Expert Answers

Question 1 of 40
Which one of the following statements is true?
A. Language is learned only when it is taught.
B. Language cannot be taught.
C. Maturation alone accounts for the development of language.
D. Most children are born with a potential for language.
Question 2 of 40
Children with autism often handle information more easily through which method of presentation?
A. Auditory/verbal
B. Visual/graphic
C. Auditory repetition
Question 3 of 40
What strategy can be used for teaching students a new language?
A. An interactive process
B. Use conversations with subject matter that the teacher is interested in
C. An interactive process that uses conversation with subject matter that the student is interested in
D. An interactive process that uses conversation with subject matter that the teacher is interested in
Question 4 of 40
When an adult encourages a child to use a slightly more sophisticated response than the one the child typically uses, this is using which strategy?
A. Upping the ante
B. Progressive matching
C. Commenting
D. Expanding
Question 5 of 40
Which of the following behaviors can be used as a communicative signal?
A. Eye gaze
B. Reaching
C. Head turning
D. All of the above
Question 6 of 40
Speech and language:
A. develop systematically beginning with the birth cry.
B. begin to develop at about 6 months.
C. begin to develop at about 18 months.
D. develop in different ways in different cultures.
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Question 7 of 40
Which intervention is being used when verbal cues are consistently associated with certain actions and events?
A. Verbal routines
B. Progressive matching
C. Commenting
D. Expanding
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Question 8 of 40
What is the time frame for English language learners to acquire academic language?
A. One to three years
B. Three to five years
C. Five to seven years
D. Seven to nine years
Question 9 of 40
Which one of the following is not an example of augmentative communication?
A. Storybooks
B. Picture cards
C. Sign language
D. A tape recorder
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Question 10 of 40
When working with a child who is severely disabled and nonverbal, one of the first steps in designing a communication training program is:
A. assessing speech production skills.
B. teaching receptive vocabulary.
C. identifying high-preference items and activities.
D. identifying specific target responses to be trained.
Question 11 of 40
When you put shoes on your hands instead of your feet or use a fork to brush your hair, which strategy are you using to evoke communication?
A. Violation of object function
B. Progressive matching
C. Commenting
D. Expanding
Question 12 of 40
The child who is most likely to have concept and vocabulary affected is a child who has a disability of :
A. hearing loss.
B. visual impairment.
C. cognitive impairment.
D. autism.
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Question 13 of 40
When a student chooses to use his or her home language or not speak at all, the child might be going through which language acquisition stage?
A. Whole language
B. Single word period
C. Telegraphic language
D. The silent period
Question 14 of 40
Which strategy is being used when an adult syntactically corrects a child’s speech? For example, the child says, “book” and the adult says, “That is a book.”
A. Upping the ante
B. Progressive matching
C. Commenting
D. Expanding
Question 15 of 40
An example of a low-tech device or system would be:
A. photo book.
B. computer keyboard.
C. software program.
D. switch-activated toy.
Question 16 of 40
Which of the following best describes a preference inventory?
A. The systematic identification of which teacher a student prefers to learn with
B. The systematic identification of high-preference items and activities that will promote communication
C. The systematic identification of where the student prefers to sit in the classroom
D. The systematic identification of which foods a child prefers
Question 17 of 40
What is the first step in developing an AAC system?
A. Determine the barriers to successful communication.
B. Evaluate the child’s communicative needs.
C. Create the “symbol system.”
D. Implement training steps.
Question 18 of 40
Why is it important to teach students pragmatics?
A. It teaches the rules for word order in language.
B. It teaches the sounds of the language.
C. It teaches the social skills of language.
Question 19 of 40
Young children should be encouraged to learn language for many purposes or “functions.” Not included in functional language use is:
A. reciting the alphabet.
B. making requests.
C. obtaining social interac
Question 19 of 40
Young children should be encouraged to learn language for many purposes or “functions.” Not included in functional language use is:
A. reciting the alphabet.
B. making requests.
C. obtaining social interaction.
D. gaining and giving information.
Question 20 of 40
What has research found about students with disabilities learning a second language?
A. Dual language is the cause of language disabilities or impairments.
B. Learning a second language does interfere with learning a first language.
C. Students with language learning difficulties have the same troubles in their first and second languages.
D. Students with language learning difficulties have different troubles in their first and second languages.
Question 21 of 40
When a child pretends to be cooking, he or she is in which stage of symbolic representation?
