Deck 6: Remediating Deficits in Speech and Language

Question 1

What is a proposed reason for why students with autism often have trouble with verb tenses and articles, even if they have syntactic awareness and are able to use the common grammatical morphemes?

A) The students can memorize what words mean but may fail to use that vocabulary for a variety of functions
B) The students are not able to duplicate appropriate intonation, pitch, and articulation patterns
C) Referents change according to the speaker's point of view
D) Lack of mastery of pragmatics

Answer 1

C

Question 2

____________ includes behaviors with a socially mediated function and can include gestures, while ____________ is the use of arbitrary symbols, with accepted referents, that can be arranged in different sequences to convey different meanings.

A) Syntax; receptive language
B) Receptive language; syntax
C) Communication; language
D) Language; communication

Answer 2

C

Question 3

The best instrument(s) for assessing language and communication in children with autism ____________.

A) are formal norm-referenced language tests for children with autism and related disorders
B) is always VB-MAPP
C) is informal language assessment
D) have been specifically developed for individuals with autism

Answer 3

D

Question 4

Anna repeats the same words over and over. Her teacher accurately calls this ____________.

A) morphology
B) echolalia
C) prosody
D) perseveration

Question 5

The Assessment of Basic Language and Learning Skills-Revised ____________.

A) was specifically designed to determine skill levels across multiple domains for children with autism
B) is a criterion-referenced assessment, skills tracking system, and curriculum guide
C) has three separate modules: equivalence, direct training, and generalization
D) is a type of informal language assessment

Question 6

How do children with autism sometimes compensate for not being able to imitate adult speech and learn communication forms through natural enforcers?

A) They provide one-word answers even when two to three sentences would be socially appropriate.
B) They employ mitigated echolalia.
C) They convey meaning through a wide range of behavior.
D) They emphasize semantic content.

Question 7

How can an ecological assessment be used when assessing a student's language and communication?

A) Use the second step of the ecological assessment to help determine which language and communication skills the student has already mastered.
B) Use the first step of the ecological assessment to help assess the student's cognitive domain.
C) The ecological assessment allows for the establishment of familiar routines.
D) After interviewing parents as part of the ecological assessment, the teacher will have a more complete understanding of the child's home environment.

Question 8

What motivates an infant to develop expressive language repertoire?

A) Genetic Mutations
B) Task analysis followed by forward chaining
C) Daily language lessons
D) Reinforcement

Question 9

Why is it sometimes necessary to teach the same word as a mand, a tact, and an intraverbal?

A) Doing so helps students comment on something new or unusual in their environment
B) Because students must be able to satisfy needs such as obtaining food or help with a task
C) Because sometimes even if a student is able to use a word in one context, he may not be able to use the same word in a different context
D) To help them initiate and maintain social interactions such as by sustaining a conversation by staying on topic

Question 10

The text recommends using ____________ to teach language skills at the ____________.

A) DTT; acquisition and fluency levels
B) di; generalization level
C) milieu training; receptive and expressive levels
D) DI; academic and personal levels

Question 11

____________ are necessary to stimulate spontaneous interactions in children.

A) Formal language assessments
B) Prosody and pragmatics
C) Social contexts and responsive communication partners
D) Recordings of the child in a comfortable environment

Question 12

Visual communication systems, SGDs, and sign language are ____________.

A) forms of alternative and augmentative forms of communication
B) communication crutches
C) language supports a child can use in the home environment
D) not appropriate to use in a mainstream classroom

Question 13

Some children with autism who have problems with receptive language seem to emphasize ____________ (i.e., grammar) rather than ____________ (i.e., meaning).

A) semantic context; syntactic structure
B) syntactic structure; semantic context
C) morphology; echolalia
D) echolalia; morphology

Question 14

What is often considered to be an important prerequisite to language training?

A) A rudimentary grasp of sign language
B) An ability to imitate motor responses
C) A determination of whether general or specific vocabulary would serve the child better
D) Results from norm-referenced comprehensive assessments

Question 15

Jacob's teachers are working to increase his ability to produce a message that others understand-that is, they are trying to help Jacob develop ____________.

A) expressive language
B) phonemes
C) morphemes
D) receptive language

Question 16

Mrs. Lopez's goal as she works to teach functional language to her students with autism is to move from ____________ to ____________.

A) working on articulation; using portable AAC systems
B) imitation; reception
C) elicited intraverbal responses; prompted tacts, mands, and intraverbals
D) pragmatic functions; syntax

Question 17

Visual communication systems are ____________ systems, while sign language and speech are ____________ systems.

A) motivational; prompted
B) prompted; motivational
C) unaided; aided
D) aided; unaided

Question 18

Which of the following children would you be most likely to think has a problem with pragmatics? Mateo, who seems to interpret and produce language literally rather than attending and responding to the speech of others
Jean, who appears to have "robotic" speech and flat affect
Alison, whose teacher tells her, "Get your snack and take it to the table" and Alison repeats, "Take it to the table"
Gavin, who has a large vocabulary and syntactic awareness

A) Mateo
B) Jean
C) Alison
D) Gavin

Question 19

Katy asks her teacher, "May I have an apple?" because she is hungry and likes apples. This is an example of a(n) ____________. Maya's teacher asks her, "What did you bring for lunch today?" Maya says, "An apple." Maya's response in an example of a(n) ____________.
Benjamin sits down at his desk and says, "Desk.". The teacher responds "That is correct! It is a desk." This is an example of a(n) ____________.

A) mand; intraverbal; tact
B) tact; mand; intraverbal
C) intraverbal; mand; tact
D) tact; intraverbal; mand

Question 20

Informal language assessment often includes ____________.

A) VB-MAPP and PEAK
B) criterion-referenced assessments
C) comprehensive, skill-based assessments
D) interviews, direct observations, and ecological assessment

Question 21

Limited ability to use contextual cues is considered to be the problem in children who exhibit prosody.

Question 22

Researchers continue to debate best practices for teaching language and communication skills to students with autism.

Question 23

Discuss typical language development milestones, including the ages by which they are generally achieved, typical associated behaviors, and samples of each (be sure to use different samples than those presented in the text).

Question 24

Why are visual communication systems considered to be aided systems? What is a disadvantage to using a visual communication system?

Question 25

Discuss possible specific curricular elements that could support structural communication goals. Be sure to address at least three of the following areas: receptive language, articulation, expressive language, syntax, semantics, functional communication, or pragmatic functions.

Question 26

The ability to follow another's gaze and share attention is called telegraphic speech.

Question 27

Give one to two specific examples of manifestations of language difficulties students with autism often experience in each of the following areas: receptive language, expressive language, pragmatics, and language form.

Question 28

In which domains should language be assessed for students with autism?

Question 29

List three to four specific structural goals for early language development in a child with autism.

Question 30

Discuss some of the specific factors that influence a child's language development. Include both factors that can help language development and those that can hinder it.