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. 277–286)

1. Children with fragile X syndrome (FXS) may have parents or siblings who also carry expanded CGG repeats on the FMR1 gene. Based on the inheritance patterns of the condition, which family member is the least likely to have FXS or the FMR1 premutation?

   • The biological sister of a child with FXS.

   • The biological mother of a child with FXS.

   • The biological father of a child with FXS.

   • The biological brother of a child with FXS.

   • All of the above have equal risk.

2. Mothers with the FMR1 premutation are at increased risk for:

   • Pragmatic language difficulties.

   • Executive dysfunction.

   • Depression.

   • Anxiety.

   • All of the above.

3. Mothers' pragmatic language difficulties may influence developmental outcomes of their children via:

   • Reduced quality of the mother–child interactions.

   • Parental input outside of the zone of proximal development.

   • Reduced developmental scaffolding.

   • Exposure to greater vocabulary diversity.

   • Increased communication.

4. Emerging evidence suggests that executive and mental health features in women with the FMR1 premutation may have increased severity among those with:

   • “Normal” CGG repeat lengths.

   • Low premutation CGG repeat lengths.

   • Midrange premutation CGG repeat lengths.

   • High premutation CGG repeat lengths.

   • More than 200 CGG repeats.

5. SLP services decrease over time for individuals with fragile X syndrome (FXS), with approximately ____% of individuals with FXS between the ages of 16 to 20 years receiving SLP services.

   • 5.

   • 20.

   • 40.

   • 65.

   • 85.

   Article Two (pp. 287–300)

6. Why is fragile X syndrome a multigenerational condition?

   • It is a life-long diagnosis.

   • Both the biological mother and their child can be clinically impacted.

   • It is caused by a spontaneous mutation after conception.

   • It is inherited, although only males can have the syndrome.

   • It occurs only in every other generation of a family.

7. What maternal behaviors are considered to be verbally responsive?

   • Comments.

   • Questions.

   • Intonation prompts.

   • Interpreting child communication.

   • All of the above.

8. What are the benefits of using telehealth?

   • Is cost-effective.

   • Helps connect families that live further away from a clinic.

   • Increases flexibility for the families.

   • Increases possibility of generalization of learned skills.

   • All of the above.

9. What are the characteristics of parent-implemented interventions?

   • Clinician-delivered intervention that the parent can observe.

   • Support groups with other parents of youth with neurodevelopmental disabilities.

   • Clinical services or treatments that the parent is receiving (e.g., general counseling).

   • Intervention models that allow for the parent to learn intervention strategies from a clinician that they can then use with their child.

   • Parents playing and interacting with their child.

10. What are important steps to take when implementing services via telehealth?

    • Select the appropriate delivery model (e.g., technician vs. parent) based on the ability levels of the child.

    • Consider the family's access to personal technology and help them gain access when possible.

    • Assume all families have the same level of telehealth proficiency.

    • Review the telehealth procedures with the family before starting clinical services.

    • A, B, and D are correct.

    Article Three (pp. 301–317)

11. The transactional model proposes that development is the result of:

    • Bidirectional, reciprocal interactions between the individual and their environment.

    • Reciprocal interactions with a caregiver around an object.

    • Communication transactions from a caregiver to a child.

    • Bidirectional play.

    • Engagement and interactions with objects.

12. Maternal responsivity is defined as:

    • The verbal responses mothers provide to their children's spoken communication.

    • The relationship between the mother and the environment.

    • A healthy, growth-producing mother–child relationship characterized by warmth, nurturance, and stability.

    • The way mothers talk to their children.

    • None of the above.

13. The authors conceptualized highquality input from a multidimensional perspective that includes which of the following dimensions?

    • Linguistic.

    • Interactive.

    • Conceptual.

    • A and B only.

    • All of the above.

14. The authors recommend that clinicians can use the proposed framework in practice by:

    • Helping caregivers to notice when their child is engaged with attention on an object.

    • Coaching caregivers to provide a follow-in label or comment about the object their child is engaged with.

    • Helping caregivers learn to create comment-worthy moments by making objects appear, move, and change.

    • Coaching caregivers to couple a follow-in label or comment with a deictic gesture.

    • All of the above.

15. _________ is an early communication skill with which children with Down syndrome show strength and children with fragile X syndrome have difficulty.

