1 of 30
NRNP 6541 MIDTERM 3 LATEST VERSIONS /NRNP 6541 WEEK 6
MIDTERM PREPARATION/NRNP 6541 MIDTERM 3 LATEST VERSIONS
2025/2026 PRACTICE EXAM REAL EXAM 140 QUESTIONS AND
CORRECT ANSWERS|ALREADY GRADED A+
Classification frameworks to classify lang/ related disorders - ......ANSWER........DSM-5
and IDEA
Cognitive Academic Language Proficiency (CALP): - ......ANSWER........this is a command
of language that is cognitively demanding and contextually reduced. It is the use of
language required to learn academic information (e.g., abstract concepts, understanding
complex academic vocabulary, formal testing/writing, and creating narratives). These skills
typically take 5 to 7 years to develop for a non-native speaker.
Communication disorder - ......ANSWER........impairment in the ability to receive, send,
process, and comprehend concepts or verbal, nonverbal and graphic symbol systems
Concurrent (criterion-related) - ......ANSWER........looks at how closely a child's score is
related to his or her score on a second measure that is collected at the same time
Confidence intervals - ......ANSWER........used to describe the amount of uncertainty
associated with a sample estimate of a population
-90% confidence interval means that 90% of interval estimate include the population
parameter
-calculated by the sample statistic +/- "margin of error"
,2 of 30
-this will also account for the test performance on a given day for a given child in each area
Considerations for ASD - ......ANSWER........-kids with ASD are often in the pre-intentional
or prelinguistic stages of communication into their preschool and school-age years
-use dynamic assessment
-examine joint attention
-FBA
-complete reinforcer inventory
-consider low and high tech AAC options
Considerations for older children - ......ANSWER........-frustration leads to undesirable
behavior
-use dynamic assessment to determine function of behavior
-determine if current behavior can be shaped or replaced
-understand the relationship between cognition and language
-criterion-referenced assessments
-informal assessment is key
-AAC considerations
Construct validity - ......ANSWER........concerned with theoretical relationships between
variables (does it measure what it claims to measure?)
Content validity - ......ANSWER........1. Do the items reflect the domain?
Criterion referenced assessment (informal) - ......ANSWER........-designed to measure
child's performance against a fixed set of predetermined criteria or performance standards
in each area of language
, 3 of 30
-descriptions of what a child is expected to know or be able to do a specific stage of
development
-gives more specific info about individual functioning in each area
-unlike referenced assessments, it is possible to earn a "perfect score"
-used to establish baseline baseline function and or target for intervention
-also help determine if intervention goals have been met
-not as long/ smaller group of students
Curriculum-based assessments (informal) - ......ANSWER........-most frequently used in
school settings to monitor progress in shorter increments of time
-reflect the child's ability to master the curriculum in specific area (reading, writing)
-helpful to track children with CLD concerns
-use RTI
-more personalized
Delay established through evaluation - ......ANSWER........-documentation of a delay via a
comprehensive assessment across 5 areas
NRNP 6541 MIDTERM 3 LATEST VERSIONS /NRNP 6541 WEEK 6
MIDTERM PREPARATION/NRNP 6541 MIDTERM 3 LATEST VERSIONS
2025/2026 PRACTICE EXAM REAL EXAM 140 QUESTIONS AND
CORRECT ANSWERS|ALREADY GRADED A+
Classification frameworks to classify lang/ related disorders - ......ANSWER........DSM-5
and IDEA
Cognitive Academic Language Proficiency (CALP): - ......ANSWER........this is a command
of language that is cognitively demanding and contextually reduced. It is the use of
language required to learn academic information (e.g., abstract concepts, understanding
complex academic vocabulary, formal testing/writing, and creating narratives). These skills
typically take 5 to 7 years to develop for a non-native speaker.
Communication disorder - ......ANSWER........impairment in the ability to receive, send,
process, and comprehend concepts or verbal, nonverbal and graphic symbol systems
Concurrent (criterion-related) - ......ANSWER........looks at how closely a child's score is
related to his or her score on a second measure that is collected at the same time
Confidence intervals - ......ANSWER........used to describe the amount of uncertainty
associated with a sample estimate of a population
-90% confidence interval means that 90% of interval estimate include the population
parameter
-calculated by the sample statistic +/- "margin of error"
,2 of 30
-this will also account for the test performance on a given day for a given child in each area
Considerations for ASD - ......ANSWER........-kids with ASD are often in the pre-intentional
or prelinguistic stages of communication into their preschool and school-age years
-use dynamic assessment
-examine joint attention
-FBA
-complete reinforcer inventory
-consider low and high tech AAC options
Considerations for older children - ......ANSWER........-frustration leads to undesirable
behavior
-use dynamic assessment to determine function of behavior
-determine if current behavior can be shaped or replaced
-understand the relationship between cognition and language
-criterion-referenced assessments
-informal assessment is key
-AAC considerations
Construct validity - ......ANSWER........concerned with theoretical relationships between
variables (does it measure what it claims to measure?)
Content validity - ......ANSWER........1. Do the items reflect the domain?
Criterion referenced assessment (informal) - ......ANSWER........-designed to measure
child's performance against a fixed set of predetermined criteria or performance standards
in each area of language
, 3 of 30
-descriptions of what a child is expected to know or be able to do a specific stage of
development
-gives more specific info about individual functioning in each area
-unlike referenced assessments, it is possible to earn a "perfect score"
-used to establish baseline baseline function and or target for intervention
-also help determine if intervention goals have been met
-not as long/ smaller group of students
Curriculum-based assessments (informal) - ......ANSWER........-most frequently used in
school settings to monitor progress in shorter increments of time
-reflect the child's ability to master the curriculum in specific area (reading, writing)
-helpful to track children with CLD concerns
-use RTI
-more personalized
Delay established through evaluation - ......ANSWER........-documentation of a delay via a
comprehensive assessment across 5 areas
