Deck 9: Children With Communication, Language, and Speech Disorders

Question 1

Describe these features of language and give an example of each: (1) syntax, (2) semantics, and (3) pragmatics.

Answer 1

(1) Syntax is word order-the way in which words are organized in sentences. An example of a syntactically compressed sentence is "The boy who hit the girl ran away."
(2) Semantics is the component of language that governs the meanings of words and word combinations. Semantics allows us to convey abstract concepts. The semantics
of the phrase "Black is beautiful" conveys meanings beyond the concrete meaning of the words.
(3) Pragmatics involves an awareness of language that is appropriate in different environments and different situations. Language that is appropriate at a ball game may not be appropriate at the dinner table, for example.

Question 2

The ability to receive and understand a message is called

A) fluency.
B) expressive language.
C) receptive language.
D) communication.

Answer 2

C

Question 3

Respiration, phonation, resonation, and articulation are all involved in the production of .

Answer 3

speech

Question 4

Communication is the exchange of thoughts, information, feelings, and ideas, and it requires three things: ____________________, ____________________, and ____________________.

Question 5

Most language skills are fairly well in place by a child's year of life.

A) first
B) third
C) seventh
D) tenth

Question 6

Another term for language content is

A) syntax.
B) phonology.
C) semantics.
D) morphology.

Question 7

Being skilled in the area of supralinguistics means you can

A) understand any dialect.
B) understand sarcasm and/or puns.
C) can communicate nonverbally.
D) can eliminate stuttering in an individual.

Question 8

The ability to produce and send a message is called

A) receptive language.
B) expressive language.
C) total communication.
D) functional language.

Question 9

The ability of the brain to compensate for and reorganize functions following a brain injury is known as _____________.

Question 10

Which of the following is the definition of a language disorder?

A) Impaired comprehension and/or use of spoken, written or other verbal symbol system
B) A disorder affecting articulation, voice, or fluency
C) A disorder of written language
D) Abnormal production or absences of vocal quality, pitch, loudness, resonance or duration

Question 11

The language children learn is

A) an expression of emotions.
B) the one spoken in the home.
C) an innate form of communication.
D) initially gestural.

Question 12

Phonology is the

A) order in which words are combined.
B) smallest unit of meaning in language.
C) patterns for combination of sounds into speech.
D) way language is actually used in conversation.

Question 13

Language involves , which is taking in language-based information, and , giving out verbal information and producing written language.

A) reception; syntax
B) reception; expression
C) phonology; morphology
D) syntax; production

Question 14

The field of speech disorders has evolved over the years from a focus only on encompassing ________________. to a broader focus

Question 15

A specialist in language pragmatics studies

A) the ways language is used in a variety of contexts.
B) how young children acquire language.
C) the mechanics of vocal production.
D) how the brain reacquires language after an injury.

Question 16

Communication requires which of the following three elements?

A) Phonology, morphology and semantics
B) A messenger, a message, and a set of arbitrary signals
C) A sender, a message, and a receiver
D) A messenger, a speaker and morphology

Question 17

Semantics is

A) how language is used socially.
B) the grammatical rules of writing.
C) the meaning of words and sentences.
D) the sound system and rules for the combination of sounds.

Question 18

Explain the roles of speech and language in the communication process.

Question 19

Which of the following are the four processes involved in the production of speech?

A) Phonology, morphology, resonation, and semantics
B) Respiration, phonation, resonation, and articulation
C) Phonology, phonation, resonation, and semantics
D) Audition, respiration, resonation and articulation

Question 20

Morphology is the

A) way language is actually used in conversation.
B) smallest unit of sound.
C) rules that address how words are formed.
D) order in which words are combined.

Question 21

Language acquisition is closely related to

A) the child's interest in reading.
B) the interaction of a child and his or her caregivers.
C) the amount of television a child watches.
D) the amount of time a child spends alone.

Question 22

disrupt the individual's ability to send, receive, and process information.

Question 23

By what age are most typically developing children able to speak using the grammar of their home environment?

A) 1 to 2 years of age
B) 3 to 4 years of age
C) 5 to 6 years of age
D) 7 to 9 years of age

Question 24

A problem with production of the accurate sounds of speech would be classified as a disorder of

A) articulation-phonology.
B) fluency and speech timing.
C) voice.
D) language.

Question 25

Six-year-old Maria says "wight" for "right." This is an example of which of the following articulation errors?

A) A distortion
B) An omission
C) A substitution
D) The addition of extra sounds

Question 26

Sharon, a fourth-grade student, is not aware that some language may be appropriate in one environment but not in another. Sharon's lack of awareness is a disorder of

A) morphology.
B) pragmatics.
C) phonology.
D) syntax.

Question 27

"Lisping" is an example of

A) an articulation error.
B) a fluency error.
C) a language disorder.
D) a voice disorder.

Question 28

Problems with include hypernasality and hyponasality.

