SLP 6011 FINAL EXAM QUESTIONS & ANSWERS
Intrasentential development - Answers -growth within sentences (sentence length)
Intersentential development - Answers -growth between sentences (connection
between one statement to the next)
Theory of Mind (ToM) - Answers -the understanding that others have thoughts that are
different from one's own
Narrative weakness - Answers -simple sentence structure and weak vocabulary
discourse analysis - Answers -Analyzing written or spoken language.
Topic maintenance - Answers -how well utterances relate to each other or to a general
topic
Fluency - Answers -how the speaker produces a message
informativeness - Answers -amount of information that a speaker provides to a listener
referencing - Answers -identification of individuals, features, and events
Strategy instruction - Answers -An approach to teaching students with learning
disabilities that involves first breaking down the skills involved in a task or problem into a
set of sequential steps and then preparing the steps so that students may read and later
memorize them in order to perform the task correctly.
strategy activity (example) - Answers -teaching a child to use context clues
clause density - Answers -total number of clauses divided by number of t-units
literate lexicon (semantics) - Answers -curriculum based language
characteristics of ASD - Answers -restrictive and repetitive behaviors manifested by
persistent deficits in social communication.
characteristics of SCD - Answers -deficits in understanding and following social rules of
verbal and nonverbal communication in naturalistic contexts, changing language to the
needs of the listener, and following rules for conversation or story telling.
dynamic assessment - Answers -Systematic examination of how easily a student can
acquire new knowledge or skills, perhaps with an adult's assistance.
, cohesive tie - Answers -words that connect utterances
Literal comprehension involves reading "between the lines" to make sense of a story.
T/F - Answers -False
Role-playing is generally a particularly effective way to assess conversational
competence in adolescents, since it mimics real life situations. T/F - Answers -True
School-age children with poor semantics may display deficits in vocabulary, poor
knowledge of word meanings, problems with word retrieval skills, excessive reliance on
non-specific words, difficulty understanding figurative language, and difficulty
comprehending complex directions. T/F - Answers -True
Having a student explain multiple meaning words is NOT an effective informal
metalinguistic assessment activity, because it doesn't tell us much about the student's
word knowledge. T/F - Answers -False
Informal assessment of children with syntax impairments often demonstrates that they
have the MOST trouble with? - Answers -the ability to understand/use passive voice,
negation, relative clauses, and adverbial conjunctions
Verbal pragmatics skills can be assessed using a number of functional tasks and
strategies because - Answers -role-playing is a good technique to assess verbal
pragmatic skills such as, register
verbal pragmatic skills can be assessed via a conversational sample collected in a
variety of settings
What is true about requesting and providing clarification are important language skills? -
Answers --repeating the same thing that was already said is a common problem for
children who have trouble providing clarification
-children who are unable to provide clarification successfully are sometimes isolated
from others, because others are uncomfortable having conversations with people who
are hard to follow or who don't seem to understand
-children who fail to request clarification often do the wrong thing and often don't realize
they made an error
-children who have difficulty providing and requesting clarification may be seen as lazy,
defiant, uncooperative, or inattentive by teachers
Having a student edit his/her own writing is not a particularly effective informal
assessment strategy. It is better, instead, if the SLP evaluates the quality of the final
writing sample. T/F - Answers -False
What are example of optimal tasks for in-class scaffolding? - Answers --assignments
presented in smaller segments
Intrasentential development - Answers -growth within sentences (sentence length)
Intersentential development - Answers -growth between sentences (connection
between one statement to the next)
Theory of Mind (ToM) - Answers -the understanding that others have thoughts that are
different from one's own
Narrative weakness - Answers -simple sentence structure and weak vocabulary
discourse analysis - Answers -Analyzing written or spoken language.
Topic maintenance - Answers -how well utterances relate to each other or to a general
topic
Fluency - Answers -how the speaker produces a message
informativeness - Answers -amount of information that a speaker provides to a listener
referencing - Answers -identification of individuals, features, and events
Strategy instruction - Answers -An approach to teaching students with learning
disabilities that involves first breaking down the skills involved in a task or problem into a
set of sequential steps and then preparing the steps so that students may read and later
memorize them in order to perform the task correctly.
strategy activity (example) - Answers -teaching a child to use context clues
clause density - Answers -total number of clauses divided by number of t-units
literate lexicon (semantics) - Answers -curriculum based language
characteristics of ASD - Answers -restrictive and repetitive behaviors manifested by
persistent deficits in social communication.
characteristics of SCD - Answers -deficits in understanding and following social rules of
verbal and nonverbal communication in naturalistic contexts, changing language to the
needs of the listener, and following rules for conversation or story telling.
dynamic assessment - Answers -Systematic examination of how easily a student can
acquire new knowledge or skills, perhaps with an adult's assistance.
, cohesive tie - Answers -words that connect utterances
Literal comprehension involves reading "between the lines" to make sense of a story.
T/F - Answers -False
Role-playing is generally a particularly effective way to assess conversational
competence in adolescents, since it mimics real life situations. T/F - Answers -True
School-age children with poor semantics may display deficits in vocabulary, poor
knowledge of word meanings, problems with word retrieval skills, excessive reliance on
non-specific words, difficulty understanding figurative language, and difficulty
comprehending complex directions. T/F - Answers -True
Having a student explain multiple meaning words is NOT an effective informal
metalinguistic assessment activity, because it doesn't tell us much about the student's
word knowledge. T/F - Answers -False
Informal assessment of children with syntax impairments often demonstrates that they
have the MOST trouble with? - Answers -the ability to understand/use passive voice,
negation, relative clauses, and adverbial conjunctions
Verbal pragmatics skills can be assessed using a number of functional tasks and
strategies because - Answers -role-playing is a good technique to assess verbal
pragmatic skills such as, register
verbal pragmatic skills can be assessed via a conversational sample collected in a
variety of settings
What is true about requesting and providing clarification are important language skills? -
Answers --repeating the same thing that was already said is a common problem for
children who have trouble providing clarification
-children who are unable to provide clarification successfully are sometimes isolated
from others, because others are uncomfortable having conversations with people who
are hard to follow or who don't seem to understand
-children who fail to request clarification often do the wrong thing and often don't realize
they made an error
-children who have difficulty providing and requesting clarification may be seen as lazy,
defiant, uncooperative, or inattentive by teachers
Having a student edit his/her own writing is not a particularly effective informal
assessment strategy. It is better, instead, if the SLP evaluates the quality of the final
writing sample. T/F - Answers -False
What are example of optimal tasks for in-class scaffolding? - Answers --assignments
presented in smaller segments
