CSD 315 Test Questions with Correct Answers (Grade A+)
Question 1: What are the challenges with identifying and servicing adolescents with language
impairment?
Answer: -emphasis has been placed on preschoolers and elementary school children with language
impairment -very few SLPs are serving the secondary schools -Early dismissal of services
Question 2: What are some characteristics of adolescents with language impairment?
Answer: -Lack consistency in tense and number reference -Need additional prompting to follow directions
to complete tasks within their ability -Demonstrate difficulties comprehending complex syntactic forms
-Demonstrate a negative attitude or approach to learning -Use tactless statements -Use concrete operations
in their thinking -Demonstrate difficulties obtaining and inferring meaning from what they hear and read
Question 3: Discuss the identification of Adolescents with language impairment
Answer: a. Identification: teacher referral and screening i. Teacher referral: One critical factor in the success
of this method is the degree to which these secondary school professionals understand and recognize the
nature of language impairment in adolescents and know the potential sources of professionals help for the
adolescents. ii. Screening: Language screening tests are used to indicate in broad terms whether an
individual's language skills are adequate or whether there is a discrepancy from normal expectations that is
sufficient to warrant further assessment.
Question 4: define and differentiating types of assessments that may be used in adolescents with
language impairment (ie. Norm-referenced, unnormed standardized methods) what are some tasks and
skills to assess with adolescents?
Answer: a. Language assessment: Norm references tests, unnormed standardized methods i. Norm
referenced test: Some examine skills in a variety of language areas as syntax and semantics or listening
comprehension 1. Examples: the oral and written language scales, the test of adolescent and adult language,
and the test of integrated language and literacy skills. 2. Others focus on area of language such as vocab or
pragmatics a. Examples: the expressive one-word picture vocab test and the test of pragmatics language b.
UnNormed Standardized Methods: i. This approach to assessment is often referred to as ecological
assessment and It attempts to assess what is important for functioning in the real world. 1. Analysis of
spontaneous language: to sample in several academic disciplines 2. Contrived situations: The concept of and
push for the use of authentic forms of assessment can put professionals in a bind when assessing the
language abilities of adolescents. It may be necessary to use contrived contexts to elicit information about
language abilities that are undermining a student's ability to function in authentic situations. 3. Portfolios: in
using portfolios as part of the assessment process, an adolescents and others who interact regularly with the
adolescent add examples of the adolescents work to a file. Assessing the educational system: a look at the
spoken and written language features of the specific discipline compared to the adolescents language
strengths and weaknesses may shed light on the reasons for the adolescents difficulties.
Page 1
, Question 5: What are two major issues in deciding which norm-referenced tests to use in an assessment
of an adolescent's language?
Answer: -Two major issues in deciding which norm-referenced tests to use in an assessment of an
adolescent language is sensitivity and specificity. Sensitivity is described as accurate identification of
children with the impairment. Specificity is described as accurate identification of children without the
impairment
Question 6: Why are techniques other than norm-referenced test necessary when assessing the
language skills of adolescents?
Answer: they may reveal language deflects that language sampling can miss.
Question 7: What might service delivery look like for adolescents with language impairment? Why are
traditional service delivery models less effective with adolescents?
Answer: a. Pulling a student out of a classroom to give them extra help is what service delivery may look
like. b. Four reasons for the ineffectiveness of traditional models: i. When secondary students are removed
from their classrooms for short periods of time twice a week, the usual daily schedules are disrupted. ii.
Secondary students who need to walk in and out of classrooms during class periods are viewed as different
from their peers iii. Intervention can be viewed as punitive because, in addition, to the first two reasons, the
adolescents "receive no credit for work that may be very difficult to them" iv. Establishing and maintaining
relationships with service providers are difficult when these professionals are removed from the usual
routine of the schools. Additionally, the traditional one to one intervention fails to promote communicative
interactions and provide opportunities to practice new language skills in varied communicative contexts.
Question 8: Define Intellectual Disabilities
Answer: is characterized by significant limitations both in intellectual functioning and in adaptive behavior
as expressed in conceptual, social, and practical adaptive skills.
Question 9: What are adaptive behaviors?
Answer: from book: "the collection of conceptual, social, and practical skills that have been learned and are
performed by people in their everyday lives". This definition basically means that you can act independent
and responsible as other people in your same age range and background.
Question 10: What are some of the causes and types of intellectual disabilities? See slide 8 in lecture
and/or table 6.2
Answer: a. The two major categories of intellectual disability are biological origin and familial origin.
Biological origin includes a demonstrated biological cause of the disability and familial origin includes
those individuals for whom social, behavioral, or educational risk factors predominate. An example of
biological origin is having down syndrome. An example of familial origin includes maternal malnutrition or
lack of parental care b. Types of intellectual disabilities: Angelman Syndrome, Down syndrome, fetal
alcohol syndrome, fragile X syndrome, and Prader-Willi syndrome.