    • Spoken language.

    • Gesture use.

    • Babbling.

    • Receptive language.

    • None of the above.

    Article Four (pp. 318–329)

16. What are two naturalistic ways to assess mental state language in children with Down syndrome?

    • Play and standardized assessment.

    • Narrative and play.

    • Narrative and standardized assessment.

    • Standardized assessment and family interview.

    • Family interview and teacher interview.

17. What are two important factors when deciding which naturalistic context to use during expressive language sampling with children who have Down syndrome?

    • Age and phonological processes.

    • Phonological processes and developmental level.

    • Age and developmental level.

    • Phonological processes and receptive vocabulary.

    • Receptive vocabulary and age.

18. Which types of interaction do the authors propose to facilitate mental state language development in children with Down syndrome?

    • Clinician–child mental state language drills.

    • Clinician–child articulation drills.

    • Caregiver–child mental state language drills.

    • Clinician–child play–based interventions.

    • Caregiver–child shared storybook interactions.

19. What do the authors state should be the main goal of caregiver–child shared storybook interactions?

    • Shared enjoyment.

    • Teaching vocabulary.

    • Teaching spelling.

    • Assessing vocabulary.

    • Assessing MLU.

20. Which of the following considerations should the clinician take into account when introducing caregiverimplemented shared storybook interventions?

    • Language comprehension level of the child.

    • Child's level of attention and mastery motivation.

    • Family dynamics.

    • Family's cultural storytelling practices.

    • All of the above.

    Article Five (pp. 330–344)

21. Which of the following describes an individual's ability to understand the meaning of print?

    • Reading comprehension.

    • Word identification.

    • Language comprehension.

    • Phonological decoding.

    • The alphabetic principle.

22. Which subskills are the focus of the prereading stage of reading development?

    • Reading comprehension and fluency.

    • Word identification.

    • Phonological decoding and orthographic processing.

    • Rapid automatized naming (RAN).

    • Phonological awareness and early language skills, including vocabulary and syntax.

23. Individuals with Down syndrome have consistently been documented as having reading strengths in _____________, despite difficulties with _____________.

    • Reading comprehension; word identification.

    • Word identification; phonological decoding.

    • Word identification; orthographic processing.

    • Phonological decoding; orthographic processing.

    • Phonological decoding; reading comprehension.

24. Shared book reading is an important activity in the home literacy environment for children from birth to 6 years of age because it promotes_____________, a linguistic skill closely linked to successful development phonological awareness.

    • Fluency.

    • Vocabulary comprehension.

    • Expressive speech.

    • Executive functioning.

    • Attention and memory.

25. Which of the following instructional practices are recommended to help students break the letter-to-sound barrier and learn to decode?

    • Sight-word training.

    • Vocabulary-based interventions.

    • Practice writing expository and narrative texts.

    • Direct instruction in phonics and phonology-based interventions.

    • All of the above.

    Article Six (pp. 345–362)

26. Augmentative and alternative communication (AAC) intervention, using strategies such as aided input, augmented communication input, aided language stimulation, and AAC modeling, support development of the child's language _________________, while learning to use AAC as a mode of expressive communication.

    • Comprehension.

    • Fluency.

    • Prosody.

    • Rate.

    • Output.

27. Children with Down syndrome have been found to typically have larger/stronger ___________ than expressive vocabulary.

    • Speech.

    • Receptive.

    • Morphology.

    • Phonological awareness.

    • Letter knowledge.

28. Dialogic book reading is a context for using AAC to provide _______________ instruction.

    • Math.

    • Pragmatic.

    • Syntax.

    • Narrative.

    • Vocabulary.

29. AAC intervention is an intervention approach that SLPs use to support the child as well as __________________________.

    • Parents.

    • Teachers.

    • Paraeducators.

    • Peers.

    • All of the above.

30. Approximately ________% of children with autism spectrum disorder continue to exhibit limited speech when entering kindergarten, and _______% of children with Down syndrome have been found to use 50 words by the time they are 5 years of age.

    • 10%, 90%.

    • 30%, 75%.

    • 80%, 10%.

    • 5%, 20%.

    • 20%, 75%.

Publikationsverlauf

Artikel online veröffentlicht:
26. Juli 2021