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Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 > Unit 9 Module 18 tests > Flashcards

Unit 9 Module 18 tests Flashcards

1
Q

Individual has an idea or intention and wants to share it.

A. Step 2

B. Step 4

C. Step 1

D. Step 3

A

C. Step 1

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2
Q

The idea is formulated into a message

A. Step 2

B. Step 4

C. Step 1

D. Step 3

A

A. Step 2

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3
Q

The message is expressed to another person or persons

A. Step 2

B. Step 4

C. Step 1

D. Step 3

A

D. Step 3

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4
Q

The other person receives the message and reacts to or acknowledge it

A. Step 2

B. Step 4

C. Step 1

D. Step 3

A

B. Step 4

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5
Q

What step in the communication process is causing a communication breakdown in Darby’s situation?

A. The message is expressed to another person or persons.

B. Darby has an idea or intention and wants to share it.

C. The other person receives the message and reacts to or acknowledges it.

D. The idea is formulated into a message.

A

D. The idea is formulated into a message.

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6
Q

What type of questions are preferred in an interview or case history?

A. Open-ended questions

B. Yes/No questions

A

A. Open-ended questions

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7
Q

Darby and her mother completed a case history in the form of an interview with the SLP. What role does the case history play in the assessment process?

A. Provides identifying information as well as past history and current information pertaining to the child’s development

B. Elicits single-word responses to determine correct or incorrect pronunciation of sounds

C. Evaluates the child’s form, content, and use of language in social contexts

D. Evaluates the child’s articulation, fluency, and voice

A

A. Provides identifying information as well as past history and current information pertaining to the child’s development

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8
Q

Which of the following case history questions would provide beneficial information for a speech and language evaluation?

A. What dietary concerns or allergies does your child have?

B. What cumulative math score did your child receive for the last academic school year?

C. Was there anything unusual about your child’s first attempt at crawling or walking?

D. What is your child’s most difficult challenge at home and at school?

A

D. What is your child’s most difficult challenge at home and at school?

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9
Q

The main difference between speech and language assessment tools is that a 1. ___________ sample is used to assess the individual’s articulation and production of individual sounds, whereas a 2. _________ sample is used to evaluate the form, content, and use of language.

  1. A. phonological
    B. speech
    C. language
  2. A. voice
    B. language
    C. fluency
A
  1. B. speech

2. B. language

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10
Q

Both assessment tools provide further information about the ____________ process and how the individual formulates thoughts and ideas and shares their message with others.

A. speech

B. language

C. communication

A

C. communication

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11
Q

Phonological and articulation disorders are often confused, because they both involve difficulties in sound production. An articulation disorder involves problems producing specific sounds, such as distorting the - s or - r sound, whereas a phonological disorder involves difficulties producing _______________.

A. vowels

B. the initial sound in a word

C. a group or pattern of sounds

D. consonants

A

C. a group or pattern of sounds

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12
Q

Which form of language includes the rules governing how words are formed from meaningful units?

A. Phonology

B. Syntax

C. Morphology

A

C. Morphology

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13
Q

Which of the settings listed below would be the most difficult for a child with central auditory processing disorder (CAPD)?

A. Participating in a reading activity with two to three other kids

B. One-on-one conversation with a parent

C. Receiving instruction from a teacher in a library

D. Conversation with a teacher in the cafeteria during the lunch hour

A

D. Conversation with a teacher in the cafeteria during the lunch hour

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14
Q

Stuttering is a fluency disorder mainly characterized by______________.

A. inability to correctly articulate - s and - z

B. excessively fast speech

C. rapid repetition of consonants and vowels

D. secondary characteristics such as head jerks and hand clapping

A

C. rapid repetition of consonants and vowels

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15
Q

A teacher passes by two of his students and overhears one saying to the other, “We is going to ate lunch after we go to music class.”

Which type of difficulty is being demonstrated by the child who spoke?

A. Syntactical

B. Morphological

C. Pragmatic

D. Semantic

A

A. Syntactical

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16
Q

Successful oral expression of language requires ___________.

