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. 253–262)

1. Phonological awareness is defined as

   • knowledge of the sound structure of a language and the ability to manipulate those sounds

   • the smallest unit of meaning in a word

   • the ability to express the meaning of a word

   • the number of syllables in a word

   • the number of morphemes in a word

2. Which of the following statements is true of approaches to reading instruction with children with intellectual and developmental disabilities prior to the 1990s?

   • A large focus of reading intervention involved using phonological strategies without much success.

   • A large focus of reading intervention involved whole-word approaches to reading instruction, without much success.

   • A large focus of reading intervention involved using whole-word approaches with great success.

   • Reading interventions focused on both phonological strategies and whole-word approaches, with great success.

   • None of the above is true.

3. A review of reading intervention with children with intellectual and developmental disabilities by the Institute for Education Sciences found that which of the following supports reading development in the same way that it does for typically developing children?

   • Working memory

   • Executive functioning

   • Phonological awareness

   • Fluency

   • Speech ability

4. Which of the following statements is not true of the use of augmentative and alternative communication systems with children?

   • They serve as communication output for the child.

   • They serve as critical tools for language intervention during preschool.

   • They support language comprehension and production.

   • They encourage classroom participation and social engagement with peers.

   • None of the above; they are all true.

5. Instruction in reading, writing, and literacy is

   • not within the scope of practice of speech-language pathologists

   • within the scope of practice of speech-language pathologists

   • not necessary when a child is a user of augmentative and alternative communication

   • not possible when a child is a user of augmentative and alternative communication

   • B and C

     Article Two (pp. 263–275)

6. Which feature of interactive reading most contributes to its success as an intervention approach for young children with language delays and disorders?

   • It involves a single adult behavior that can be easily described to other professionals.

   • It is effective for children who prefer outdoor play.

   • It can be incorporated into home and school environments by parents and education professionals.

   • It involves extensive adult modeling of sophisticated summarization strategies.

   • It is an activity a child can do independently.

7. Participation in interactive reading activities leads to gains in what areas for young children with language delays and disorders?

   • Word knowledge

   • Phonological awareness

   • Print concepts

   • Prosody

   • A, B, and C

8. What is a key benefit of using visual scene displays to create digital texts for use in interactive reading activities?

   • Clinicians are able to create individualized texts and customize visual and sound effects to address the language and literacy goals of the child.

   • Clinicians can design activities that children can complete independently.

   • Clinicians are able to choose among commercially available digital texts.

   • Clinicians are able to prepare activities for several children with different language and literacy goals at the same time.

   • Clinicians are able to complete lesson plans faster.

9. What literacy goal was targeted in the interactive reading activity described in the pilot study in this article?

   • Print concepts

   • Sight word learning

   • Listening comprehension

   • Phonological awareness

   • Oral language

10. Clinicians may wish to develop similar interactive reading activities using visual scene display technology with transition to literacy features to promote which goal(s)?

    • Articulation and fluency

    • Literacy and language

    • Social etiquette

    • Second language acquisition

    • Pitch and tone

      Article Three (pp. 276–285)

11. Which of the following is not an appropriate method for vocabulary selection in augmentative and alternative communication?

    • Environmental inventories

    • Categorical inventories

    • Published source lists

    • Core vocabulary lists

    • Self-generation

12. How are core vocabulary lists typically compiled?

    • Inventories

    • Interviewing parents

    • Observing peers and person with complex communication disabilities in an activity

    • Recording conversation of peers during an activity

    • Blank page approach

13. What factors complicate vocabulary selection for sensitive topics?

    • Words related to such topics typically do not appear on core word lists.

    • Obtaining communication samples from peers during the discussion of sensitive topics is difficult.

    • Persons using augmentative and alternative communication typically do not discuss sensitive topics.

    • A and B are true.

    • None of the above is true.

14. Which is not a factor that should be considered because it could potentially influence the specific informants' vocabulary suggestions?

    • Gender

    • Age

    • Language background

    • Experience

    • Profession

15. Which of the following is not included as one of the four phases of Johnson's (2015) model for vocabulary selection of sensitive topics?

    • Customizing vocabulary

    • Involving direct stakeholders

    • Observations

    • Using hypothetical scenarios

    • Considering different perspectives that may influence vocabulary selection

      Article Four (pp. 286–296)

16. Which is not a direct selection method?

    • Head tracking

    • Eye tracking

    • Brain computer interface

    • Speech recognition

    • Touch activation

17. Which technology company's mobile device will not allow a mouse to connect and generate a cursor on the screen?

    • Apple

    • Microsoft

    • Google

    • Samsung

    • Windows

18. Providing switch access for Apps on the Apple iPad is often accomplished with which platform or technology?

    • Speech recognition

    • Bluetooth

    • USB mouse

    • Brain computer interfaces

    • Apple iPads do not facilitate switch access

19. What is a primary challenge for individuals who use augmentative and alternative communication in using speech recognition to access other technologies?

    • Speech recognition programs do not understand synthesized or digitized speech.

    • Speech recognition programs are developed using typical speakers.

    • Speech recognition programs cannot access other technologies required by individuals who use augmentative and alternative communication.

    • Speech recognition programs often do not provide enough wait time for individuals who use augmentative and alternative communication to respond to prompts.

    • Speech recognition programs are not yet reliable with typical spoken output.

20. New advances in technology have introduced both virtual reality and augmented reality devices and programs. What is the primary difference between the two?

    • Virtual reality immerses a user in a digital space separate from reality, and augmented reality combines digital objects with reality.

