Deck 3: Toddlers and Preschoolers With Specific Language Impairment

Question 1

What is "illusory recovery"?

Answer 1

Preschoolers appear to recover because of the stair-step nature of language development. Typically developing children show spurts of growth separated by extended plateaus. Children with language impairment are able to catch up during the normal children's plateau phase, only to fall behind when the normal children spurt again in the early school years.

Question 2

Describe how verbs may be important in diagnosis and prognosis of SLI.

Answer 2

Grammatical morphology and nonword repetition can be used as clinical markers. Slower than expected acquisition of early verb morphological markers during second year of life and poor performance on nonword and possible word repetition tasks, particularly those that account for early phonological acquisition may be indicative of language impairment.

Question 3

Which statement is true of Mental Age?

A) equivalent to Language Age
B) refers to a child's functioning on intelligence tests
C) not a valid measure of performance
D) age measured in years

Answer 3

B

Question 4

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Question 5

What are the implications for the use of chronological age, language age, and mental age scores in determining eligibility for services?

Question 6

How might verbs be important in the diagnosis and prognosis of SLI?

A) verbs are an area of relative strength in children with SLI
B) problems with verb usage often resolve by age 8
C) irregular verbs appear early in children with SLI
D) problems with verb usage respond well to intervention

Question 7

What does the term "differential diagnosis" mean and how does it apply to a discussion about language disorder versus delay?

Question 8

What is the influence of learning environment on language impairment?

Question 9

How do you account for the differences in definitions of specific language impairment?

Question 10

What specific effect does word-finding problems have on the speech of children with SLI?

A) limit semantic development
B) evidence greater occurrence of phonological processes
C) exhibit hesitations, hesitations and fillers
D) negatively affects pragmatic development

Question 11

In what way does the vocabulary of a child with SLI differ from that of typically developing children?

A) delay in using first word
B) quantitatively but not qualitatively different
C) never catch up with peers
D) qualitatively but not quantitatively different

Question 12

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Question 13

What is the difference between language delay and language disorder?

A) language delay applies to bilingual children
B) language delay suggests a normal sequence of development
C) a language disorder is equal across all components of language
D) the terms are synonymous

Question 14

List three standards against which children may be compared to identify SLI. Give an example of each.

Question 15

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Question 16

List five factors which need to be considered in predicting spontaneous recovery of early language delay.

Question 17

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Question 18

In what ways does the vocabulary of a child with SLI differ from that of typically developing children?

Question 19

Provide a definition of specific language impairment (SLI).

Question 20

What is the difference between language delay and language disorder?

Question 21

A problem in one aspect of language can result in an impairment in another area of language performance.

Question 22

All children with SLI have a positive family history of learning or language impairment.

Question 23

Some children may have language skills which exceed their cognitive skills.

Question 24

The quantity of language a child is exposed to is a sufficient cause for SLI in some children.

Question 25

It has been posited that SLI is just the low end of the normal continuum of language development.

Question 26

The relationship between cognition and language has not been clearly established.

Question 27

Language delay suggests that one aspect of language is lagging and may catch up at some point in the
future.

Question 28

It is unlikely that children with cognitive impairment would have concomitant language impairment.

Question 29

A diagnosis of specific language impairment may be given to a child with an acquired language
impairment.

Question 30

Specific areas of cognitive delay including symbolic play and representational thought are associated with
SLI.

Question 31

Pre-maturity has been shown to have a clear link with risk of having SLI.

Question 32

Mental Age and Language Age are equivalent terms.