A. non logistic communication

B. speech

C. respiration

D. articulators

A

B. speech

17
Q

A child struggling with a receptive language problem would have trouble with 1. __________ whereas children with an expressive language problem would more likely struggle with ___________.

  1. A. comprehending language
    B. producing language
    C. articulation
  2. A. producing language
    B. understanding language
    C. analyzing language
A
  1. A. comprehending language

2. A. producing language

18
Q

indicate whether each would (Yes) or would not (No) affect a child with a speech disorder

Language, vocabulary, grammar

YES

NO

A

NO

19
Q

indicate whether each would (Yes) or would not (No) affect a child with a speech disorder

Articulation, fluency, voice

YES

NO

A

YES

20
Q

indicate whether each would (Yes) or would not (No) affect a child with a speech disorder

Tongue, lips, teeth, and jaw

YES

NO

A

YES

21
Q

indicate whether each would (Yes) or would not (No) affect a child with a speech disorder

Phonology, morphology, pragmatics

YES

NO

A

NO

22
Q

indicate whether the impairment is a receptive or an expressive language impairment

Following oral directions

A. receptive language

B. expressive language

A

A. receptive language

23
Q

indicate whether the impairment is a receptive or an expressive language impairment

Understanding humor and figurative language

A. receptive language

B. expressive language

A

A. receptive language

24
Q

indicate whether the impairment is a receptive or an expressive language impairment

Comprehending complex sentences and questions

A. receptive language

B. expressive language

A

A. receptive language

25
Q

indicate whether the impairment is a receptive or an expressive language impairment

Limited vocabulary

A. receptive language

B. expressive language

A

B. expressive language

26
Q

indicate whether the impairment is a receptive or an expressive language impairment

Frequently repeats information

A. receptive language

B. expressive language

A

B. expressive language

27
Q

indicate whether the impairment is a receptive or an expressive language impairment

Formulating grammatically correct sentences and questions

A. receptive language

B. expressive language

A

B. expressive language

28
Q

An individual who stutters is more likely to produce disfluencies in what type of setting?

A. Talking to a pet

B. Speaking with the principal at school

C. Singing a song at a choir performance

D. Reciting the pledge of allegiance

A

B. Speaking with the principal at school

29
Q

Which articulation error has the correct example?

A. Omission—adding a sound that should not be there: “doga” for “dog”

B. Substitution—dropping a sound from a word: “at” for “hat”

C. Distortion—altering a sound, usually caused by deficient oral motor skills: “thoup” for “soup”

D. Addition—using one sound in place of another: “wabbit” for “rabbit”

A

C. Distortion—altering a sound, usually caused by deficient oral motor skills: “thoup” for “soup”

30
Q

This disorder is characterized by errors in the way speech sounds are produced. This may include omissions, substitutions, additions, and distortions.

A. Articulation

B. CAPD

C. Voice

A

A. Articulation

31
Q

This disorder is characterized by the abnormal organization of speech sounds into patterns.

A. Articulation

B. Phonologic

C. CAPD

A

B. Phonologic

32
Q

This disorder is characterized by the interruption in the flow of speech. This may include the repetition of sounds or syllables.

A. CAPD

B. Fluency

C. Phonologic

A

B. Fluency

33
Q

This disorder is characterized by a difficulty to process sound and interpret what is heard.

A. Phonologic

B. Morphologic

C. CAPD

A

C. CAPD

34
Q

This disorder is characterized by problems with the quality or use of the voice.

A. Morphologic

B. Voice

C. Articulation

A

B. Voice

35
Q

This disorder is characterized by grammatical errors when formulating individual words and by difficulty with inflections on nouns, verbs, and adjectives that signal different kinds of meanings.

A. Voice

B. Morphologic

C. Articulation

A

B. Morphologic

36
Q

A disorder that affects the motor programming of speech is referred to as ________.

A. apraxia

B. articulation disorder

C. semantic disorder

D. phonological disorder

A

A. apraxia

Fundamentals of Diversity, Inclusion, and Exceptional Learners – C847 (59 decks)

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