Self-Assessment Questions

This section provides a review. Mark each statement on the Answer Sheet according to the factual materials contained in this issue and the opinions of the authors.

Article One (pp. 231–238)

1. Bettelheim's psychodynamic perspective on the etiology of autism spectrum disorder (ASD) was that

   • children with ASD show deficits from early infancy in their ability to relate to their parents and others

   • although children with ASD may show unusual responses to others, their disorder arises due to the inability of their parents to respond with sensitivity to the children

   • ASD is a disorder that originates largely in genetic factors, and as such, the outcome of a child with ASD is predetermined by his or her genetic makeup

   • parents of children with ASD respond to their children with the same sensitivity as seen in parents of children without ASD, so understanding the etiology of children with ASD relies on examining differences in the child rather than the parent

   • ASD symptoms emerge due to abuse of the child by his or her parents

2. A challenge for our discipline in the coming decade related to intervention for infants and toddlers with or at risk for ASD will be

   • to determine whether parent responsiveness is associated with later language or communication outcomes in young children with ASD

   • identifying infants and toddlers at risk for ASD due to a lack of valid community screening tools

   • to develop more center-based programs in which we can provide direct therapy for infants and toddlers diagnosed with ASD

   • to coach parents in interaction strategies associated with better communication outcomes in young children with ASD, without implying that the parents are guilty of not being responsive enough to their child

   • to become the primary service providers for infants and toddlers at risk for or diagnosed with ASD

3. A key factor leading to poor employment outcomes for adults with ASD is

   • poor hygiene

   • a lack of technical skills for the jobs they hold

   • high unemployment levels in the society

   • low cognitive skills

   • poor social-communication skills

4. Which of the following is not an important strategy for communication sciences and disorders professionals who will be involved with individuals with ASD in the next decade?

   • Interprofessional practice

   • Determining what the priorities are for individuals with ASD and their family members

   • Advocating for resources to meet the social-communication needs of individuals with ASD

   • Establishing clear boundaries between the services we will provide and services that will be provided by others, such as certified behavior analysts

   • Engaging in collaborative, multidisciplinary research on ASD

5. Which of the following is not important to our advocacy on behalf of individuals with ASD?

   • Evidence that our services produce improved outcomes for individuals with ASD

   • Analyses of the cost-effectiveness of our services

   • Vigilance about need to advocate on behalf of individuals with ASD

   • Effective strategies to disseminate information about our services for individuals with ASD to varied stakeholders

   • Keeping our advocacy efforts focused on our own discipline

   Article Two (pp. 239–251)

6. Which of the following is a component of the behavioral phenotype of individuals with Down syndrome?

   • Particular area of need in speech comprehensibility

   • Particular area of need in expressive language.

   • Personality-motivation orientation

   • Relative strength in visuospatial processing

   • All of the above

7. An overreliance on social strategies is most closely associated with which of the following concepts?

   • Access to intervention resources

   • Cumulative intensity

   • Individual differences

   • Personality-motivation orientation

   • Research-practice gap

8. Which of the following is not a component of cumulative treatment intensity?

   • Dose

   • Dose frequency

   • Duration of therapy

   • Setting

   • Spacing

   Article Three (pp. 252–258)

9. What percentage of deaf or hard of hearing children has additional disabilities?

   • 10%

   • 20%

   • 30%

   • 40%

10. Deaf or hard of hearing students receiving instruction from professional teachers of the deaf are reported to represent a population that is

    • 30% racially/ethnically diverse

    • 40% racially/ethnically diverse

    • 60% racially/ethnically diverse

    • 100% racially/ethnically diverse

11. Personnel preparation educational programs specializing in children with deafness are

    • increasing in number

    • decreasing in number

    • remaining constant

    • none of the above

12. U.S. children between 2 and 6 years of age who are deaf or hard of hearing have been reported to have language and academic functioning

    • at age level or within one-half to one-third of 1 standard deviation of children with hearing in the normal range

    • 1 standard deviation below the mean of children with hearing in the normal range

    • 1.5 standard deviations below the mean of children with hearing in the normal range

    • 2 standard deviations below the mean of children with hearing in the normal range

    Article Four (pp. 259–273)

13. An important future area of research in augmentative and alternative communication (AAC) includes

    • developing evidence-based practice across all ages

    • considering the impact of language and culture in AAC

    • the degree to which human recorded and synthesized speech output are understood in translational environments such as school and community

    • all of the above

14. What is not a dimension of response efficiency?

    • Obtaining immediate responses from a communicative partner

    • Minimizing the need for communicative repair

    • Minimizing physical and cognitive effort to emit a communicative message

    • Obtaining high-quality interaction from a partner

    • The use of joint attention in a communicative repair

15. The International Classification of Functioning, Disability and Health–Children and Youth Version allows for

    • a complex description of the interaction between the child and the environment

    • a framework which to classify AAC devices

    • a guideline of types of aided AAC devices

16. The authors hypothesize that which of the following areas will experience rapid improvement and innovations?

    • Materials, capabilities, and connectivity

    • Materials, choices, and connectivity

    • Capabilities, connectivity, and speed

    Article Five (pp. 274–279)

17. Which statement best describes adolescents with developmental language disorders?

    • Most of them receive language intervention in middle school.