A. Deferred imitation
B. Autosymbolic play
C. Problem solving
D. Pretending
Question 22 of 40
Asking children to place red and blue teddy bear counters into red and blue dishes helps them learn to which cognitive skill?
A. To discriminate
B. To classify
C. To count
D. To remember
Question 23 of 40
Children without disabilities begin to act out “what would happen if ...” scenarios at about age:
A. 1 or 1½ years.
B. 2 or 3 years.
C. 4 or 5 years.
D. 6 or 7 years.
Question 24 of 40
Which game or activity does not require students to use literate language style?
A. Hide and seek
B. Simon Says
C. Telephone
D. Guessing what secret object is placed in the bag
Question 25 of 40
Which is not a benefit to reading a story to students multiple times?
A. Allows the students to chime in with familiar phrases during read alouds
B. Allows the students to practice reading the book to a doll or stuffed animal during center time
C. Allows the student to zone out during the story since it has been heard multiple times
D. Allows the student to take the book home and read to his or her family
Question 26 of 40
When a student reads the words “sugar” as “su-gar,” the student is
developing which literacy skill?
A. Syllable identification
B. Phonemic awareness
C. Object permanence
D. Phonological awareness
Question 27 of 40
Which is true about reading books to young children?
A. The book should be long and read only one time.
B. The book should be short and read only one time.
C. The book should be short and read repeatedly.
D. The book should be long and read repeatedly.
Question 28 of 40
The three basic cognitive processes are:
A. attention, perception, memory.
B. phonemic awareness, phonological awareness, symbolic ability.
C. construction of reality, intentionality, problem solving.
D. focus, assimilation, accommodation.
Question 29 of 40
What is a teacher doing when she reads a book to the class and points out words with common letters or acknowledges repeating words in the story?
A. Highlighting story points
B. Print referencing
C. Identifying the main idea
D. Storytelling
Question 30 of 40
To better help students develop problem-solving skills, a teacher may make up a problem for students to solve. What is this strategy called?
A. Deferred imitation
B. Autosymbolic play
C. Problem solving
D. Staging
Question 31 of 40
Which skill is being utilized when students have the ability to recognize and discriminate certain sound segments of language including words, syllables, rhyming words?
A. Assimilation
B. Phonemic awareness
C. Object permanence
D. Phonological awareness
Question 32 of 40
Which is the best way to provide pre-academic activities to young exceptional children?
A. Embed tasks in the curriculum.
B. Use only direct teaching.
C. Provide pencil and paper tasks.
D. Use drill and practice.
Question 33 of 40
_________, or ordering according to relative differences, is thought to be an early step toward understanding number concepts.
A. Assimilation
B. Cognition
C. Object permanence
D. Seriation
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Question 34 of 40
Piaget identified the sensorimotor period of development as:
A. between birth and age 5.
B. between ages 2 and 6.
C. between birth and age 2.
Question 35 of 40
Which literacy approach emphasizes the child’s ability to discriminate and recognize the sound segments of words and early learning of sound-letter relationships?
A. Assimilation
B. Phonological and phonemic awareness
C. Object permanence
D. Whole-language
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Question 36 of 40
When young children learn to discriminate in shape, size, distance, and color, they are getting ready for:
A. object permanence.
B. symbolic representation.
C. short-term memory storage.
D. phonemic awareness.
Question 37 of 40
What is true about readiness skills?
A. Only involve reading
B. Involve reading and math
C. Begin in first grade
D. Include social, language, motor, and cognitive skills
Question 38 of 40
Which is a strategy that can be used to support students who may not have had prior experiences with literacy and print?
A. Decide which literacy and print experiences the student has already experienced by meeting with parents to see how print is used in the home.
B. Engage students in literacy and print activities not yet experienced by the student.
C. Engage students in literacy and print through television.
D. Use literacy and print through the use of textbooks.
Question 39 of 40
Middle-class caregivers are more likely to use what type of language to help develop vocabulary?
A. Recounts
B. Eventcasts
C. Referential
D. Stories
Question 40 of 40
Which is a strategy that can be implemented to help students develop the function of print through play?
A. Creating a shopping list for the grocery center
B. Drawing a picture to take home
C. Reading a story to the teacher while being assessed
D. Pretending to cook a meal for another student
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