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. 88–100)

1. Preschool programs and classroom composition are particularly important for:

   • Children from more advantaged families.

   • Children in part-day programs.

   • Children who come from English-speaking homes.

   • Children who experience greater adversity.

   • Children without disabilities.

2. Which of the following statements is false?

   • There is no one factor or aspect of the preschool classroom that is the driver of children’s language development.

   • Interacting with classmates provides children opportunities to scaffold peer learning.

   • The structural and process elements of the preschool classroom predict only a small portion of children’s early school success.

   • Teachers’ creation of a high-quality environment varies as a function of their own abilities and the attributes of children in their classroom.

   • Children’s experiences in the preschool classroom do not vary greatly from child to child.

3. One way to ensure equitable language growth for children in preschool classrooms is to:

   • Increase the eligible age for preschool enrollment.

   • Develop training and professional development for teachers on incorporating peers in children’s learning and individualizing children’s classroom experience.

   • Reduce the percentage of older children in the classroom.

   • Place children with IEPs and children without IEPs in different classrooms.

   • Expand the class size.

4. What factors might explain the connection between classroom composition and children’s language outcomes?

   • Parental involvement in the preschool classroom.

   • Teachers’ instructional practices.

   • Teacher–child ratios.

   • Children’s internalizing behaviors.

   • The number of annual classroom field trips.

5. Why might the influence of peers on children’s language development differ between preschool and kindergarten?

   • Preschool children have more peer exposure than kindergarten children because they spend more of their classroom time in free play.

   • Kindergarten children have more peer exposure than preschool children because they spend more of their classroom time in free play.

   • Preschool classrooms environments are more structured than kindergarten classroom environments.

   • Preschool children have more advanced language and literacy skills than kindergarten children.

   • None of the above.

   Article Two (pp. 101–116)

6. Academic language contributes to:

   • Academic achievement.

   • Reading comprehension.

   • Comprehension of teacher talk.

   • All of the above.

   • None of the above.

7. Academic vocabulary can be categorized into:

   • Pronouns.

   • Domain-specific words.

   • General academic words.

   • None of the above.

   • Both B and C.

8. Academic language includes:

   • Discourse structures.

   • Complex sentences.

   • Letter and number names.

   • Words with high frequency in children’s conversations.

   • Both A and B.

9. In contextualized language intervention:

   • A storybook context is required.

   • Multiple language targets are addressed in the same activity.

   • Repeated measurement is critical.

   • Language intervention is embedded in a meaningful, functional context.

   • Both B and D.

10. Potential benefits to contextualizing language intervention in the academic curriculum include:

    • Improved educational impact.

    • Increased student motivation.

    • Teaching of discrete language skills in isolation.

    • Both A and B.

    • All of the above.

    Article Three (pp. 117–135)

11. Which of the following is not included as a target during Camp Dream. Speak. Live.?

    • Communication competencies.

    • Stuttering frequency or severity.

    • Attitudes toward communication.

    • Desensitization and self-disclosure.

    • Quality of peer relationships.

12. Significant improvements were observed postintervention for all of the following except:

    • Reactions to stuttering, as measure by the OASES.

    • Perceived ability to establish peer relationships, as measured by the PROMIS Peer Relationships scale.

    • Communication competencies, as measured by rubric developed by the National Communication Association.

    • Communication in daily situations, as measured by the OASES.

    • Attitudes about stuttering, as measured by the KiddyCAT.

13. Videotaped pre- and postintervention presentations from child participants were rated for communication competence by:

    • The child participant.

    • Peers within the intervention program.

    • Family members.

    • A neutral rater observing samples in randomized order.

    • Clinicians participating in Camp Dream. Speak. Live.

14. On average, significant improvement was observed for all nine core communication competencies except:

    • Body position.

    • Eye contact.

    • Gestures.

    • Facial affect.

    • Intonation.

15. Which of the following was demonstrated to impact the gains observed in communication competence?

    • Age.

    • Previous participation in Camp Dream. Speak. Live.

    • Gender.

    • Stuttering frequency.

    • None of the above.

    Article Four (pp. 136–146)

16. Children with SSD are heterogenous with regard to:

    • Only the severity of their speech production difficulties.

    • Only the types of speech errors they produce.

    • The severity level of their speech production difficulties, profiles of language and cognitive abilities, phonological processing skills, and response to intervention.

    • Only their profiles of language abilities.

    • How they respond to intervention.

17. Cumulative intervention intensity includes:

    • The total period of time over which the intervention is provided, such as one semester of the school year.

    • The number of teaching episodes per session, number of sessions per unit of time, and total intervention duration, such as 100 practice trials × sessions weekly × 18 weeks = 3,600 trials.

    • The number of properly implemented teaching episodes per session, such as 100 production trials in one session.

    • The context within which the teaching episodes occur, such as conversation with two peers.

    • The number of sessions per unit of time, such as two sessions per week.

