Deck 16: Facilitating Speech, Language, and Communication Skills

Question 1

Language is a complicated system of symbols and sounds.

Answer 1

True

Question 2

It is impossible to communicate with speech.

Answer 2

False

Question 3

Books, letters, and stories communicate without speech.

Answer 3

True

Question 4

The belief that children learn to talk by imitating words and then receiving feedback (reinforcement) for saying them is the environmental perspective.

Question 5

Motherese is an inappropriate communication technique.

Question 6

The constructivists propose that children have an innate ability for language, and it develops without environmental influences.

Question 7

Language acquisition is a sequential process moving from simple to complex.

Question 8

Children must first coo and babble before they can use words and sentences.

Question 9

The onset of pre-linguistic communication is about the age of two years.

Question 10

Crying is one of the first attempts at communication.

Question 11

Peri-linguistic communication is characterized by the use of body movements, facial expressions, and vocalization prior to the acquisition of language.

Question 12

In a quality inclusion program, direct assistance from a teacher is used to augment and then replace the rich and responsive communication environment.

Question 13

The federal government provides districts with guidelines for identifying, assessing, and instructing English learners.

Question 14

Early language activities are informal and spontaneous; they occur during daily routines and are the main ingredients of language development.

Question 15

Sign language is a natural part of the early childhood education setting and is fun and functional for both verbal and non-verbal children.

Question 16

Some guidelines for using natural signing with young children are:

A) observe the children and pick up on their signs.
B) speak loudly while using a sign.
C) avoid modeling signing while speaking.
D) speak firmly while using a sign.

Question 17

If a child says, "We wented to Nanee's house," the correct adult response would be:

A) "No, you went to your grandmother's house."
B) "That's nice."
C) "Did you have fun?"
D) "You went to your Nanee's house yesterday. Tell me what you did."

Question 18

In a quality early childhood setting, talking is:

A) discouraged except for group sharing time.
B) going on all the time, and teachers do most of the modeling.
C) encouraged, and children do most of the talking.
D) not as important as listening and following directions.

Question 19

The sequential development of language in the first year is:

A) cooing, babbling, and first words.
B) crying, cooing, babbling, and echoing sentences.
C) sounds, gestures, echoing, and words.
D) crying, cooing, babbling, words, holophrases, and sentences.

Question 20

Which of the following is true for many children who experience developmental disabilities with language?

A) They need direct and specific assistance in order to develop.
B) They will outgrow the disability with time.
C) They should immediately be tested by a speech pathologist.
D) They will not benefit from a typical preschool program.

Question 21

Long-term studies show what about children who participate in turn-taking games, word/sound imitation, and pretend play?

A) They are less mature than their peers.
B) They are more competitive than their peers.
C) They understand more and express themselves better.
D) They need to expand their vocabulary.

Question 22

An adult behavior that interferes with language development is:

A) having the child slow down and repeat it again.
B) listening and responding.
C) rephrasing and expanding the utterance.
D) offering a variety of hands-on activities.

Question 23

What should be done when including children who are bilingual in a program?

A) Discourage any use of the first language
B) Use the same facilitative language techniques for all children
C) Talk directly to the interpreter, and the interpreter will interpret to the child
D) Avoid talking too fast

Question 24

What is true about infant-directed speech?

A) It's an inappropriate facilitative technique.
B) It's harmful to infants because it is baby talk.
C) It's a unique pattern that adults use to communicate with infants.
D) It's used primarily with infants with developmental disabilities.

Question 25

Which of the following are the three interrelated components that define the process of learning to talk?

A) Signs, gestures, body language
B) Communication, speech, language
C) Speech, language, signs
D) Symbol systems, speech, communication

Question 26

Which of the following theorists believe that children develop their own language solely through engagement with the environment?

A) Cognitive
B) Integrated
C) Developmental
D) Constructivist

Question 27

By the age of two months, most infants are doing which of the following?

A) Babbling
B) Cooing
C) Saying their first noun
D) Saying mama

Question 28

The average vocabulary of a two-year-old is:

A) 100 words.
B) 300 words.
C) 500 words.
D) 1000 words.

Question 29

The words an individual understands and recognizes are referred to as:

A) receptive language.
B) expressive language.
C) vocabulary.
D) holophrastic speech.

Question 30

Sign language, picture symbols, or a computer system can all be used to augment a child's:

A) verbal language.
B) receptive language.
C) alternative communication.
D) intelligibility.

Question 31

A Picture Exchange Program was the first to focus on the importance of getting the child to do which of the following?

A) Talk using pictures
B) Initiate a communication exchange
C) Respond to verbal prompts
D) Be responsible for their communication device

Question 32

Questions asked and answered are an important part of language acquisition. Which of the following questions would elicit the most language from children?

A) Do you want a blue pencil?
B) Did you have a good time?
C) How did you mix that color of paint?
D) Are the babies asleep?

Question 33

Deviations in speech sound often occur because of tongue misplacement or missing teeth and are referred to as:

A) omissions.
B) substitutions.
C) distortions.
D) dysfluency.

Question 34

When compared to children who only speak one language, there is evidence that bilingual children's cognitive development is:

A) delayed only when learning the second language.
B) advanced only when learning the second language.
C) advanced even after they have acquired the second language.
D) equal no matter how many languages are learned.

