Chapter 7: Communication and Learning Disorders

Test Bank

Multiple Choice

1. Which of the following is NOT part of the definition of language given in your text?

a. It must be spoken or written.

b. It involves a system of rules.

c. It involves the organization of auditory or visual symbols d. It is a way in which knowledge can be expressed and shared.

Ans: A

Learning Objective: LO 7.1 Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Communication Disorders

Difficulty Level: Medium a. We don’t know whether Dolores has intellectual disability. b. We don't know whether Dolores has hearing loss. c. Dolores is too young to be diagnosed. d. We don’t know if she appears healthy.

2. Dolores is 4 and still has not acquired language. Which of the following is NOT a reason to consider an alternative to a language disorder diagnosis?

Ans: C

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application

Answer Location: What Is Language Disorder? Description

Difficulty Level: Medium a. receptive language b. expressive language c. receptive and expressive language d. compliance only; this does not assess language

3. Margie’s mother asks her to pick up the red cup and bring it to the table. Margie does. This shows Margie’s skills in ______.

Ans: A

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application

Answer Location: What Is Language Disorder? Description

Difficulty Level: Easy a. direct instruction b. self-instruction c. mediated/assisted instruction d. communication training

4. Which treatment seems to be most effective for improving higher-order math problem-solving for children with math disabilities?

Ans: B

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: What Treatments Are Effective for Children With Math Disabilities?

Difficulty Level: Medium a. specific language impairment b. late language emergence c. speech sound disorder d. specific learning disorder

5. A 36-month-old of normal intelligence who produces only one-word phrases would be most likely to be diagnosed with which of the following?

Ans: B

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application

Answer Location: Late Language Emergence

Difficulty Level: Easy a. Most will not develop any functional language. b. Most will remain significantly behind their peers in language skills. c. Most eventually develop language skills similar to their peers. d. Paradoxically, most of those who have received treatment outperform typically developing children by age 10.

6. What is the prognosis for individuals with late language emergence?

Ans: C

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Late Language Emergence

Difficulty Level: Medium a. in the first year of life b. in the second year of life c. in preschool or kindergarten d. in high school

7. Children with specific language impairment (SLI) are typically diagnosed ______.

Ans: C

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Specific Language Impairment

Difficulty Level: Easy a. counting-all b. counting-on c. direct retrieval d. decomposition

8. Which of the following is the least advanced strategy for producing the answer to 7 + 4 = 11?

Ans: A

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: Counting and Calculation Errors

Difficulty Level: Easy a. phonology b. morphology c. semantics d. pragmatics

9. Marlene says, “I see two bike.” This is an example of an error in ______.

Ans: B

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application

Answer Location: Specific Language Impairment

Difficulty Level: Easy a. overextension b. underextension c. problem with grammar d. problem with morphemes

10. Tina calls anything with writing on it (e.g., a book, label, billboard, etc.) a “sign.” This is an example of ______.

Ans: A

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application

Answer Location: Specific Language Impairment

Difficulty Level: Easy a. Specific genes on the 7th chromosome have been linked to language disorder b. The prevalence of language disorder increases more than five times for kids who have at least one family member with the disorder. c. Siblings of those with language disorder, even when not diagnosed, often show subtle difficulties with phonemic awareness and grammar. d. Heritability estimates range from 0.5 to 0.75.

11. Which of the following is NOT a piece of evidence discussed in the text for the genetic influence of language disorder?

Ans: A

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Genes and Brain Structure

Difficulty Level: Medium a. Those with language disorder have a larger left lateral sulcus than right one. b. Those with language disorder have a smaller left lateral sulcus than right one. c. The size of the lateral sulcus is diagnostic those who are right-handed and show no asymmetry almost always have language disorder. d. Many children with language disorder show no asymmetry in their lateral sulci.

12. Which of the following best describes the relationship between the lateral sulcus and language disorder?

Ans: D

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Genes and Brain Structure

Difficulty Level: Hard a. genes and brain structure b. deficits in auditory perception c. deficits in rapid temporal processing d. bilingualism

13. Which of the following has NOT been supported as a theory to explain language disorder?

Ans: D

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Knowledge

Answer Location: Genes and Brain Structure; Auditory Perception Problems; Deficits in Rapid Temporal Processing

Difficulty Level: Easy a. problems with auditory perception, for instance in discriminating between phonemes b. deficits in rapid temporal processing c. delays in short-term memory d. impoverished parent-child communication

14. Donald, who has language disorder, tries to follow his mom’s directions. When she slowly speaks to him, he almost always does what she says, but when they are in a rush and she quickly tells him what to do, sometimes he can’t quite understand. This indicates that Donald might have which of the following?