18. The integration of PA training in speech therapy for children with SSD has been shown to:

    • Only be effective if speech therapy is in a group setting.

    • Only be effective if speech therapy is with individual children.

    • Lead to improvement in PA skills, but not speech production accuracy.

    • Lead to improvement in speech production accuracy, but not PA skills.

    • Lead to improvements in both PA and speech production accuracy, both in group and in individual speech intervention.

19. Following morphological awareness intervention, greatest gains in literacy skills have been found in:

    • Elementary-school children with speech and language delays who received instruction for at least 10 hours.

    • Preschoolers with speech and language delays who received instruction for at least 5 hours.

    • Elementary-school children with typical speech and language development who received instruction for at least 20 hours.

    • Elementary-school children with speech and language delays who received instruction for at least 5 hours.

    • Preschoolers with typical speech and language skills who received instruction for at least 10 hours.

20. To maximize gains in speech production, PA, MA, vocabulary, decoding, and spelling, it is recommended to target:

    • Speech production accuracy alone.

    • Phonological awareness alone.

    • Morphological awareness alone.

    • Phonological awareness and morphological awareness.

    • Speech production accuracy, phonological awareness, and morphological awareness.

    Article Five (pp. 147–161)

21. Culturally and linguistically responsive (CLR) practices involve:

    • Translating all materials into the student’s native language for all English learners (ELs).

    • Focusing on only the student’s native language.

    • Using effective instruction strategies that reflect and incorporate an EL’s experiences, home culture, and language strengths.

    • Concentrating only on your particular role with the student.

    • Celebrating student holidays and traditions.

22. Key CLR features to integrate in PLAAFP statements for culturally and linguistically diverse (CLD) students who are ELs are:

    • The student’s strengths, the student’s needs, and the student’s family needs.

    • The student’s English language proficiency levels and the tools used to determine proficiency levels, the student’s cultural and linguistic skills, and instructional conditions in which the student best learns.

    • Only information from the speech-language therapy sessions.

    • The student’s preferred language to speak, the student’s current academic performance, and the student’s family needs.

    • The student’s native language, the SLP’s experience with the student’s native language and culture, and the SLP’s experience with the student’s speech/language disorder.

23. CLR instructional accommodations that should be considered for ELs are:

    • Simplified language.

    • Explicit academic vocabulary instruction.

    • Oral responses in place of written responses.

    • Extending wait time for processing.

    • All of the above.

24. Use of content-translated materials for ELs is appropriate when:

    • Translated materials are available.

    • No other peer speaks the native language to interpret.

    • The EL has a strong foundation in their native language.

    • The EL has a weak foundation in their native language.

    • The EL has adequate listening and reading skills in English.

25. The interpreter’s primary role is to:

    • Schedule meetings with team members and the EL’s family.

    • Actively participate in team discussions.

    • Research definitions of technical terms used in team discussions.

    • Translate all written materials used by the EL.

    • Only interpret the oral communication of all members present at the meeting.

    Article Six (pp. 162–176)

26. Telepractice can be described as:

    • An intervention strategy for students with communication impairments.

    • An innovative but short-lived fad in health care.

    • A service delivery model with a wealth of empirical evidence.

    • A promising service delivery model with a growing evidence base.

    • None of the above.

27. Which statement best characterizes the current evidence base for schoolbased service delivery models?

    • Only in-person service delivery models have a sufficient evidence base.

    • It is not necessary to establish a sufficient evidence base for a service delivery model.

    • We have yet to establish a sufficient evidence base for any school-based service delivery models.

    • Most researchers believe it is impossible to achieve an evidence base for service delivery models.

    • Pull-out and collaborative classroom service delivery are considered the best service delivery models.

28. When considering providing services through telepractice, the school-based SLP should first:

    • Observe telepractice services being conducted.

    • Ensure that telepractice services can legally be provided in the state where the SLP intends to provide services.

    • Conduct a trial of telepractice with available technology.

    • Attend a telepractice continuing education event.

    • Request permission from their school district.

29. Which statement best describes a “student-centered approach” to technology selection?

    • The SLP selects technology after first determining the intervention to be provided.

    • The SLP selects technology that meets the industry standard for student-approved technology.

    • The SLP selects technology that she observes students typically utilizing.

    • The SLP selects technology approved by the state educational association.

    • The SLP selects technology that school-age students utilize in the classroom.

30. When providing school-based telepractice services, the SLP:

    • Must only comply with IDEA 2004 and FERPA regulations.

    • Must comply with IDEA 2004 and FERPA regulations and may have to comply with HITECH regulations.

    • Must comply with IDEA 2004 and FERPA, and may need to comply with HIPAA, HITECH, and any state regulations.

    • Must comply with IDEA 2004 and any applicable state regulations.

    • Must comply with state regulations as they encompass all required safety and confidentiality precautions.

Publication History

Article published online:
16 March 2021