AZ031 Arizona Special
Education: Speech and
Language Impaired
,QUESTIONS
Question 1
A note about “language sampling, dynamic assessment, curriculum-based
assessment, portfolio review, and observational checklists” is labeled “Speech
and Language Development”. Which replacement label more directly identifies
its focus?
A. Alternative and authentic assessment strategies
B. Hearing Impairments & Augmentative/Alternative Communication (AAC)
C. Speech and Language Development
D. Anatomical and Physiological Bases
Correct Answer: A
Full Explanation: Alternative and authentic assessment strategies: language sampling, dynamic
assessment, curriculum-based assessment, portfolio review, and observational checklists. B: That
focus concerns “Impact of hearing loss on speech-language development, and the role of low-tech
and high-tech AAC systems”, not the activity being assigned. C: That focus concerns
“Socio-cultural and linguistic variations, dialects, and bilingual/multilingual language acquisition”,
not the activity being assigned. D: That focus concerns “Neuroanatomy and neurophysiology of
speech, language, hearing, and swallowing (central and peripheral nervous systems, cranial
nerves)”, not the activity being assigned.
Question 2
The focus changes from “Arizona Revised Statutes (ARS) and Arizona
Administrative Code (AAC)” to “Deficits in verbal and nonverbal social rules,
conversational management, and perspective-taking”. Which replacement for
“State-specific special education rules, eligibility criteria, and caseload
standards for speech-language professionals” fits the new focus?
A. Respiratory, phonatory, articulatory, and resonatory systems involved in speech production
B. State-specific special education rules, eligibility criteria, and caseload standards for
speech-language professionals
C. central and peripheral nervous systems, cranial nerves
D. Autism Spectrum Disorder profiles
Correct Answer: D
Full Explanation: Deficits in verbal and nonverbal social rules, conversational management, and
perspective-taking: Autism Spectrum Disorder profiles. Arizona Revised Statutes (ARS) and Arizona
Administrative Code (AAC): State-specific special education rules, eligibility criteria, and caseload
standards for speech-language professionals. A: This describes “Anatomical and Physiological
Bases”, rather than the requested focus. B: This describes “Arizona Revised Statutes (ARS) and
Arizona Administrative Code (AAC)”, rather than the requested focus. C: This describes
“Neuroanatomy and neurophysiology of speech, language, hearing, and swallowing”, rather than
the requested focus.
2
,QUESTIONS
Question 3
Assign a technical focus to “Pragmatic and Social Communication Disorders”
first and “Speech and Language Development” second. Which pairing is
appropriate?
A. First: Deficits in verbal and nonverbal social rules, conversational management, and
perspective-taking (e.g., Autism Spectrum Disorder profiles); second: Deficits in verbal and
nonverbal social rules, conversational management, and perspective-taking (e.g., Autism
Spectrum Disorder profiles)
B. First: Emergent literacy, reading development, and the reciprocal relationship between
spoken language and written literacy; second: Emergent literacy, reading development, and
the reciprocal relationship between spoken language and written literacy
C. First: Emergent literacy, reading development, and the reciprocal relationship between
spoken language and written literacy; second: Deficits in verbal and nonverbal social rules,
conversational management, and perspective-taking (e.g., Autism Spectrum Disorder profiles)
D. First: Deficits in verbal and nonverbal social rules, conversational management, and
perspective-taking (e.g., Autism Spectrum Disorder profiles); second: Emergent literacy,
reading development, and the reciprocal relationship between spoken language and written
literacy
Correct Answer: D
Full Explanation: Pragmatic and Social Communication Disorders: Deficits in verbal and
nonverbal social rules, conversational management, and perspective-taking (e.g., Autism
Spectrum Disorder profiles). Speech and Language Development: Emergent literacy, reading
development, and the reciprocal relationship between spoken language and written literacy. A:
Repeating the first assignment leaves the second requirement without its own matching focus. B:
Repeating the second assignment does not address the first requirement. C: The two roles are
reversed: the first assignment belongs with the second focus, and vice versa.
3
, QUESTIONS
Question 4
When the objective moves from “Instructional and Intervention Methodologies”
to “Typical speech-language developmental milestones from infancy through
adolescence”, what should replace the emphasis on “Fluency and voice
modification treatment approaches, cognitive-behavioral strategies, and
desensitization”?