Ans: B

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application

Answer Location: Deficits in Rapid Temporal Processing

Difficulty Level: Medium a. auditory perception problems b. problems with phonological short-term memory c. deficits in rapid temporal processing d. deficits in grammar

15. Devina is getting tested for language disorder The clinician asks her to repeat back the following words, nonderstonker, tumtasnium, and billybumpkins What is the clinician likely assessing?

Ans: B

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application

Answer Location: Delays in Short-Term Memory

Difficulty Level: Hard

16. Deficits in short-term memory may contribute to language problems in all of the following ways a. Children who can’t remember what was said may not be able to attend to all of the morphological features of a sentence. b. Children with phonological short-term memory deficits may have underdeveloped vocabularies because they can’t process as many items in a list as those with typically functioning phonological shortterm memories. c. Children with phonological short-term memory deficits always have poor phonological awareness. d. Children with phonological short-term memory deficits have difficulty determining which sentences are equivalent in meaning because it is challenging for them to maintain both sentences in mind at the same time.

EXCEPT ______.

Ans: C

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Analysis

Answer Location: Delays in Short-Term Memory

Difficulty Level: Hard a. These parents tend to interact with their children less. b. These parents only begin to show impoverished communication toward their children after the children’s communication problems have been expressed for years. c. These parents tend to respond less often to what their children say. d. These parents tend to ask their children fewer questions.

17. Which of the following is NOT true of the verbal relationships between parents and their children with learning disorder?

Ans: B

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Impoverished Parent–Child Communication

Difficulty Level: Medium a. one-to-one correspondence b. stable order c. cardinality d. animacy

18. Norman is counting rubber ducks in the bath. He points to the first rubber duck and says, “one two ” Then he points to the second rubber duck and says, “three four ” Finally, he points to the third rubber duck and says, “five.” He says, “there are five ducks.” Norman is expressing difficulty with which of the following?

Ans: A

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: Counting and Calculation Errors

Difficulty Level: Easy a. intelligence b. performance on a number skills test c. memory d. baseline knowledge of math

19. Which of the following best predicts children’s likelihood of developing math disability?

Ans: B

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: Delays in Number Sense

Difficulty Level: Medium a. a pragmatic approach designed to make the child sensitive to the interlocutor’s feelings b. a touch cue to remind individuals with speech sound disorder how to articulate particular phonemes c. a command or description d. a request or question

20. What is a tact?

Ans: C

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Discrete Trial Training to Increase Language Production

Difficulty Level: Medium a. The puppy’s ears were long, shaggy, and brown. b. The puppy climbed into the crate and the cat climbed out. c. After the puppy rolled over, the cat climbed back in. d. The crate, which was gray and long, made a comfy nook for the puppy.

21. Which of the following sentences would likely be least difficult for an older child with language disorder to produce?

Ans: A

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application

Answer Location: Discrete Trial Training to Increase Language Production

Difficulty Level: Medium a. Mistakes must be corrected immediately. b. Reinforcement works best when it occurs every third or fourth trial. c. It works best for correcting problems with phonology. d. It involves tangible reinforcement, such as candy

22. Which of the following is true of conversational recast training?

Ans: A

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Conversational Recast Training to Correct Language Errors

Difficulty Level: Hard a. it involves substantially more repetition b. it is presented to the child only by his or her caregiver, and not by a therapist c. it occurs in natural contexts d. it is used primarily with older children, and is not appropriate for children under the age of 6

23. The primary feature that distinguishes milieu training from other treatments for language disorder is ______.

Ans: C

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Analysis

Answer Location: Milieu Training to Generalize Skills

Difficulty Level: Medium a. mand-model b. delay c. incidental teaching d. silent

24. In which milieu training technique does the therapist wait for the child to request a desired object?

Ans: B

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Milieu Training to Generalize Skills

Difficulty Level: Medium a. specific to those with writing disabilities b. specific to expository writing c. attributed to the model planning and active engagement of students d. not maintained over time

25. The benefits of self-regulated strategy development are ______.

Ans: C

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: What Treatments Are Effective for Children With Disabilities in Written Expression?

