amplify the teacher's voice using a microphone/audio set. E. Provide opportunities to participate in large group activities.
E. Provide opportunities to participate in large group activities.
58
A child is heard saying “I weeally like wed stwawbewies.” This child most likely has what type of difficulty? A. Stuttering B. Voice disorder C. Articulation disorder
C. Articulation disorder
59
A child diagnosed with apraxia has difficulty with ________________. A. oral coordination B. vocal folds C. respiration D. articulators
A. oral coordination
60
Which of the following problems do children with CAPD not demonstrate? A. Difficulty paying attention to a speaker when there is noise in the background B. Difficulty drawing inferences from conversations C. Difficulty maintaining listening focus D. Difficulty hearing the difference between similar sounds or words E. Difficulty hearing anything at all
E. Difficulty hearing anything at all
61
Which of the following potential problem areas do speech assessments evaluate? (Select all that apply.) A. Articulation B. Language C. Hearing
A. Articulation C. Hearing
62
Not included or included in a speech and language assessment? Informal measures Formal standardized testing Observations Case history A. Not included B. Included
B. Included
63
Not included or included in a speech and language assessment? Dietary restrictions Review of applicable legislation A. Not included B. Included
A. Not included
64
A case history provides extensive information. Based on the options below, which information would be most beneficial for successful treatment? A. Current areas of concern B. Gender C. Past evaluations and assessments. D. Name
A. Current areas of concern
65
The advantages of completing a case history during an assessment include helping to determine _________ that need to be addressed. A. parental concerns B. government regulations
A. parental concerns
66
Family-directed assessment helps identify what needs and priorities ___________ have. A. educators B. parents C. support workers
B. parents