A. Stuttering and cluttering, core behaviors, secondary characteristics, and psychological/social
impacts
B. Core tenets, definitions of Speech or Language Impairment, procedural safeguards, and
mandates for Free Appropriate Public Education (FAPE) in the Least Restrictive Environment
(LRE)
C. phonological, morphological, syntactic, semantic, and pragmatic development
D. Fluency and voice modification treatment approaches, cognitive-behavioral strategies, and
desensitization
Correct Answer: C
Full Explanation: Typical speech-language developmental milestones from infancy through
adolescence: phonological, morphological, syntactic, semantic, and pragmatic development.
Instructional and Intervention Methodologies: Fluency and voice modification treatment
approaches, cognitive-behavioral strategies, and desensitization. A: This describes “Fluency
Disorders”, rather than the requested focus. B: This describes “Individuals with Disabilities
Education Act (IDEA Part B and Part C)”, rather than the requested focus. D: This describes
“Instructional and Intervention Methodologies”, rather than the requested focus.
Question 5
The focus changes from “Speech and Language Development” to “Collaborative
Consultation and Systemic Support”. Which replacement for “Emergent
literacy, reading development, and the reciprocal relationship between spoken
language and written literacy” fits the new focus?
A. Participating in school-wide Multi-Tiered Systems of Support (MTSS) problem-solving teams
to support prereferral interventions
B. Milestones, legislative acts, and judicial rulings shaping services for students with speech and
language impairments
C. Overcoming barriers to family participation and utilizing qualified interpreters/translators
D. Emergent literacy, reading development, and the reciprocal relationship between spoken
language and written literacy
Correct Answer: A
Full Explanation: Collaborative Consultation and Systemic Support: Participating in school-wide
Multi-Tiered Systems of Support (MTSS) problem-solving teams to support prereferral
interventions. Speech and Language Development: Emergent literacy, reading development, and
the reciprocal relationship between spoken language and written literacy. B: This describes
“Historical Evolution of Special Education & Speech-Language Services”, rather than the requested
focus. C: This describes “Family-Centered Practice and Cultural Humility”, rather than the
requested focus. D: This describes “Speech and Language Development”, rather than the
requested focus.
4
Education: Speech and
Language Impaired
,QUESTIONS
Question 1
A note about “language sampling, dynamic assessment, curriculum-based
assessment, portfolio review, and observational checklists” is labeled “Speech
and Language Development”. Which replacement label more directly identifies
its focus?
A. Alternative and authentic assessment strategies
B. Hearing Impairments & Augmentative/Alternative Communication (AAC)
C. Speech and Language Development
D. Anatomical and Physiological Bases
Correct Answer: A
Full Explanation: Alternative and authentic assessment strategies: language sampling, dynamic
assessment, curriculum-based assessment, portfolio review, and observational checklists. B: That
focus concerns “Impact of hearing loss on speech-language development, and the role of low-tech
and high-tech AAC systems”, not the activity being assigned. C: That focus concerns
“Socio-cultural and linguistic variations, dialects, and bilingual/multilingual language acquisition”,
not the activity being assigned. D: That focus concerns “Neuroanatomy and neurophysiology of
speech, language, hearing, and swallowing (central and peripheral nervous systems, cranial
nerves)”, not the activity being assigned.
Question 2
The focus changes from “Arizona Revised Statutes (ARS) and Arizona
Administrative Code (AAC)” to “Deficits in verbal and nonverbal social rules,
conversational management, and perspective-taking”. Which replacement for
“State-specific special education rules, eligibility criteria, and caseload
standards for speech-language professionals” fits the new focus?
A. Respiratory, phonatory, articulatory, and resonatory systems involved in speech production
B. State-specific special education rules, eligibility criteria, and caseload standards for
speech-language professionals
C. central and peripheral nervous systems, cranial nerves
D. Autism Spectrum Disorder profiles
Correct Answer: D
Full Explanation: Deficits in verbal and nonverbal social rules, conversational management, and
perspective-taking: Autism Spectrum Disorder profiles. Arizona Revised Statutes (ARS) and Arizona
Administrative Code (AAC): State-specific special education rules, eligibility criteria, and caseload
standards for speech-language professionals. A: This describes “Anatomical and Physiological
Bases”, rather than the requested focus. B: This describes “Arizona Revised Statutes (ARS) and
Arizona Administrative Code (AAC)”, rather than the requested focus. C: This describes
“Neuroanatomy and neurophysiology of speech, language, hearing, and swallowing”, rather than
the requested focus.
