SLP 6011 FINAL QUESTIONS & ANSWERS
L4L Intervention Principles - curriculum-based instruction, integrate oral and written
language, support metalinguistics, consider RtI
L4L Intervention Approaches - Clinician-directed, client/student-directed, hybrid
Semantic Intervention (L4L) - Activate prior knowledge, use graphic organizers to help
with word retrieval, have students infer about a book from its cover or a small read-
aloud passage
Syntactic Intervention (L4L) - Support advanced morphology and elaborate the noun
and verb phrases (increasing the complexities of sentences).
Pragmatic Interventions (L4L) - Create a context for students to use semantic and
syntactic intervention support through role-playing, barrier games, and discuss/observe
communication repairs.
Narratives (L4L) - Use the KWL Charts and QART: Think about things to do before the
reading (activate background knowledge), during the reading (initiate discussions), and
after the reading (scaffold information) to support comprehension.
Metalinguistics to improve reading fluency (L4L) - Echo reading, choral reading,
guided/repeated oral reading, partner reading, assisted reading, and performance
reading. Use semantic, syntactic, and pragmatic interventions to support reading
development.
What is the main goal of intervention for L4L? - To develop a literate language using
appropriate service delivery models.
What should therapy interventions for advanced language learners focus on? - Higher
critical thinking for literate language instead of decoding
What should SLP's consider with advanced language learners? - If the disorder can be
cured, compensated or changed
Advanced Language Learners: - Focus on metalinguistic/metacognition skills
Help students with executive function skills (planning and organizing information)
Determine if functional or academic curriculum should be the focus of therapy based on
student's interests
Intellectual Disability (ID) is characterized by - onset in the developmental period (before
the age of 22 years)
significant limitations in adaptive behavior (i.e., conceptual, social, and practical skills to
function in daily life); and
, significant limitations in intellectual functioning (e.g., learning, reasoning, and problem
solving).
Co-occurring conditions or disorders of ID - ASD, Down syndrome, Fetal Alcohol
Syndrome, Fragile X, Williams Syndrome, Prader-Willi Syndrome
Communication skills of those with ID - can vary due to severity, co-occurring
conditions, and other behavioral, emotional, and social factors.
ASD - neurologically based, heterogeneous condition characterized by a range of social
communication skills and the presence of restricted, repetitive behaviors, which are
present in early childhood
Down Syndrome - genetic syndrome associated with intellectual disability, limitations in
adaptive skills, and anatomical differences in tongue size (relative macroglossia)
Down Syndrome characteristics - Language comprehension is better than production,
particularly syntax
Speech intelligibility problems may result from disturbances in voice, articulation,
resonance, fluency, or prosody
Stuttering is more prevalent
Persistent otitis media; conductive and sensorineural hearing loss is common
Morphosyntax is more complex than semantics, with variability in vocabulary
development compared to children with other intellectual disabilities or typical
development
Social and pragmatic skill strengths that vary depending on executive function and ToM
skills
Fetal Alcohol Syndrome - a congenital syndrome resulting from alcohol exposure in
utero. It is a leading cause of developmental disabilities in the United States
Fetal Alcohol Syndrome characteristics - Delayed speech and language acquisition
Hearing loss may be present
Receptive and expressive language problems
Difficulties with narrative discourse, particularly errors in nominal reference
Difficulties with social communication
What is the most common inherited cause of ID? - Fragile X syndrome
Are Fragile X Syndrome deficits more severe for boys or girls? - boys
Fragile X syndrome characteristics - Delayed speech and language skills, particularly
syntax, with relative strengths in vocabulary and language comprehension
Difficulties with articulation, fluency, and oral motor skills
Prolonged unintelligible speech, particularly in connected speech
L4L Intervention Principles - curriculum-based instruction, integrate oral and written
language, support metalinguistics, consider RtI
L4L Intervention Approaches - Clinician-directed, client/student-directed, hybrid
Semantic Intervention (L4L) - Activate prior knowledge, use graphic organizers to help
with word retrieval, have students infer about a book from its cover or a small read-
aloud passage
Syntactic Intervention (L4L) - Support advanced morphology and elaborate the noun
and verb phrases (increasing the complexities of sentences).
Pragmatic Interventions (L4L) - Create a context for students to use semantic and
syntactic intervention support through role-playing, barrier games, and discuss/observe
communication repairs.
Narratives (L4L) - Use the KWL Charts and QART: Think about things to do before the
reading (activate background knowledge), during the reading (initiate discussions), and
after the reading (scaffold information) to support comprehension.
Metalinguistics to improve reading fluency (L4L) - Echo reading, choral reading,
guided/repeated oral reading, partner reading, assisted reading, and performance
reading. Use semantic, syntactic, and pragmatic interventions to support reading
development.
What is the main goal of intervention for L4L? - To develop a literate language using
appropriate service delivery models.
What should therapy interventions for advanced language learners focus on? - Higher
critical thinking for literate language instead of decoding
What should SLP's consider with advanced language learners? - If the disorder can be
cured, compensated or changed
Advanced Language Learners: - Focus on metalinguistic/metacognition skills
Help students with executive function skills (planning and organizing information)
Determine if functional or academic curriculum should be the focus of therapy based on
student's interests
Intellectual Disability (ID) is characterized by - onset in the developmental period (before
the age of 22 years)
significant limitations in adaptive behavior (i.e., conceptual, social, and practical skills to
function in daily life); and
, significant limitations in intellectual functioning (e.g., learning, reasoning, and problem
solving).
Co-occurring conditions or disorders of ID - ASD, Down syndrome, Fetal Alcohol
Syndrome, Fragile X, Williams Syndrome, Prader-Willi Syndrome
Communication skills of those with ID - can vary due to severity, co-occurring
conditions, and other behavioral, emotional, and social factors.
ASD - neurologically based, heterogeneous condition characterized by a range of social
communication skills and the presence of restricted, repetitive behaviors, which are
present in early childhood
Down Syndrome - genetic syndrome associated with intellectual disability, limitations in
adaptive skills, and anatomical differences in tongue size (relative macroglossia)
Down Syndrome characteristics - Language comprehension is better than production,
particularly syntax
Speech intelligibility problems may result from disturbances in voice, articulation,
resonance, fluency, or prosody
Stuttering is more prevalent
Persistent otitis media; conductive and sensorineural hearing loss is common
Morphosyntax is more complex than semantics, with variability in vocabulary
development compared to children with other intellectual disabilities or typical
development
Social and pragmatic skill strengths that vary depending on executive function and ToM
skills
Fetal Alcohol Syndrome - a congenital syndrome resulting from alcohol exposure in
utero. It is a leading cause of developmental disabilities in the United States
Fetal Alcohol Syndrome characteristics - Delayed speech and language acquisition
Hearing loss may be present
Receptive and expressive language problems
Difficulties with narrative discourse, particularly errors in nominal reference
Difficulties with social communication
What is the most common inherited cause of ID? - Fragile X syndrome
Are Fragile X Syndrome deficits more severe for boys or girls? - boys
Fragile X syndrome characteristics - Delayed speech and language skills, particularly
syntax, with relative strengths in vocabulary and language comprehension
Difficulties with articulation, fluency, and oral motor skills
Prolonged unintelligible speech, particularly in connected speech
