Language Disorders in Children
ST
– 2nd Edition
UV
TEST BANK
IA
_A
Joan Kaderavek
PP
RO
Comprehensive Resource for Instructors and
Students
VE
© Joan Kaderavek
D?
All rights reserved. Reproduction or distribution without permission is prohibited.
??
©MEDGEEK
, Language Disorders in Children:
Fundamental Concepts of Assessment and Intervention
ST
Instructor’s Manual
Table of Contents
UV
Introduction: Organization and Utilization of the Instructor’s Manual v
Chapter 1: Language Theory and Language Development
IA
Chapter-at-a-Glance 1
Instructor Guide 2
Test Bank 6
_A
Chapter 2: Assessment of Language Disorders
Chapter-at-a-Glance 12
Instructor Guide 13
Test Bank 17
PP
Chapter 3: Decision Making in Assessment and Intervention
Chapter-at-a-Glance 22
Instructor Guide 23
RO
Test Bank 27
Chapter 4: Principles of Intervention
Chapter-at-a-Glance 33
VE
Instructor Guide 34
Test Bank 38
Chapter 5: Children with Specific Language Impairment
D?
Chapter-at-a-Glance 44
Instructor Guide 45
Test Bank 49
??
iii
, Chapter 6: Children with Hearing Loss
ST
Chapter-at-a-Glance 55
Instructor Guide 56
Test Bank 58
UV
Chapter 7: Children with Intellectual Disability
Chapter-at-a-Glance 63
Instructor Guide 64
Test Bank 67
IA
Chapter 8: Children with Autism Spectrum Disorders
Chapter-at-a-Glance 73
Instructor Guide 74
_A
Test Bank 77
Early Literacy, Reading, and Writing for School-Age
Chapter 9:
Children
PP
Chapter-at-a-Glance 82
Instructor Guide 83
Test Bank 87
Augmentative and Alternative Communication (AAC) and
RO
Chapter 10:
Individuals with Complex Communication Needs
Chapter-at-a-Glance 94
Instructor Guide 93
Test Bank 96
VE
Chapter 11: Multicultural Issues
Chapter-at-a-Glance 100
Instructor Guide 101
D?
Test Bank 104
??
iv
, CHAPTER GUIDE
Chapter 1: Language Theory and Language Development
ST
Chapter Summary
A language disorder is impaired comprehension or use of spoken, written, or other
symbol systems. An individual with a language disorder is different from someone with a
language difference. Language difference is a result a variation of a symbol system used by a
UV
group of individuals that reflects and is determined by shared regional, social, or cultural/ethnic
factors. Sometimes a young child (2 to 3 years old) who exhibits a developmental lag in
language is called language delayed or a late talker; experts use this terminology because
language impairment cannot be reliably diagnosed in young children in the absence of a primary
disorder.
Receptive and expressive language occurs at the linguistic level of the speech chain.
IA
Other communication processes that are within the motor/physical and the acoustic levels
contribute to the communication system.
Behaviorism suggests that learning occurs when an environmental stimulus triggers a
response or behavior. Cognitive theory is based on the writings of Jean Piaget who proposed that
_A
children demonstrate a sequence of progressively more sophisticated cognitive abilities.
Nativist theory proposes that children have an innate (i.e., inborn) ability to learn language; it is
based on the writings of Noam Chomsky. Neural maturation is an accumulating body of science
explaining the relationship between language and brain development. Social interaction theory is
based on the principle that communication interactions play a central role in children’s
PP
acquisition of language; this theory is often connected to the writings of Vygotsky. Information-
processing theories historically have compared the brain to a computer, highlighting the
interconnectivity of processing elements. Practitioners use behaviorism when they use reward
systems to train behaviors. Practitioners observe children’s play behaviors to informally gauge
children’s general cognitive ability and level of representational thought; this is an example of
RO
how cognitive theory has influenced clinical practice. The nativist position has influenced
practitioners’ recognition of the biological base for language learning. Recent neural maturation
research has altered decision-making for some intervention programs, suggesting that
intervention should occur at very early ages. Social interaction theory has influenced many
current therapies; practitioners use this theoretical approach to focus on enhancing interactions
VE
between communication partners. The information-processing model offers a framework to
explain individual processing challenges; this theory explains how weaknesses in the processing
system result in language deficits.
Communication Subdomain 1 encompasses early pragmatic skills including joint visual attention,
imitation, and turn taking. Vocabulary (Communication Skill 2) progresses from early one-word level
D?
and continues to develop through adulthood. Once children have more than 50 words they typically
begin to produce two-word combinations during the development of Communication Subdomain 3.
Syntax and morphological development, often described in terms of Brown’s stages of language
development, are evidenced during Communication Subdomain 4. Children’s discourse skills continue
to develop in Communication Subdomain 5. Early pragmatic functioning (Communication Subdomain 1)
??
is fundamental to all communication and may be the focus of intervention for individuals with severe
social communication deficits. Practitioners may target teaching children a variety of semantic meanings
at the one-word level and facilitate advanced vocabulary learning for children with vocabulary deficits
2
ST
– 2nd Edition
UV
TEST BANK
IA
_A
Joan Kaderavek
PP
RO
Comprehensive Resource for Instructors and
Students
VE
© Joan Kaderavek
D?