    • Virtual reality technologies are not accessible to the public, unlike augmented reality technologies.

    • Augmented reality immerses a user in a digital space separate from reality, and virtual reality combines digital objects with reality.

    • Augmented reality technologies require more equipment than virtual reality technologies.

    • There are no differences between virtual reality and augmented reality; both terms can be used interchangeably.

      Article Five (pp. 297–312)

21. Which of the following is not included within the taxonomy of justin-time supports?

    • Intended purpose

    • Source

    • Delivery method

    • Technology

    • Modality

22. Which of the following best explains the role of “teachable moments” in supporting the effectiveness of justin-time supports?

    • A mentor's use of a just-in-time support during a teachable moment may capitalize on a child's engagement and interest in the current activity.

    • Just-in-time supports are situation-specific and can be used to clarify the relationship between symbols and their corresponding objects and actions.

    • Using GPS, just-in-time supports may serve as memory aids during teachable moments.

    • Just-in-time supports may increase a child's motivation and create a teachable moment.

    • None of the above is true.

23. Based on the literature reviewed, which of the following skills may be enhanced for individuals with autism using a just-in-time intervention approach?

    • Transitioning

    • Direction following

    • Vocational skills

    • Activities of daily living

    • All of the above

24. Based on the research discussed in this article, for which intended purposes have just-in-time supports been applied in the acquired brain injury population?

    • Communication and independence

    • Independence and safety

    • Safety and communication

    • None of the above

    • All of the above

25. Which of the following is a consumer application or device that can be repurposed to support justin-time communication?

    • QR codes

    • Splashtop WhiteBoard 2

    • Apple Watch

    • GPS-based reminders

    • All of the above

      Article Six (pp. 313–320)

26. The two main types of family leisure activities are:

    • Core and fringe

    • Primary and secondary

    • Core and balance

    • Primary and balance

    • Home and community

27. Family leisure activities that are common, low-cost, relatively accessible, and often home-based are referred to as

    • balance leisure

    • core leisure

    • primary leisure

    • secondary leisure

    • home leisure

28. Family leisure activities that provide novel experiences, are not typically home based, and require a greater investment of resources and planning are referred to as

    • secondary leisure

    • novel leisure

    • community leisure

    • fringe leisure

    • Balance leisure

29. The core and balance model of family leisure activity has its foundation in which of the following theories?

    • Family systems theory

    • Ecological systems theory

    • Social interactionist theory

    • Behaviorist theory

    • Connectionist theory

30. Which of the following practices discussed in the article may facilitate family-centered practices?

    • Making recommendations for augmentative and alternative communication without consulting family members

    • Suggesting contexts for intervention based on a single observation

    • Scheduling family meetings at inconvenient times

    • Integration of augmentative and alternative communication into highly valued, existing family activities

    • Allowing parents to play only a passive role in choosing intervention activities

      Article Seven (pp. 321–332)

31. Violence against persons with disability tends to

    • be more severe, happen more than once, have a longer duration, and usually take on the same form

    • be more severe, happen more than once, have a longer duration, and usually take on different forms

    • be less severe, happen more than once, have a longer duration, and usually take on the same form

    • be more severe, happen more than once, have a short, intense duration, and usually take on the same form

    • be more severe, happen only once, have a short intense duration, and usually take on different forms

32. A social story should adhere to which of the following principles to make it effective for a sexuality training program for individuals with intellectual disabilities?

    • Focus more on the use of pictures, and omit prewritten text.

    • Describe at length the social behavior that is often governed by various unwritten and unspoken rules, so as not to omit any detail.

    • Include long, detailed descriptions of a particular activity as well as the anticipated behavior associated with it to demystify unknown concepts.

    • Describe the particular activity in a custom-written format, but do not be prescriptive about the anticipated behavior.

    • Be short and custom written to describe a particular activity as well as the anticipated behavior associated with it.

33. A disability sensitivity training program for police officers should contain which of the following elements?

    • A detailed description of the different types of disability to promote greater recognition and acceptance of the specific condition

    • A focus on knowledge and skills training related to disability, because attitudes take longer to change and require multiple training opportunities

    • The use of collaborative teaching approaches from multidisciplinary professionals and coverage of the disability spectrum in a broad manner without focusing on the characteristics of specific types of disability

    • Be conducted by fellow police officers, because they understand the specific needs of the police environment, making the training focused and applicable

    • The use of a problem-based approach that focuses on content related to policing practice and the exclusion of role-play activities because they are not relevant when training police officers

34. Persons with complex communication needs are often not given the opportunity to testify in court because of which of the following misperceptions?

    • It is assumed that even although they can make choices, their poor expressive language skills also imply poor receptive language skills.

    • It is assumed that they cannot make choices and that both their receptive and expressive language skills are affected.

    • It is assumed that their receptive language is good and that they are able to tell about their victimization, but that their expressive language skills prohibit them from testifying.

    • It is assumed that although they are able to make choices, they cannot indicate their intent, and therefore they should not be expected to testify.

    • All persons with complex communication needs are like children, and they will be believed in court because they lack the capacity to lie.

35. Social validation of communication boards in augmentative and alternative communication is done to

    • make stakeholders (e.g., persons with complex communication needs) feel important, although their input does not really change the outcome (communication board)

    • improve the effectiveness and relevance of communication boards, although it is time-consuming to include stakeholders, and therefore not a recommended practice

    • increase stakeholder representation

    • create employment opportunities for persons with complex communication needs as stakeholders

    • increase stakeholder accountability and improve the effectiveness and relevance of communication boards