Page 2
Question 1: What are the challenges with identifying and servicing adolescents with language
impairment?
Answer: -emphasis has been placed on preschoolers and elementary school children with language
impairment -very few SLPs are serving the secondary schools -Early dismissal of services
Question 2: What are some characteristics of adolescents with language impairment?
Answer: -Lack consistency in tense and number reference -Need additional prompting to follow directions
to complete tasks within their ability -Demonstrate difficulties comprehending complex syntactic forms
-Demonstrate a negative attitude or approach to learning -Use tactless statements -Use concrete operations
in their thinking -Demonstrate difficulties obtaining and inferring meaning from what they hear and read
Question 3: Discuss the identification of Adolescents with language impairment
Answer: a. Identification: teacher referral and screening i. Teacher referral: One critical factor in the success
of this method is the degree to which these secondary school professionals understand and recognize the
nature of language impairment in adolescents and know the potential sources of professionals help for the
adolescents. ii. Screening: Language screening tests are used to indicate in broad terms whether an
individual's language skills are adequate or whether there is a discrepancy from normal expectations that is
sufficient to warrant further assessment.
Question 4: define and differentiating types of assessments that may be used in adolescents with
language impairment (ie. Norm-referenced, unnormed standardized methods) what are some tasks and
skills to assess with adolescents?
Answer: a. Language assessment: Norm references tests, unnormed standardized methods i. Norm
referenced test: Some examine skills in a variety of language areas as syntax and semantics or listening
comprehension 1. Examples: the oral and written language scales, the test of adolescent and adult language,
and the test of integrated language and literacy skills. 2. Others focus on area of language such as vocab or
pragmatics a. Examples: the expressive one-word picture vocab test and the test of pragmatics language b.
UnNormed Standardized Methods: i. This approach to assessment is often referred to as ecological
assessment and It attempts to assess what is important for functioning in the real world. 1. Analysis of
spontaneous language: to sample in several academic disciplines 2. Contrived situations: The concept of and
push for the use of authentic forms of assessment can put professionals in a bind when assessing the
language abilities of adolescents. It may be necessary to use contrived contexts to elicit information about
language abilities that are undermining a student's ability to function in authentic situations. 3. Portfolios: in
using portfolios as part of the assessment process, an adolescents and others who interact regularly with the
adolescent add examples of the adolescents work to a file. Assessing the educational system: a look at the
spoken and written language features of the specific discipline compared to the adolescents language
strengths and weaknesses may shed light on the reasons for the adolescents difficulties.
Page 1
, Question 5: What are two major issues in deciding which norm-referenced tests to use in an assessment
of an adolescent's language?
Answer: -Two major issues in deciding which norm-referenced tests to use in an assessment of an
adolescent language is sensitivity and specificity. Sensitivity is described as accurate identification of
children with the impairment. Specificity is described as accurate identification of children without the
impairment
Question 6: Why are techniques other than norm-referenced test necessary when assessing the
language skills of adolescents?
Answer: they may reveal language deflects that language sampling can miss.
Question 7: What might service delivery look like for adolescents with language impairment? Why are
traditional service delivery models less effective with adolescents?
Answer: a. Pulling a student out of a classroom to give them extra help is what service delivery may look
like. b. Four reasons for the ineffectiveness of traditional models: i. When secondary students are removed
from their classrooms for short periods of time twice a week, the usual daily schedules are disrupted. ii.
Secondary students who need to walk in and out of classrooms during class periods are viewed as different
from their peers iii. Intervention can be viewed as punitive because, in addition, to the first two reasons, the
adolescents "receive no credit for work that may be very difficult to them" iv. Establishing and maintaining
relationships with service providers are difficult when these professionals are removed from the usual
routine of the schools. Additionally, the traditional one to one intervention fails to promote communicative
interactions and provide opportunities to practice new language skills in varied communicative contexts.
Question 8: Define Intellectual Disabilities
Answer: is characterized by significant limitations both in intellectual functioning and in adaptive behavior
as expressed in conceptual, social, and practical adaptive skills.
Question 9: What are adaptive behaviors?
Answer: from book: "the collection of conceptual, social, and practical skills that have been learned and are
performed by people in their everyday lives". This definition basically means that you can act independent
and responsible as other people in your same age range and background.
Question 10: What are some of the causes and types of intellectual disabilities? See slide 8 in lecture
and/or table 6.2
Answer: a. The two major categories of intellectual disability are biological origin and familial origin.
Biological origin includes a demonstrated biological cause of the disability and familial origin includes
those individuals for whom social, behavioral, or educational risk factors predominate. An example of
biological origin is having down syndrome. An example of familial origin includes maternal malnutrition or
lack of parental care b. Types of intellectual disabilities: Angelman Syndrome, Down syndrome, fetal
alcohol syndrome, fragile X syndrome, and Prader-Willi syndrome.
Page 2