Difficulty Level: Medium a. an omission error b. a substitution error c. a sound distortion d. an addition error

26. A child who says, “Than-kuh you” instead of “Thank you” is demonstrating which of the following?

Ans: D

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application

Answer Location: What Is Speech Sound Disorder? Description

Difficulty Level: Easy a. sound reversal b. lisp c. sound omission d. sound distortion

27. Which of the following is NOT one of the five sound problems common in kids with speech sound disorder?

Ans: A

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Knowledge

Answer Location: What Is Speech Sound Disorder? Description

Difficulty Level: Medium a. We need to know how old Maria is before determining whether Maria could meet criteria for a diagnosis. b. We need to know Maria’s dialect before determining whether Maria could meet criteria for a diagnosis. c. We need to know whether Maria speaks any other language before determining whether Maria could meet criteria for a diagnosis. d. We need to know whether the problem has persisted for at least 1 year before determining whether Maria could meet criteria for a diagnosis.

28. Maria always substitutes the /y/ sound for the /j/ sound. Which of the following is NOT true regarding her diagnosis?

Ans: D

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application

Answer Location: What Is Speech Sound Disorder? Description

Difficulty Level: Medium a. dolfin b. dollfin c. dofnil d. doffin

29. Which of the following spelling errors for the word dolphin most likely reflects underlying phonological processing problems?

Ans: C

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Application

Answer Location: What Causes Disabilities in Written Expression?

Difficulty Level: Medium a. when one speech sound is produced incorrectly more than 50% of the time b. when a child’s speech skills fall more than one standard deviation behind age-matched peers c. when a child consistently mispronounces at least three phonemes d. when the child is at least 6 years old

30. Speech sound disorder is usually diagnosed ______.

Ans: B

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment

Cognitive Domain: Comprehension

Answer Location: What Is Speech Sound Disorder? Causes

Difficulty Level: Medium a. DSM-5 prohibits these disorders from being comorbid. b. Speech sound disorder is almost always a precursor to language disorder, but is almost never comorbid with language disorder. c. Language disorder is almost always a precursor to speech sound disorder, but is almost never comorbid with speech sound disorder. d. Most estimates show that the majority of children with speech sound disorder may also have language disorder.

31. Which of the following is true of the comorbidity of speech sound disorder and language disorder?

Ans: D

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: What Is Speech Sound Disorder? Causes

Difficulty Level: Medium a. It typically entails a combination of modeling and reinforcement. b. Therapy is not particularly effortful; most children respond almost immediately without substantial work. c. It relies on direct instruction. d. It is very effective, particularly for those with articulation impairments.

32. Which is NOT true of speech therapy in helping young school-age children overcome speech sound disorder?

Ans: B

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: What Is Speech Sound Disorder? Evidence-Based Treatments

Difficulty Level: Medium a. lexical diversity b. grammar c. sentence complexity d. story content

33. A child is asked to write an essay about his summer vacation. He writes, “Summer was very fun. I went in the pool every day. I went in the pool in the night. I went in the pool in the morning. I went in the pool in the afternoon. The pool was very, very, very, fun.” This child is displaying problems with all of the following EXCEPT ______.

Ans: B

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Application

Answer Location: What Causes Disabilities in Written Expression?

Difficulty Level: Easy a. They tend to show large differences in brain structure and function between groups. b. They are nearly unanimous and have been replicated many times. c. There are not many studies investigating preschoolers who stutter. d. We know that the neurological differences are causes rather than effects because of longitudinal studies.

34. Which is true of neurological studies of stuttering?

Ans: C

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: What Is Childhood-Onset Fluency Disorder? Genetics and Neurobiology

Difficulty Level: Medium a. phoneme awareness b. vocabulary c. how to hold a pencil d. identifying mistakes

35. Which of the following is NOT part of the translation process in writing?

Ans: D

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: What Causes Disabilities in Written Expression?

Difficulty Level: Hard a. conceptualization b. formulation c. articulation d. cooperation

36. According to psycholinguistic theory, most stuttering results from problems during ______.

Ans: B

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Knowledge

Answer Location: Psycholinguistics

Difficulty Level: Medium a. lower self-monitoring of speech b. higher self-monitoring of speech c. nonexistent self-monitoring of speech d. intermittent self-monitoring of speech

37. According to the covert-repair hypothesis stuttering is associated with which of the following?

Ans: B

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Psycholinguistics

Difficulty Level: Medium a. It helps the child memorize the strategy. b. It illustrates the importance of the strategy. c. It makes the normally covert process overt and accessible. d. It prevents the student from skipping steps.

