Exam (elaborations)
INTERVENTION OF LANGUAGE DISORDERS (SPA6542) EXAM 1
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INTERVENTION OF LANGUAGE DISORDERS (SPA6542) EXAM 1...
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INTERVENTION OF LANGUAGE DISORDERS(SPA6542) EXAM 1
biological, environmental, cognitive, behavioural - ANSWER factors that
contribute to DLD
biological factors - ANSWER reduced asymmetry in the language cortex
environmental factors - ANSWER family history of language disorder
cognitive factors - ANSWER difficulty with auditory processing
behavioural factors - ANSWER poor comprehension of spoken language
language - ANSWER describes how we understand (comprehension) + use
(production) symbols (spoken or written words, signs) to share thoughts and ideas
with others
TRUE - ANSWER a child may have an impairment in more than one domain of
language development
descriptive-developmental - ANSWER ___________ approach to language
intervention
receptive - ANSWER understanding spoken or written words, phrases, and/or
sentences
expressive - ANSWER producing spoken or written words, phrases, and/or
sentences
form, content, & use - ANSWER 3 domains of language
language learning disorder - ANSWER when DLD persists into school-age and
hurts academic performance
TRUE - ANSWER language learning disorders can coexist with literacy disorders
word finding difficulty & restricted vocabulary - ANSWER common challenges
,children with DLD face related to semantics
FALSE - ANSWER the peer-review process ensures that only well-executed
studies are published
FALSE - ANSWER well-conducted, single randomized controlled trials represent
the highest level of evidence available
altering the environment - ANSWER Providing amplification in an elementary
school classroom for a child with hearing loss is an example of what kind of
rationale for intervening
(1) exploration of the best available research
(2) consideration of client priorities + perspectives
(3) integration of internal + external evidence - ANSWER making a clinical
decision about which intervention strategy (or strategies) to adopt for a client
requires...
basic goals - ANSWER broad, functional goals that impact performance in real life;
long-term objectives
intermediate goals - ANSWER short-term objectives
specific goals - ANSWER examples of individual language behaviours that will be
targeted in the treatment
formulate your clinical question - ANSWER first step in integrating evidence into
your clinical practice
increase in frequency of turn-taking during conversations with peers - ANSWER an
example of an outcome (O) in a PICO question
hybrid - ANSWER milieu therapy is an example of which of the following
approaches to intervention
clinician-directed - ANSWER which approach to intervention requires the clinician
to elicit specific language behaviors from a child, typically outside of natural
contexts
non-linguistic stimuli - ANSWER the objects (e.g., toys) + events (e.g., play
, schemes) used to elicit a language behaviour in a treatment session describe what
part of the intervention context
child-centred - ANSWER language facilitation is the primary intervention
procedure in this approach
clinician-directed - ANSWER appropriate to use when high-dosage of learning
episodes are required to establish the language behaviour
hybrid - ANSWER this approach includes milieu therapy, focused stimulation, +
script therapy as intervention procedures
maximum prompting - ANSWER appropriate when you want to take an errorless
learning approach to teaching
FALSE - ANSWER a clinician-directed approach is a reasonable place to begin
when designing an intervention plan for a child who is less assertive or has a low
frequency of communication initiations
self-talk + parallel talk - ANSWER language facilitation strategies you use with a
child who is not yet producing verbal communication
imitations, expansions,+ extensions - ANSWER language facilitation strategies
used to consequate a child's language
1 consequating event per minute - ANSWER children with DLD need _________
(e.g., expansion, extension, recast) during a therapeutic interaction
picture stimuli and video modeling - ANSWER examples of nonlinguistic stimuli
FALSE - ANSWER in a hybrid approach to language intervention, the child must
provide a response before the clinician provides another model
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