Question 35

Which of the following is an example of the direct assistance technique of time-delay?

A) The teacher offers Sara a blue or a red crayon.
B) Henry says green while pointing to the paint. The teacher says "you want the green paint," as she hands him the cup.
C) The teacher waits for Cole to initiate before prompting a request from him.
D) The teacher looks expectantly at Daniel, who is reaching towards the truck on the high shelf.

Question 36

When should parents seek consultation for a child who is lisping?

A) As soon as it is noticed
B) At four years of age
C) If it continues beyond preschool age
D) If it continues beyond the primary grades

Question 37

Hesitations, omissions, repetitions, or extra sounds are types of:

A) lisps.
B) dysfluency.
C) distortions.
D) stuttering.

Question 38

The exchange of thoughts and ideas, likes and dislikes, and feelings and emotions is called:

A) speech.
B) communication.
C) language.
D) language acquisition.

Question 39

The average vocabulary of a three-year-old is:

A) 100 words.
B) 300 words.
C) 500 words.
D) 1000 words.

Question 40

What is the difference between babbling and cooing?

A) Babbling is a string of single-sound vowels, and cooing is a progression from babbling.
B) Cooing is a string of single-sound vowels, and babbling is a combination of consonant-vowel sounds.
C) Babbling is a string of consonant-vowel sounds, and cooing is a progression from babbling.
D) Cooing is a string of consonant-vowel sounds, and babbling is a string of single-sound vowels.

Question 41

Hart and Risley demonstrated the impact of the environment on language acquisition. Their research found which of the following to be true by the age of three for the children they studied?

A) Children of working-class parents heard ten million words.
B) Children of parents on welfare heard twenty million words.
C) Children of professional parents heard thirty million words.
D) The differences did not appear to have an impact on later language development.

Question 42

When a child has a speech irregularity, which of the following should adults do?

A) Tell the child to "slow down"
B) Use simple rhyming games
C) Make the child aware of the words they are saying incorrectly
D) Ignore the irregularity

Question 43

How would the concepts of speech and language be defined?

A) Speech is the exchange of thoughts and ideas, feelings, emotions, likes, and dislikes. Language depends on articulation: the ability to produce sounds distinctly and correctly.
B) Speech is verbal; language is the printed word.
C) Speech is the sound system of a language, the way we communicate verbally. Language is a code or symbol system that enables individuals to express ideas and communicate them to others who use the same code.
D) Speech is a code or symbol system that enables individuals to express ideas and communicate them to others who use the same code. Language is the sound system, the way we communicate verbally.

Question 44

What are the different perspectives between the older and current theories of language acquisition?

A) Previous theories of language development focused almost exclusively on the environment; today, genetics and other factors are seen to play important roles as well.
B) Previous theories of language development focused on genetics; today, the environment is seen to play the most important role.
C) Previous theories of language focused on genetics and other factors as playing an important role; current theory focuses almost exclusively on genetics.
D) Both focus on genetics, with the current view focusing on the environment as well.

Question 45

What is the difference between cooing and intonation?

A) Cooing is an attempt at combining consonant and vowel sounds. Intonation consists of single vowel sounds.
B) Cooing is a string of single vowel sounds made by an infant of approximately two months. Intonation is a form of babbling occurring at about six months.
C) Cooing is a string of single vowel sounds made by an infant of approximately two months. Intonation is the rising and falling variations in pitch.
D) Cooing is the repetition of sounds. Intonation is the rising and falling variations in pitch and is a progression from cooing.

Question 46

How does the Picture Exchange Communication System prevent a child from gaining dependency on an adult to begin a communication exchange?

A) By immediately receiving an object from the teacher
B) By using an exchange of pictures
C) By not using verbal prompts during the initial teaching
D) By teaching a system of discrimination among symbols

Question 47

Through what means would a teacher provide continuous opportunities throughout the day to engage in language learning?

A) Direct assistance
B) Indirect teaching
C) Incidental teaching
D) Milieu teaching

Question 48

How does cerebral palsy (CP) affect a child's speech ability compared to the effect on speech of a child with autism?

A) CP can affect speech sound; autism affects the production of speech.
B) CP can affect both speech sound and production; autism affects a child's ability to acquire both receptive and expressive speech.
C) CP affects a child's ability to acquire both receptive and expressive speech; autism affects both speech sound and production.
D) CP affects a child's ability to acquire receptive speech; autism affects a child's ability to acquire expressive speech.

Question 49

In the 2014-2015 school year, what was the most common home language of English Language Learners (ELL)?

A) Arabic
B) Spanish
C) Chinese
D) English

Question 50

Explain the pre-linguistic stage in language development.

Question 51

Describe two unique aspects of language.

Question 52

List three different types of augmentative communication systems.

Question 53

List and explain four early warning signs that a child may need to be referred for a speech evaluation.

Question 54

What are three speech irregularities for young preschoolers that should not cause concern?

Question 55

What is motherese?

Question 56

Arrange the following in an appropriate sequence of normal language development (from earliest to most complex):
telegraphic speech, grammatical overregularization, crying, vocal intonation, holophrastic speech, complex sentences, babbling, first words, cooing, private speech