    • Most of them have obvious deficits in grammar and phonology.

    • Most of them do well in rigorous academic subjects.

    • Most of them are challenged to succeed academically.

    • Most of them outgrow their disorders by early adulthood.

18. How could the negative effects of language disorders in adolescents be lessened or prevented?

    • Screen kindergartners for language disorders and provide intervention.

    • Wait until high school to see if students outgrow their problems.

    • Allow students to opt out of the Common Core State Standards.

    • Excuse adolescents with language disorders from making speeches at school.

    • Provide intervention for spoken language but not for written language.

19. A principal at a middle school believes that Alex, a student who has a language disorder, is lazy, rude, and ungrateful because he refuses to read aloud, answer questions in class, and turn in assignments. What could the speech-language pathologist (SLP) say to the principal?

    • Alex just needs a little more encouragement from the teacher.

    • Alex is embarrassed because these tasks are difficult, due to a language disorder.

    • Alex would be better off playing basketball than learning to read.

    • Alex comes from a chaotic home environment and needs strict discipline.

    • Alex should be excused from these activities because he cannot perform well.

20. Although a new federal law allows SLPs to play a greater role in improving students' literacy skills, some teachers at a middle school do not want any help from the SLP. What could the SLP do to earn the teachers' respect and confidence?

    • Volunteer more frequently for playground and after school supervision duties.

    • Attend all school functions, including plays, concerts, and sporting events.

    • Talk to the teachers informally about the close connection between language and literacy, showing examples of long, complex sentences from textbooks.

    • Ask to accompany the teachers on school-sponsored field trips.

    • Explain that SLPs only work on speech sound disorders so they do not need to worry.

21. What could university training programs in communication sciences and disorders do to better prepare future SLPs to work with adolescents?

    • Provide more coursework in technology.

    • Provide more coursework in later language development.

    • Provide more clinical experiences in hospitals and rehab centers.

    • Provide more volunteer opportunities in the local community.

    • Provide encouragement for students to become teachers instead of SLPs.

    Article Six (pp. 280–290)

22. Which best describes neighborhood density?

    • An assessment of vocabulary

    • An experimental paradigm that is used in psycholinguistic research

    • The age at which a given word is acquired

    • Words with overlapping phonological structure that provide organization to the lexicon

    • The frequency of occurrence of a sound in the language

23. Which is an example of a lexical cue to phonological structure?

    • Phonotactic probability

    • Age-of-word-acquisition

    • Novelty effects

    • Triggering, configuration, and engagement

    • None of the above

24. What is phonotactic probability?

    • The frequency of occurrence of words in the language

    • A lexical cue to phonological structure.

    • The degree to which a nonword resembles a real word in the language

    • The concreteness of a word

    • The likelihood of occurrence of sounds and sound sequences by context in the language

25. What is lexical restructuring?

    • An innovative tool with computational search functions that specify lexical and sublexical cues for individual words

    • Habituation to words with overlapping phonological structure

    • A learner's ability to recognize that a new word does not have a corresponding lexical entry

    • Engagement of the representation as a full-fledged member of a lexical neighborhood

    • A developmental shift in the phonological representation of words that occurs with increases in lexical size

26. Which research finding has been borne out in the literature?

    • When nonwords closely resemble real words, children's repetition accuracy is compromised.

    • During priming, greater phonological learning occurs when children see pictures of minimal pairs in the absence of corresponding auditory input.

    • Children with phonological disorders have difficulty configuring and engaging the representation of new words.

    • For children with small vocabularies, nonwords are more readily learned than real words.

    • None of the above is true.

    Article Seven (pp. 291–297)

27. What evidence suggests that childhood-onset stuttering is a multifactorial disorder?

    • Stuttering has long been known to be the result of anxiety and stress produced by the child's environment.

    • Children who stutter present with heterogeneous profiles, and their stuttering behaviors are influenced by the linguistic complexity of the utterance to be spoken and the social context of communication.

    • All children who begin to stutter exhibit poor phonological abilities relative to their typically developing peers, thus revealing the underlying cause of stuttering related to phonological processing.

    • Stuttering is genetically determined and therefore necessarily involves multiple developmental neural systems.

28. Why is childhood-onset stuttering considered a neurodevelopmental disorder?

    • Stuttering typically arises in the preschool years and evidence indicates that for young children who stutter, brain connectivity, as well as structural and functional brain development mediating speech production, auditory processing, and language processing, may differ from their typically developing peers.

    • The discoordination of speechmotor processing in stuttering resembles that of other neurodevelopmental disorders, such as Tourette syndrome.

    • The speech motor coordination patterns seen in adults who stutter are identical to those observed in young children who stutter.

