Unit 9 Module 18 (review) Flashcards
the act of breathing
A. Phonation
B. Articulation
C. Respiration
C. Respiration
production of sound by the larynx and vocal fold
A. Phonation
B. Articulation
C. Respiration
A. Phonation
use of the lips, tongue, teeth, and hard and soft palates to form speech sounds
A. Phonation
B. Articulation
C. Respiration
B. Articulation
Imitate familiar words
A. Language, by age 1
B. Speech, by age 1
C. Speech, between 1 and 2 years of age
B. Speech, by age 1
Understands simple instruction
A. Language, by age 1
B. Speech, by age 1
C. Speech, between 1 and 2 years of age
A. Language, by age 1
Combines words
A. Language, by age 1
B. Speech, by age 1
C. Speech, between 1 and 2 years of age
C. Speech, between 1 and 2 years of age
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
C. Language, between 1 and 2 years of age
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. Speech, between 2 and 3 years of age
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. Speech, between 2 and 3 years of age
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
B. Speech, between 3 and 4 years of age
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. Language, between 3 and 4 years of age
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
B. Speech, between 3 and 4 years of age
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
C. Language, between 4 and 5 years of age
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
C. Language, between 4 and 5 years of age
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. Speech, between 5 and 6 years of age
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
B. Language, between 5 and 6 years of age
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.
- A. use of signs and symbols
B. physical motor movement
C. use of linguistic communicative behavior - A. use of signs and symbols
B. physical motor movement
C. use of linguistic communicative behavior
- B. physical motor movement
2. A. use of signs and symbols
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
B. communicate
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
B. Receptive language
__________ 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. Expressive language
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
D. The precise coordination of the respiratory system, phonatory system, and articulators to produce speech sounds
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
C. Individual talking on the phone
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
D. assist individuals in the act of communicating and expressing thoughts and ideas
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
C. By 12 months
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.
Consonants and vowels
A. morphology
B. syntax
C. phonology
C. phonology
Word endings such as –ing, –s, –ed
A. morphology
B. syntax
C. phonology
A. morphology
Sentences constructed with passive or active voice
A. morphology
B. syntax
C. phonology
B. syntax
Antonyms, synonyms, idioms
A. semantics
B. pragmatic
C. syntax
A. semantics
Topic maintenance, turn taking
A. semantics
B. pragmatic
C. syntax
B. pragmatic
Using words to form grammatically correct phrases and sentences
A. syntax
B. pragmatic
C. phonology
A. syntax
The sounds, stress, and intonation patterns, and the distribution and order of the sounds
A. syntax
B. pragmatic
C. phonology
C. phonology
How well language is used in social situations and how it is interpreted
A. syntax
B. pragmatic
C. phonology
B. pragmatic
How words relate to each other and how they relate to their meanings
A. phonology
B. morphology
C. semantics
C. semantics
The grammatical rules governing the formation of words
A. phonology
B. morphology
C. semantics
B. morphology
The speaker is able to discriminate and articulate the sounds of speech.
A. phonology
B. morphology
C. syntax
A. phonology
The speaker understands the grammatical structure of words and uses it correctly.
A. phonology
B. morphology
C. syntax
B. morphology
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
The speaker understands the meanings and relationships of words and uses them correctly.
A. pragmatic
B.syntax
C. semantics
C. semantics
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
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
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
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
Form, content, and use are the basic __________ found in language.
A. rule systems
B. semantic structures
C. pragmatic systems
A. rule systems
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
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
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
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
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
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)
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
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
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
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
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
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
- A. substituting sounds
B. omitting sounds
- C. Phonological disorder
2. A. substituting sounds
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.
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
A child diagnosed with apraxia has difficulty with ________________.
A. oral coordination
B. vocal folds
C. respiration
D. articulators
A. oral coordination
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
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
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
Not included or included in a speech and language assessment?
Dietary restrictions
Review of applicable legislation
A. Not included
B. Included
A. Not included
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
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
Family-directed assessment helps identify what needs and priorities ___________ have.
A. educators
B. parents
C. support workers
B. parents