2
,QUESTIONS
Question 3
Assign a technical focus to “Pragmatic and Social Communication Disorders”
first and “Speech and Language Development” second. Which pairing is
appropriate?
A. First: Deficits in verbal and nonverbal social rules, conversational management, and
perspective-taking (e.g., Autism Spectrum Disorder profiles); second: Deficits in verbal and
nonverbal social rules, conversational management, and perspective-taking (e.g., Autism
Spectrum Disorder profiles)
B. First: Emergent literacy, reading development, and the reciprocal relationship between
spoken language and written literacy; second: Emergent literacy, reading development, and
the reciprocal relationship between spoken language and written literacy
C. First: Emergent literacy, reading development, and the reciprocal relationship between
spoken language and written literacy; second: Deficits in verbal and nonverbal social rules,
conversational management, and perspective-taking (e.g., Autism Spectrum Disorder profiles)
D. First: Deficits in verbal and nonverbal social rules, conversational management, and
perspective-taking (e.g., Autism Spectrum Disorder profiles); second: Emergent literacy,
reading development, and the reciprocal relationship between spoken language and written
literacy
Correct Answer: D
Full Explanation: Pragmatic and Social Communication Disorders: Deficits in verbal and
nonverbal social rules, conversational management, and perspective-taking (e.g., Autism
Spectrum Disorder profiles). Speech and Language Development: Emergent literacy, reading
development, and the reciprocal relationship between spoken language and written literacy. A:
Repeating the first assignment leaves the second requirement without its own matching focus. B:
Repeating the second assignment does not address the first requirement. C: The two roles are
reversed: the first assignment belongs with the second focus, and vice versa.
3
, QUESTIONS
Question 4
When the objective moves from “Instructional and Intervention Methodologies”
to “Typical speech-language developmental milestones from infancy through
adolescence”, what should replace the emphasis on “Fluency and voice
modification treatment approaches, cognitive-behavioral strategies, and
desensitization”?
A. Stuttering and cluttering, core behaviors, secondary characteristics, and psychological/social
impacts
B. Core tenets, definitions of Speech or Language Impairment, procedural safeguards, and
mandates for Free Appropriate Public Education (FAPE) in the Least Restrictive Environment
(LRE)
C. phonological, morphological, syntactic, semantic, and pragmatic development
D. Fluency and voice modification treatment approaches, cognitive-behavioral strategies, and
desensitization
Correct Answer: C
Full Explanation: Typical speech-language developmental milestones from infancy through
adolescence: phonological, morphological, syntactic, semantic, and pragmatic development.
Instructional and Intervention Methodologies: Fluency and voice modification treatment
approaches, cognitive-behavioral strategies, and desensitization. A: This describes “Fluency
Disorders”, rather than the requested focus. B: This describes “Individuals with Disabilities
Education Act (IDEA Part B and Part C)”, rather than the requested focus. D: This describes
“Instructional and Intervention Methodologies”, rather than the requested focus.
Question 5
The focus changes from “Speech and Language Development” to “Collaborative
Consultation and Systemic Support”. Which replacement for “Emergent
literacy, reading development, and the reciprocal relationship between spoken
language and written literacy” fits the new focus?
A. Participating in school-wide Multi-Tiered Systems of Support (MTSS) problem-solving teams
to support prereferral interventions
B. Milestones, legislative acts, and judicial rulings shaping services for students with speech and
language impairments
C. Overcoming barriers to family participation and utilizing qualified interpreters/translators
D. Emergent literacy, reading development, and the reciprocal relationship between spoken
language and written literacy
Correct Answer: A
Full Explanation: Collaborative Consultation and Systemic Support: Participating in school-wide
Multi-Tiered Systems of Support (MTSS) problem-solving teams to support prereferral
interventions. Speech and Language Development: Emergent literacy, reading development, and
the reciprocal relationship between spoken language and written literacy. B: This describes
“Historical Evolution of Special Education & Speech-Language Services”, rather than the requested
focus. C: This describes “Family-Centered Practice and Cultural Humility”, rather than the
requested focus. D: This describes “Speech and Language Development”, rather than the
requested focus.
4