38. What is the importance of modeling the strategy in the self-regulated strategy development (SRSD) program?

Ans: C

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: What Treatments Are Effective for Children With Disabilities in Written Expression?

Difficulty Level: Medium a. instructing children to yell b. instructing children to speak quickly c. reminding children of the importance of speaking fluently d. teaching children to whisper when speaking

39. Which of the following is typically a component to modify children’s speech motor behaviors?

Ans: D

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Treatment for Younger Children

Difficulty Level: Easy a. self-identifying as a “stutterer” b. distinguishing between fluent and disfluent utterances of others c. identifying and describing their own instances of stuttering d. identifying a goal for speech fluency

40. The identification component of therapy for older children who stutter entails which of the following?

Ans: C

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Treatment for Older Children

Difficulty Level: Medium a. martial arts training for mindfulness and to provide physical retaliation strategies against bullies b. working with teachers to identify and help with situations in which the child is most often teased c. teaching children to deal with teasing using humor in certain situations d. providing children problem-solving skills, such as how to avoid fights with peers

41. As described in the textbook, therapists treating the social and emotional consequences of stutterers might use all of the following EXCEPT ______.

Ans: A

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Treatment for Older Children

Difficulty Level: Easy a. planning b. translating c. tailoring d. reviewing Ans: C

42. Which of the following is NOT one of the primary steps of the writing process?

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Knowledge

Answer Location: What Causes Disabilities in Written Expression?

Difficulty Level: Easy a. having challenges using communication for social purposes b. not understanding what is implied c. knowing the right word to express an idea d. experiencing problems carrying on conversations

43. Which of the following is NOT a broad area of deficit in those with social (pragmatic) communication disorder?

Ans: C

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: What Is Social (Pragmatic) Communication Disorder? Description and Causes

Difficulty Level: Medium a. omitting important information b. using vague or imprecise language c. never telling stories about individuals other than themselves d. presenting information out of order

44. Which of the following is NOT a problem kids with social (pragmatic) communication disorder may have with narratives?

Ans: C

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: What Is Social (Pragmatic) Communication Disorder? Description and Causes

Difficulty Level: Medium a. social (pragmatic) communication disorder b. speech sound disorder c. language disorder d. childhood-onset fluency disorder

45. Children who seem to talk at others rather than talk with others and seem to have a limited awareness for others’ feelings have symptoms most consistent with which of the following disorders?

Ans: A

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application

Answer Location: What Is Social (Pragmatic) Communication Disorder? Description and Causes

Difficulty Level: Easy a. initiating conversation b. maintaining conversation c. turn taking d. conversational repair

46. A therapist who told her client with social (pragmatic) communication disorder, “Stop ! I liked how you were talking about the zoo. Tell me more about what you like about it,” would likely be trying to teach what skill?

Ans: B

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application

Answer Location: Initiating and Maintaining Conversations

Difficulty Level: Easy a. Those with social (pragmatic) communication disorder often talk to themselves in social contexts; the comprehension of the listener is therefore not a concern. b. Those with social (pragmatic) communication disorder are reluctant to interrupt and ask for more information when they don’t understand something. c. Those with social (pragmatic) communication disorder may have trouble understanding slang or figures of speech used in conversation. d. The more global deficits in the social domain for those with social (pragmatic) communication disorder impair conversational repair skills as well.

47. Which of the following is NOT a main reason conversational repair is a challenge for individuals with social (pragmatic) communication disorder?

Ans: A

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Conversational Repair and Narratives

Difficulty Level: Medium a. teaching the child to interrupt to ask for clarification from other speakers b. deliberately giving ambiguous commands c. showing pictures of people who look confused d. practicing responses to people who are angry

48. Which of the following is NOT a component of conversational repair skill training?

Ans: D

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Conversational Repair and Narratives

Difficulty Level: Hard a. mnemonics b. large print c. cognitive maps d. computer-assisted instruction

49. Which of the following is NOT considered a text enhancement?

Ans: B

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: Reading Comprehension

Difficulty Level: Hard a. It is not effective. b. It involves recording the child so the child’s behavior can be broken down and understood later. c. It allows the child to review social skills outside of therapy using a tablet or other device. d. The evidence so far suggests that any gains in social skills it provides are present only in the setting modeled and do not generalize to other settings.