All rights reserved. Reproduction or distribution without permission is prohibited.
??
©MEDGEEK
, Language Disorders in Children:
Fundamental Concepts of Assessment and Intervention
ST
Instructor’s Manual
Table of Contents
UV
Introduction: Organization and Utilization of the Instructor’s Manual v
Chapter 1: Language Theory and Language Development
IA
Chapter-at-a-Glance 1
Instructor Guide 2
Test Bank 6
_A
Chapter 2: Assessment of Language Disorders
Chapter-at-a-Glance 12
Instructor Guide 13
Test Bank 17
PP
Chapter 3: Decision Making in Assessment and Intervention
Chapter-at-a-Glance 22
Instructor Guide 23
RO
Test Bank 27
Chapter 4: Principles of Intervention
Chapter-at-a-Glance 33
VE
Instructor Guide 34
Test Bank 38
Chapter 5: Children with Specific Language Impairment
D?
Chapter-at-a-Glance 44
Instructor Guide 45
Test Bank 49
??
iii
, Chapter 6: Children with Hearing Loss
ST
Chapter-at-a-Glance 55
Instructor Guide 56
Test Bank 58
UV
Chapter 7: Children with Intellectual Disability
Chapter-at-a-Glance 63
Instructor Guide 64
Test Bank 67
IA
Chapter 8: Children with Autism Spectrum Disorders
Chapter-at-a-Glance 73
Instructor Guide 74
_A
Test Bank 77
Early Literacy, Reading, and Writing for School-Age
Chapter 9:
Children
PP
Chapter-at-a-Glance 82
Instructor Guide 83
Test Bank 87
Augmentative and Alternative Communication (AAC) and
RO
Chapter 10:
Individuals with Complex Communication Needs
Chapter-at-a-Glance 94
Instructor Guide 93
Test Bank 96
VE
Chapter 11: Multicultural Issues
Chapter-at-a-Glance 100
Instructor Guide 101
D?
Test Bank 104
??
iv
, CHAPTER GUIDE
Chapter 1: Language Theory and Language Development
ST
Chapter Summary
A language disorder is impaired comprehension or use of spoken, written, or other
symbol systems. An individual with a language disorder is different from someone with a
language difference. Language difference is a result a variation of a symbol system used by a
UV
group of individuals that reflects and is determined by shared regional, social, or cultural/ethnic
factors. Sometimes a young child (2 to 3 years old) who exhibits a developmental lag in
language is called language delayed or a late talker; experts use this terminology because
language impairment cannot be reliably diagnosed in young children in the absence of a primary
disorder.
Receptive and expressive language occurs at the linguistic level of the speech chain.
IA
Other communication processes that are within the motor/physical and the acoustic levels
contribute to the communication system.
Behaviorism suggests that learning occurs when an environmental stimulus triggers a
response or behavior. Cognitive theory is based on the writings of Jean Piaget who proposed that
_A
children demonstrate a sequence of progressively more sophisticated cognitive abilities.
Nativist theory proposes that children have an innate (i.e., inborn) ability to learn language; it is
based on the writings of Noam Chomsky. Neural maturation is an accumulating body of science
explaining the relationship between language and brain development. Social interaction theory is
based on the principle that communication interactions play a central role in children’s
PP
acquisition of language; this theory is often connected to the writings of Vygotsky. Information-
processing theories historically have compared the brain to a computer, highlighting the
interconnectivity of processing elements. Practitioners use behaviorism when they use reward
systems to train behaviors. Practitioners observe children’s play behaviors to informally gauge
children’s general cognitive ability and level of representational thought; this is an example of
RO
how cognitive theory has influenced clinical practice. The nativist position has influenced
practitioners’ recognition of the biological base for language learning. Recent neural maturation
research has altered decision-making for some intervention programs, suggesting that
intervention should occur at very early ages. Social interaction theory has influenced many
current therapies; practitioners use this theoretical approach to focus on enhancing interactions
VE
between communication partners. The information-processing model offers a framework to
explain individual processing challenges; this theory explains how weaknesses in the processing
system result in language deficits.
Communication Subdomain 1 encompasses early pragmatic skills including joint visual attention,
imitation, and turn taking. Vocabulary (Communication Skill 2) progresses from early one-word level
D?
and continues to develop through adulthood. Once children have more than 50 words they typically
begin to produce two-word combinations during the development of Communication Subdomain 3.
Syntax and morphological development, often described in terms of Brown’s stages of language
development, are evidenced during Communication Subdomain 4. Children’s discourse skills continue
to develop in Communication Subdomain 5. Early pragmatic functioning (Communication Subdomain 1)
??
is fundamental to all communication and may be the focus of intervention for individuals with severe
social communication deficits. Practitioners may target teaching children a variety of semantic meanings
at the one-word level and facilitate advanced vocabulary learning for children with vocabulary deficits
2
