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. 399-415)

1. What percentage of persons with ALS will experience severe dysarthria and be unable to make use of natural speech prior to their death?

   • 35%.

   • 55%.

   • 75%.

   • 95%.

   • 100%.

2. How did the participants in this study describe their experiences with early referral for speech and language services, including AAC?

   • It occurred for more than half and was reported to be very important.

   • It occurred for less than half, but was reported to be very important.

   • It occurred for more than half but was not reported to be important.

   • It occurred for less than half, and was not reported to be important.

   • It occurred for all, and was reported to be very important.

3. How did the participants in this study describe their experiences with regular reevaluation for speech and language needs, including AAC?

   • It occurred for more than half, and was reported to be important.

   • It occurred for less than half, but was reported to be important.

   • It occurred for more than half, but was not reported to be important.

   • It occurred for less than half, and was not reported to be important.

   • It occurred for all, and was reported to be very important.

4. Select the option that best describes the access methods and speech-generating devices used by the 21 participants in this study:

   • A wide variety of access methods, and a wide variety of speechgenerating devices.

   • A small variety of access methods, but a wide variety of speechgenerating devices

   • A wide variety of access methods, and a small variety of speechgenerating devices.

   • A small variety of access methods, and a small variety of speechgenerating devices.

   • A wide variety of access methods, always in conjunction with tablet technology as a speech-generating device.

5. What was the viewpoint of a majority of the participants with ALS for the statement “Communication partners must be included in the evaluation and training for the high-tech AAC device”?

   • Strongly agreed.

   • Somewhat agreed.

   • Somewhat disagreed.

   • Strongly disagreed.

   • No opinion.

   Article Two (pp. 416-426)

6. Select the response that correctly describes our findings regarding social participation:

   • Adults with TBI had significantly higher levels of social participation than uninjured adults.

   • Adults with TBI had significantly higher levels of employment than uninjured adults.

   • Adults with TBI had significantly lower levels of social participation than uninjured adults.

   • Levels of social participation did not differ between adults with TBI and uninjured adults.

   • A majority of adults with TBI were employed full time.

7. Barriers to social participation in adults with TBI may include:

   • Transportation.

   • Socioeconomic status.

   • Employment.

   • All of the above.

   • None of the above.

8. Select the response that correctly describes our findings regarding friendship quantity:

   • Adults with TBI reported an average of 15.67 friends.

   • There was no statistically significant difference between groups for total number of friends.

   • Two adults with TBI were unable to nominate an informant friend.

   • All of the above.

   • None of the above.

9. Select the response that correctly describes our findings regarding friendship quality:

   • Adults with TBI differed from

     their informant friends on the MFQ-RA, but overall ratings of friendship quality were high in all participants.

   • Adults with TBI did not differ

     from their informant friends on measures of friendship quality.

   • Adults with TBI had significantly lower friendship quality than uninjured adults on both the MFQ-

     RA and MFQ-FF.

   • Adults with TBI had significantly higher friendship quality

     than uninjured adults on both the

     MFQ-RA and MFQ-FF.

   • Adults with TBI differed from their informant friends on the

     MFQ-FF.

10. The number of friends reported by adults with TBI in this study is higher compared to prior research. A possible explanation for this is:

    • Participants could include family members in their friend lists.

    • Participants could use cell phones and address books to support their memory when completing friend lists.

    • Participants were instructed to list only best friends.

    • Participants could include friends from the past, even if they had not spoken to that friend in a year or more.

    • All of the above.

    Article Three (pp. 427-442)

11. Caregivers' perceptions of young children's language disorders were most positive for:

    • The quality of children's communicative interactions.

    • Children's communicative competence.

    • Children's outcomes.

    • Children's pragmatic language ability.

    • None of the above.

12. Caregivers' perceptions of young children's language disorders were least positive for:

    • The quality of children's communicative interactions.

    • Children's communicative competence.

    • Children's outcomes.

    • Children's expressive vocabulary.

    • None of the above.

13. SLPs' perceptions of young children's language disorders were most positive for:

    • Children's outcomes.