50. Which is true of videotaped modeling as a form of social skills training?

Ans: C

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Social Skills Training and Videotaped Modeling

Difficulty Level: Medium a. rate b. complexity c. rhythm d. sequence

51. Which of the following is NOT a component of speech fluency?

Ans: B

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Knowledge

Answer Location: What Is Childhood-Onset Fluency Disorder?

Difficulty Level: Medium a. It is more common in boys than in girls in early childhood, but equal between genders by kindergarten. b. The majority of those with childhood-onset fluency disorder also have a learning disability. c. Approximately 5% of children have problems with stuttering at some point in their early development. d. Boys are more likely to naturally recover from stuttering than girls are.

52. Which is true of prevalence of childhood-onset fluency disorder?

Ans: C

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment

Cognitive Domain: Comprehension

Answer Location: What Is Childhood-Onset Fluency Disorder?

Difficulty Level: Medium a. gradually b. after age 6 c slowly, but then speeds up d. in 2 weeks or less

53. Stuttering typically begins ______.

Ans: D

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: What Is Childhood-Onset Fluency Disorder?

Difficulty Level: Medium a. poor; most do not recover without treatment b. poor; most do not recover even with treatment c. good; most recover, but it can take 4 to 5 years d. good; most recover within the first year of intervention

54. Prognosis for childhood-onset fluency disorder is ______.

Ans: C

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: What Is Childhood-Onset Fluency Disorder?

Difficulty Level: Medium a. story grammar b. grammar c. productive narrative d. self-questioning

55. A teacher draws pictures of the three bears, their porridge, chairs, and beds, when reading “Goldilocks and the Three Bears.” This approach is likely designed to reinforce which of the following?

Ans: A

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Application

Answer Location: Reading Comprehension

Difficulty Level: Easy a. teachers b. clinical psychologists c. social workers d. school psychologists

56. Which of the following individuals would be most likely to rely on the definition of specific learning disorder as outlined in the DSM-5?

Ans: B

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: Learning Disabilities and Specific Learning Disorder

Difficulty Level: Easy a. Skills in one academic domain must be lower than skills in another academic domain (for instance, they must score lower in reading than in math). b. The child diagnosed must have a history of academic problems. c. The deficits must interfere with academic achievement, work functioning, or everyday life activities. d. The deficits must not be due to sociodemographic factors, such as inadequate instruction in school.

57. Which of the following is NOT a component of the definition of specific learning disorder?

Ans: A

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: Learning Disorder

Difficulty Level: Medium a. rapidity b. vocabulary c. elaboration d. orthography

58. Which is NOT a component of the RAVE-O intervention?

Ans: A

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Knowledge

Answer Location: Reading Fluency

Difficulty Level: Medium a. has not been effective in improving the whole-word reading of those with reading problems b. produces gains, though smaller gains, than other types of reading instruction c. encourages grapheme/phoneme mapping and is associated with greatest reading improvement d. is most effective when provided for large groups where students can learn from each other

59. Explicit instruction in phonics ______.

Ans: C

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: Basic Reading

Difficulty Level: Hard a. the right to a free education, if the parent and child are insured b. the right for all children to be educated alongside students without disabilities c. the right to an Individualized Education Plan d. the right for teachers to make decisions about how best to educate the student

60. IDEIA guarantees which of the following?

Ans: C

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: Learning Disabilities

Difficulty Level: Easy a. a learning disability can be identified when providing evidence-based interventions to the child that do not result in academic progress b. measuring the degree of improvement with intervention helps clinicians specify the severity of the child’s condition c. trying different interventions provides important information about the underlying cause of the learning disability d. gauging the child’s emotional reactions to intervention is important in determining the best treatment for learning disabilities

61. According to the response to intervention approach, ______.

Ans: A

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: Response to Intervention

Difficulty Level: Medium a. Tier I b. Tier II c. Tier III d. Tier IV

62. Supplemental, small-group instruction in an academic domain in which a child has exhibited low performance in curriculum-based assessment would be considered ______.

Ans: B

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Application

Answer Location: Response to Intervention

Difficulty Level: Medium a. poor reading comprehension b. deficits in phonological processing c. deficits in phonetic mediation d. poor narratives

63. Based on the double-deficit model, if you knew that a child could read words accurately but her reading was slow and laborious, what other deficit might you expect?