    • Children who stutter display classic neurologic symptoms throughout their motor systems.

29. What evidence suggests a role for epigenesis in childhood-onset stuttering?

    • Evidence indicates that all children who stutter have a close blood relative who has stuttered at some point in his or her life.

    • DNA studies indicate that several genes may be linked to childhood-onset stuttering.

    • Identical twins, who have the same genetic composition at birth, are not necessarily both going to have the same experience with stuttering. One may stutter, and one may not. One may recover from stuttering, but stuttering might persist in one.

    • Fraternal twins have the same concordance rate for stuttering as identical twins who have the same genetic composition at birth.

30. What implications does the Multifactorial Dynamic Pathways (MDP) approach have for diagnosis and treatment of young children who stutter?

    • The MDP approach suggests that each child who stutters should be treated to increase abilities in speech-motor coordination, language and phonological skills, and regulating emotions.

    • Childhood-onset stuttering is viewed in the context of neurodevelopment, and the MDP approach indicates that is most appropriate to postpone diagnosis and treatment of stuttering until the child's brain development has stabilized.

    • Speech motor, language, and emotional/temperamental factors interact to affect the probability of the onset and of ultimate recovery from or persistence of stuttering. The implications for treatment from this theory are that each child should be assessed on the multiple dimensions related to stuttering onset and persistence/recovery, and a decision whether to intervene early or not can be made. If early treatment is recommended, therapeutic protocols should be specifically tailored to enhance a child's probability of recovery based on his or her profile of advanced, lagging, and/or typical developmental characteristics.

    • The MDP approach defines specific diagnostic tools and treatment schedules that should be followed for every child who stutters to address the multiple factors of speech motor, language, and emotional/temperamental factors that have been found to be atypical in these children.

31. What are the basic tenants of the MDP approach to stuttering?

    • The MDP approach suggests multiple factors are involved in the emergence of stuttering during early childhood. Speech motor, language, and emotional/temperamental factors interact to affect the probability of the onset and of ultimate recovery from or persistence of stuttering.

    • The MDP approach suggests that the development of stuttering is highly constrained by neural pathways that mature by the preschool years.

    • The MDP approach views stuttering as arising due to atypical development only in neural pathways that mediate speech-motor coordination.

    • The MDP approach suggests that variability in development is too great to pinpoint a single process that may be related to the persistence or recovery of stuttering.

    Article Eight (pp. 298–309)

32. Approximately 40% of children with feeding and swallowing disorders have histories consistent with

    • cardiac anomalies

    • tracheoesophageal fistula

    • esophageal atresia with tracheoesophageal fistula

    • vocal fold paralysis or paresis

    • preterm birth

33. Genetic–environmental interactions that alter phenotype without changing the underlying genetic code or DNA are called

    • phenotypes

    • epigenetics

    • genotypes

    • allophones

    • evolutionary adaptations

34. The World Health Organization's International Classification of Function, Disability, and Health provides a framework useful in pediatric feeding and swallowing primarily because initial focus is on

    • impairments

    • body structures

    • function

    • disability

    • rehabilitation treatment taxonomy

35. Infants demonstrating intermittent trace aspiration just before swallows of thin liquid on videofluoroscopic swallow study should first be

    • given thickened liquid

    • fed in an elevated side-lying position

    • taken off breast-feeding

    • tested with slow-flow nipples

    • fed with neck flexed (chin tuck position)

    Article Nine (pp. 310–318)

36. What is the reported proportion of children with specific language impairment (SLI) who are enrolled in clinical speech-language pathology services at school entry?

    • 90 to 95%

    • 70 to 89%

    • 50%

    • 25 to 39%

    • 5-20%

37. Which of the following is not likely to be true of a child with SLI?

    • At risk for academic achievement

    • Mild behavioral problems

    • Victimized by peers

    • Taller than other children of the same age

    • Less likely to have friends

38. Which of the following is not an accurate characterization of the nature of language impairments in children with SLI?

    • They are likely to outgrow it by 7 years of age.

    • Vocabulary deficits relative to similar-age peers can persist into adulthood.

    • Grammar deficits relative to similar-age peers can persist into adulthood.

    • Other members of the family are likely to have a positive history of SLI.

    • Grammar deficits can be measured by grammaticality judgment tasks over long periods of development.

39. Which of the following is not part of the evidence for a genetic contribution to SLI?

    • SLI is likely to run in families.

    • Twin studies show high heritability for language acquisition.

    • Within the same family, some children can be affected with SLI and some are not affected.

    • Studies are underway to identify possible genes or genetic processes that influence SLI

    • SLI is caused by how parents verbally interact with their children.

40. Which of the following is not a criterion for an optimal language acquisition app?

    • A war-themed electronic game based on visual action sequences

    • Applicable to a wide age range

    • Designed to evaluate known clinical markers of SLI

    • Available on demand for personalized private use

    • Does not require direct supervision by a speech-language pathologist