    • The quality of children's communicative interactions.

    • Children's pragmatic language ability.

    • Children's receptive vocabulary.

    • None of the above.

14. Which of the following best describes the alignment between care-givers' and SLPs' perceptions?

    • Alignment was greatest for children's outcomes.

    • Alignment was greatest for children's expressive vocabulary.

    • Alignment was least for children's expressive grammar ability.

    • Alignment was greatest for the quality of children's communicative interactions.

    • None of the above.

15. Which of the following factors was related to alignment between care-givers and SLPs?

    • Maternal education.

    • Child gender.

    • Caregiver's self-efficacy.

    • Child's language disorder severity

    • None of the above.

    Article Four (pp. 443-457)

16. Approximately how many children with autism spectrum disorders continue to experience serious difficulty with speech at age 9?

    • 6%.

    • 24%.

    • 48%.

    • 84%.

    • 96%.

17. Studies that incorporated friendship and ability awareness groups yielded what effect size?

    • Moderate overall effect.

    • Minimal overall effect.

    • Very large overall effect.

    • Large overall effect.

    • No overall effect.

18. Materials used during intervention were most effective when they were:

    • Based on classroom routine.

    • Identified as high interest to the participants.

    • Based on popular TV shows.

    • Technology based.

    • Convenient and affordable for the classroom teacher.

19. Select the option that best describes the instructional strategies used to teach peers:

    • Play scripts and video modeling.

    • Video modeling and self-monitoring.

    • Self-monitoring and play scripts.

    • Wide variety of instructional strategies, including video modeling, self-monitoring, and play scripts.

    • Verbal rehearsal of key components.

20. Across the different studies reviewed in this systematic review, the overall effect of the interventions to teach peers to support the communication of children with ASD had what average size of effect?

    • Large.

    • Small.

    • Medium.

    • Nil.

    • Could not be determined.

    Article Five (pp. 458-468)

21. Camp Dream. Speak. Live. differs from other intensive fluency camps by:

    • Targeting the behavioral (i.e., fluency) components of stuttering without focusing on affective and cognitive aspects of stuttering.

    • Targeting the affective and cognitive aspects of stuttering without focusing on fluency.

    • Including adolescent as well as school-age children who stutter as attendees.

    • Providing educational activities for children, parents, and other family members about stuttering.

    • Targeting the negative impact stuttering has in children's life.

22. Which of the following is not one of the core goals of Camp Dream. Speak. Live.?

    • Foster resiliency and improve communicative attitudes of children who stutter.

    • Improve the perceived ability of children who stutter to establish meaningful friendships.

    • Breakdancing and improvisa-tional abilities.

    • Navigate bullying and teasing.

    • Increase the ability of children who stutter to serve as leaders and mentors.

23. Findings from the present study indicate that the school-age children who stutter who attended Camp Dream. Speak. Live. reported:

    • A decrease in the negative impact stuttering has on their quality of life.

    • A decrease in their ability to establish friendships.

    • Improved speech fluency and naturalness.

    • An improvement in their overall communication for children who had a history of prior speech-language therapy at the time of the camp.

    • Sustained affective and cognitive gains 3 months post-camp.

24. Improvements in the perceptions of school-age children who stutter to form peer relationships are not associated with:

    • Secondary behaviors and duration of stuttered speech.

    • The negative consequences of bullying.

    • Diminished quality of life.

    • Self-confidence and resiliency.

    • Social anxiety.

25. One major conclusion of the present study is that:

    • Age of the child who stutters mediated the cognitive and affective changes.

    • Improvisation activities contributed the most to the participants' improvement of communication attitude and peer relationships.

    • Changes in attitudes and perceptions during a 1-week intensive program can be sustained for long periods of time only for children with mild or moderate stuttering severity.

    • Improvement in the attitudes and perceptions of children who stutter can be achieved even in a relatively short period of time, such as in 1 week.

    • Improvement in the fluency of children who stutter can be achieved only after a long period of time, after generalization outside the clinic environment is attained.