Ans: A

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Application

Answer Location: Reading Fluency and Comprehension Problems

Difficulty Level: Medium a. It doesn’t involve norm-referenced tests, which may be culturally biased. b. It can better rule out alternative reasons for lack of response to intervention. c. It doesn’t involve multiple tiers, so treatment can begin more quickly. d. It is more cost-effective because substantially fewer children are referred for treatment under this approach.

64. Which of the following is one benefit of comprehensive assessment in determining the existence of learning disabilities?

Ans: B

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Analysis

Answer Location: Comprehensive Assessment

Difficulty Level: Medium a. The rate of learning disabilities is approximately 10% of children in U.S. schools. b. The percentage of children with learning disabilities has increased steadily over the last 10 years. c. The percentage likely overestimates the actual number of children with learning disabilities because some children who don’t meet criteria seek access to services. d. The percentage of parents who report that their child has a learning disability is higher than the number of children classified as having learning disabilities.

65. Which of the following is true of the prevalence of learning disabilities?

Ans: D

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: How Common Are Learning Disabilities? Prevalence

Difficulty Level: Medium a. slow processing speed b. poor verbal working memory c. poor attention d. underactive right hemisphere

66. Reading comprehension problems might be related to all of the following EXCEPT ______.

Ans: D

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: Reading Fluency and Comprehension Problems

Difficulty Level: Medium a. Those of African descent are most commonly classified with learning disabilities in the majority of countries that have been studied so far. b. Those of European descent are most commonly classified with learning disabilities in the majority of countries that have been studied so far. c. Low SES is almost entirely responsible for the differences in the prevalence of learning disabilities across ethnicities in the United States. d. A higher rate of learning disability appears in African American, Latino, and American Indian children even when controlling for SES.

67. Which of the following is true of the prevalence of learning disabilities in different ethnic groups?

Ans: C

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: How Common Are Learning Disabilities? Gender, Ethnicity, and Culture

Difficulty Level: Medium a. letter recognition b. phonemic awareness c. phonemic mediation d. phonemic segmentation

68. The ability to sound out novel words is called ______.

Ans: C

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: Basic Reading Problems

Difficulty Level: Medium a. When reading, children with reading problems show greater left hemisphere activation in Broca’s and Wernicke’s area than typically developing readers do. b. When reading, children with reading problems show greater right hemisphere activation than typically developing readers do. c. When reading, children with reading problems who receive instruction in phonics show more bilateral activation than typically developing readers. d. When reading, children with reading problems who receive instruction in phonics show less bilateral activation than typically developing readers.

69. Which of the following best describes differences in brain functioning between children with reading problems and children with typical reading?

Ans: B

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: Basic Reading Problems

Difficulty Level: Medium a. the left back part. b. the right back part. c. the left front part. d. the right front part.

70. You know that your friend suffered a traumatic brain injury. You write her a card, and when she reads it, you notice her sounding out even the most simple words (such as the ) within it. Given this, which section of the brain do you think the traumatic brain injury most likely affected?

Ans: A

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Application

Answer Location: How Common Are Learning Disabilities? Prevalence

Difficulty Level: Medium

True/False

1. Grammar is relatively unimpaired in kids with specific language impairment.

Ans: F

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Specific Language Impairment

Difficulty Level: Easy

2 Most children with speech sound disorder have phonological processing problems.

Ans: F

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: What Is Speech Sound Disorder? Description

Difficulty Level: Medium

3. It is recommended that kids with social (pragmatic) communication disorder avoid conversations with others until they develop the skills necessary to engage in the conversations more productively.

Ans: F

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: Initiating and Maintaining Conversations

Difficulty Level: Easy

4. As with other disorders, childhood-onset fluency disorder is diagnosed only when the extent of the problems exceeds what would be expected based on the child’s age and gender.

Ans: T

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Comprehension

Answer Location: What Is Childhood-Onset Fluency Disorder?

Difficulty Level: Medium

5. One benefit of the response to intervention approach to defining a learning disability is that only children who fail to respond to lower level interventions are referred for more intensive (and costly) special education services.

Ans: T

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: Response to Intervention

Difficulty Level: Medium

6. According to a comprehensive assessment approach, a child must show a cognitive processing problem to be determined to have a learning disability; documentation of a deficit in an academic skill is not sufficient.