A) resonation
B) pitch
C) syntax
D) semantics

Question 29

A disorder of voice quality is called

A) a language delay.
B) aphasia.
C) aphonia.
D) dysphonia.

Question 30

A problem with semantics would be classified as a disorder of

A) articulation-phonology.
B) fluency and speech timing.
C) voice.
D) language.

Question 31

Evidence from research into stuttering seems to indicate that

A) there is a genetic predisposition to stuttering.
B) stuttering is affected only by the speaker's attitude toward speaking.
C) there is a single cause and intervention for stuttering.
D) stuttering is purely psychological.

Question 32

Stuttering is a disorder in

A) pitch.
B) voice quality.
C) fluency.
D) nasality.

Question 33

Five-year-old Terry says "pay" instead of "play." This is an example of which of these articulation errors?

A) A distortion
B) An omission
C) A substitution
D) The addition of extra sounds

Question 34

Which of the following would be considered an articulation error?

A) Saying "sheeps" for "sheep"
B) Saying "ring" for "king"
C) Saying "runned" for "ran"
D) Saying "boy" for "man"

Question 35

Which of the following is an example of the normal prelinguistic system?

A) Drawing a picture
B) Pointing to an object
C) Building with blocks
D) Making swallowing noises

Question 36

If children born with a cleft palate have early surgical correction, they are unlikely to require speech therapy.

Question 37

Eight-year-old Neal has difficulty with pluralization, saying "foot," for example, when he should say "feet." Neal's language disorder is classified as one of

A) morphology.
B) pragmatics.
C) phonology.
D) syntax.

Question 38

Delayed language is an universal characteristic communication disorder of

A) intellectual and development disorders.
B) cerebral palsy.
C) autism.
D) severe, profound handicaps.

Question 39

____________________ may include problems with articulation and phonological processing, fluency, and/or voice.

Question 40

Children with articulation and stuttering disorders often respond well to

A) medication.
B) early intervention.
C) developing listening skills.
D) developing reading skills.

Question 41

Laura repeats sounds and syllables and stutters frequently. Laura's disorder is called

A) a fluency disorder.
B) a voice disorder.
C) an articulation disorder.
D) a language disorder.

Question 42

The is primarily responsible for the identification, diagnosis, and design of the treatment plan and curriculum for children with language and speech deficits.

Question 43

Which of the following is an example of the RTI Tier II intervention?

A) Collaboration with the speech-language pathologist and/or special education teacher
B) Pointing to an object when given an augmentative communication board
C) Developing an IEP to address the specific articulation problems
D) Computer-generated programs to address fluency errors

Question 44

Most students with primary speech-language disorders will need continued therapy as adults.

Question 45

What service delivery options should be considered to meet the needs of school-age students with articulation disorders and how do these services fit with the RTI tiers?

Question 46

The great majority of speech-language pathologists devote their time to

A) demonstrating procedures and providing in-service training for teachers.
B) keeping records and making reports on children with communication disorders.
C) identifying children with communication disorders and directing remedial services for them.
D) directing fund-raising activities.

Question 47

A(n) ____________________ is a variety of language that differs in pronunciation, vocabulary, or syntax from the literary form of the language.

Question 48

ASHA considers a dialect to be a form of speech-language disorder.

Question 49

A problem in teaching a child with a dialect is that the dialect may conceal

A) a child's low self-esteem.
B) a language delay or deficit.
C) the teacher's knowledge of the child's community.
D) the child's ability to get along with others from his or her community.

Question 50

A child with a language disorder who is working on 504 plan goals in a specialized setting would be at which tier of the RtI Model?

A) Tier III
B) Tier II
C) Tier I
D) This child would not be included in the RtI Model.

Question 51

The most common placement option in public education for assisting children with communication problems is

A) the general classroom.
B) the resource room.
C) the special school.
D) the self-contained special classroom.

Question 52

The is primarily responsible for the identification, diagnosis, and design of the treatment plan and curriculum for children with communication, language, and speech disorders.

A) psychologist
B) speech-language pathologist
C) special education teacher
D) regular education teacher

Question 53

play the most important role in early intervention for children with speech language disorders.

Question 54

Any assessment of children who are bilingual should include

A) interaction with English-speaking adults to improve their skills.
B) assessments by a speech-language pathologist who is from the same cultural background as the child.
C) interactions with families of other non-English-speaking children.
D) assessments by speech-language pathologists who are skilled in the child's primary language.

Question 55

An example of a Tier I service for a child with a communication disorder would be

A) specific tutoring on methods to communicate.
B) cooperative learning activities to promote child-to-child talking.
C) books on tape so a child can read alone and hear the words in a resource room.
D) speech therapy as determined by the child's IEP.

Question 56

In assessing a child for speech-language disorders, the speech-language pathologist must examine both ____________ and _____________ language skills.

Question 57

How do communication, speech, and language disorders interact with other areas of disability?