Test Bank for Language Development From Theory to Practice, 3rd Edition by Turnbull (All Chapters included)

TEST BANK



Language Development From
Theory to Practice, 3rd Edition by
Khara L. Pence Turnbull



Complete Chapter Test Bank
are included (Ch 1 to 10)




** Immediate Download
** Swift Response
** All Chapters included

,Table of Contents are given below




1. Language Development: An Introduction

2. Building Blocks of Language

3. Neuroanatomy and Neurophysiology of Language

4. The Science and Theory of Language Development

5. Infancy: Let the Language Achievements Begin

6. Toddlerhood: Exploring the World and Experimenting with Language

7. Preschool: Building Literacy on Language

8. School-Age Years and Beyond: Developing Later Language

9. Language Diversity

10. Language Disorders in Children

,The test bank is organized in reverse order, with the last chapter displayed first, to ensure that all
chapters are included in this document. (Complete Chapters included Ch10-1)


Test Bank

Chapter 10: Language Disorders in Children

Multiple Choice

1. ___________________________ are the most prevalent type of communication
impairment affecting children.
a. Articulation disorders
b. Language disorders
c. Voice disorders
d. Executive function disorders
2. Children with late language emergence (LLE) are usually identified at about what
age?
a. 6 months
b. 1 year
c. 2 years
d. 4 years
3. ___________________________ is a significant language impairment in the absence
of any other developmental difficulty.
a. Secondary language impairment
b. Late language emergence
c. Intellectual disability
d. Primary language impairment
4. ___________________________ include diagnosing language disorders and
providing treatment to children with disorders through clinical and educational
interventions.
a. Direct services
b. Indirect services
c. Consultation services
d. Evidence-based services
5. _____________________________ are frequently the lead direct service providers
for children with language disorders.
a. Neuropsychologists
b. School psychologists
c. Speech-language pathologists
d. Special educators
6. ______________________________ have the important role of identifying children
in classrooms who may show signs of difficulty with language.
a. General educators
b. Special educators
c. School psychologists
d. Speech-language pathologists




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, 7. The ______________________________ identifies strategies and approaches a
general educator may use to support a child’s language and communication skills in
the classroom environment.
a. Multifactored evaluation team
b. Individualized education plan team
c. Multidisciplinary evaluation team
d. Child study team
8. Nearly _____________ of children with disabilities in schools in the United States
have disabilities of speech and language.
a. 10%
b. 25%
c. 40%
d. 55%
9. _____________________________ often work in families’ homes to teach parents
ways to support their children’s language learning in the home environment.
a. General educators
b. Special educators
c. Early interventionists
d. Rehabilitation specialists
10. _____________________________ are close collaborators in the diagnosis and
management of language disorders that result from injury or illness of the ear, nose,
or throat.
a. Audiologist
b. Otorhinolaryngologists
c. Voice specialists
d. Neurologists
11. One of the most common causes of hearing loss in children is:
a. Pressure-equalization tubes
b. Trauma to the tympanic membrane
c. Congenital deafness
d. Otitis media
12. About ______________ of kindergarteners with specific language impairment (SLI)
continue to exhibit SLI in 4th grade.
a. 10%
b. 30%
c. 50%
d. 60%
13. Individuals with ______________________________ show persistent difficulties in
using and understanding language in social context.
a. Autism spectrum disorder
b. Specific language impairment
c. Intellectual disability
d. Hearing loss




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