Ans: F

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: Comprehensive Assessment

Difficulty Level: Hard

7. White children are most likely to be classified with learning disabilities.

Ans: F

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: How Common Are Learning Disabilities? Gender, Ethnicity, and Culture

Difficulty Level: Medium

8. Self-instruction involves a series of hints instead of a formal series of steps or a script.

Ans: F

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: What Treatments Are Effective for Children With Math Disabilities?

Difficulty Level: Medium

Essay

1 Describe how a therapist who is using discrete trial training to enhance verbal production might prompt a child to ask a question.

Ans: The therapist might present a new object to the child saying something like, “Look at this. You haven’t seen something like this before. Ask me, ‘What is that?’” When the child responds correctly, the therapist reinforces the behavior by saying, “Great job! You asked that question really well. This is a butterfly net. You can catch butterflies with it. Let’s see how it works.” (Any other appropriate example also acceptable.)

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application

Answer Location: Discrete Trial Training to Increase Language Production

Difficulty Level: Medium

2. Mary’s toddler says, “pea-tut butter” for “peanut butter” and makes other similar errors. Should the toddler be diagnosed with speech sound disorder? Why or why not?

Ans: No, because such substitutions are developmentally appropriate for toddlers. If this persists such that the toddler makes significantly more errors (or more severe errors) than might be expected for her age, then a diagnosis might be considered.

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Application

Answer Location: What Is Speech Sound Disorder? Description

Difficulty Level: Medium

3. How might challenges in the representation of phonemes lead to speech sound disorder?

Ans: When children have difficulty perceiving and differentiating phonemes, the mental representations they develop of phonemes are incorrect. As a result, children are unable to form appropriate ongoing representations of the speech they hear. They then produce speech related to these inaccurate representations, perpetuating the problem.

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Analysis

Answer Location: What Is Speech Sound Disorder? Causes

Difficulty Level: Medium

4. What is the evidence that the anticipatory-struggle theory of stuttering cannot explain all instances of stuttering?

Ans: Stuttering typically emerges between 24 and 48 months of age, but anxiety about public speaking isn’t reported until age 4 or 5 years. Also, not all who stutter report anxiety.

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Analysis

Answer Location: Learning and Emotion

Difficulty Level: Medium

5. Boys are more likely than girls to be classified with a learning disability and receive special education services, but, community-based studies that involve screening all children for learning disabilities show few gender differences. Discuss at least one reason why this might be.

Ans: Perhaps boys are more likely to have disruptive behavior, increasing the likelihood for referral. Perhaps girls’ low performance in academic domains is associated with negative stereotypes in the mind of the teacher that don’t indicate the performance as substandard.

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Analysis

Answer Location: How Common Are Learning Disabilities? Gender, Ethnicity, and Culture

Difficulty Level: Medium

6. How might slow processing speed relate to challenges with reading comprehension?

Ans: When lower level cognitive tasks are slower and effortful, it allows less material to remain in working memory with fewer resources available for higher order mental activity. When reading the words requires more effort, there is less available effort to spend on reading comprehension.

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Analysis

Answer Location: Reading Fluency and Comprehension Problems

Difficulty Level: Medium

7 Describe how problems in auditory perception may result in language problems.

Ans: Detecting subtle differences between phonemes is necessary for phonemic awareness. For instance, if children cannot differentiate between /s/ and /th/ when they hear them, they will not be able to distinguish, for instance, between the words thing and sing.

Learning Objective: LO 7.1. Describe the key features of children’s communication disorders. Identify the main causes of communication disorders and their evidence-based treatment.

Cognitive Domain: Analysis

Answer Location: Auditory Perception Problems

Difficulty Level: Hard

8 How might challenges with working memory result in challenges with higher-order math skills?

Ans: Reading disabilities (which are often comorbid with math disabilities) may interfere with the ability to understand math word problems. Challenges with auditory working memory, attention, and working memory may make it more difficult to hold mathematical information in mind long enough that it can be processed and an answer generated. Challenges with visual–spatial working memory can make interpreting charts and graphs challenging. Other math skills, such as geometry, and adding three-digit numbers also depend on visual–spatial skills.

Learning Objective: LO 7.2. Differentiate between a specific learning disorder and a specific learning disability. Describe how learning disorders and disabilities are identified in school-age children. Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.

Cognitive Domain: Comprehension

Answer Location: Deficits in Math Reasoning

Difficulty Level: Medium