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Question
How should a speech and language pathologist (SLP) assess bilingual or multilingual students?Answer
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Related questions
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Weakness, fatigue, and which of the following are common side effects of TBI?
A. Sleeplessness
B. Coordination problems
C. Immobility
D. Repetitive movements
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Excessive and intense fear associated with being away from home, family, and others whom the child has a close attachment is:
A. General anxiety disorder
B. Phobia
C. Separation anxiety disorder
D. Panic disorder
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The term for lost or reduced muscle strength is:
A. Rigidity
B. Ataxia
C. Atrophy
D. Spacticity
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Each of the following is a type of emotional or behavioral disorder except:
A. Repressive disorder
B. Mood disorder
C. Oppositional defiant disorder
D. Schizophrenia
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The definition of traumatic brain injury includes all of the following aspects except:
A. TBI must be a acquired after a child is born
B. TBI must be caused by an external force
C. TBI applies to both closed and open head injuries
D. TBI is acquired during the birth process
Q:
Describe the social interaction theory and how it evolved.
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What is assistive technology, what are its benefits, and what issues should be considered? (Note: discuss more than wheelchairs)
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Define self-awareness and list 4 strategies to promote it.
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Define cerebral palsy and briefly describe the types of cerebral palsy.
Q:
Mark is a student with spastic cerebral palsy. He is above grade level academically, but due to his physical problems he becomes very anxious when he is not able to complete assignments at the same speed as his classmates. How can you help Mark decrease his anxiety and complete assignments in a timely manner?
A. Develop a plan that incorporates the use of technology.
B. Lessen the amount of work Mark has to complete.
C. Have him dictate his responses to you so you can write for him.
D. Exempt Mark from assignments that are too rigorous for him.
Q:
Which of the following is a primary component of most early education programs in which others use strategies to promote speech and language development?
A. Community based instruction
B. Universal design for learning
C. System for augmenting language
D. Facilitative language strategies
Q:
Which of the following refers to one's understanding of oneself as a unique individual?
A. Self-esteem
B. Self-understanding
C. Self-knowledge
D. Self-awareness
Q:
The most common chronic disease among children in the U.S. is:
A. Allergies
B. Asthma
C. Cystic fibrosis
D. Cancer
Q:
Which of the following emphasizes that communication skills are learned through social interactions?
A. Inborn language acquisition device theory
B. Imitation and practice theory
C. Social interaction theory
D. Imitation and inborn acquisition theory
Q:
What is the overall organizer for language?
A. Semantics
B. Pragmatics
C. Syntax
D. Phonology
Q:
Which of the following seizures, once known as grand mal, causes the student to lose consciousness and go through rigid extensions and rhythmic contractions of extremities?
A. Partial
B. Semiconscious
C. Absence
D. Tonic-clonic
Q:
The most serious form of spina bifida is:A. MyelomeningoceleB. MeningoceleC. Spina bifida majorD. Spina bifida occulta
Q:
How many different sounds are produced in the English language?
A. 26
B. Over 100
C. 36
D. 45
Q:
There are three common forms of spina bifida: meningocele, myelomeningocele, and:
A. Spina bifida minor
B. Spina bifida major
C. Spina bifida occulta
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Briefly describe three emotional and social characteristics associated with many students with learning disabilities.
Q:
Explain the inclusionary and exclusionary standards for defining specific learning disabilities.
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Explain partial participation and why it is important.
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Differentiate between the legal and educational definitions of visual impairment.
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What four risk factors are associated with causes of intellectual disabilities (provide an example of each)?
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What is the focus of early childhood education and how does collecting "tangible memories" facilitate this?
Q:
Two tests that could be used to identify a student as having intellectual disabilities are which of the following?
A. WISC-IV and the Adaptive Behavior Scale
B. WJ Cognitive Battery and WJ Tests of Achievement
C. MMPI and Meyers-Briggs
D. Stanford-Binet and Scales of Independent Behavior
Q:
Marisa is a student with an intellectual disability who participates in a job-training program. Marisa is very shy around coworkers. What could you do to help Marisa with her social skills on the job?
A. Tell her she will never get a job unless she learns to interact with others.
B. Tell her coworkers that Marisa does not talk.
C. Include social skills training as a component of her transition instruction.
D. Reward Marisa every time she speaks to another person.
Q:
Briefly describe the causes of visual impairments.
Q:
Learning about the family's strength, needs and preferences; inviting the family to describe their cultural values; identifying disagreements or alternative perspectives; and showing respect for differences are steps to which of the following?
A. Increasing knowledge and experiences of other cultures
B. Culturally responsive instruction
C. Enhancing self-awareness
D. Cultural reciprocity
Q:
Marla is a student with visually impairment who is a loner on the playground, choosing to play or walk alone. How can you help Marla play with others?
A. Require Marla to join a group to play at recess.
B. Set up games or other activities that Marla can play with her peers.
C. Leave Marla alone, if she chooses to be alone she must be happy.
D. Seek help from the school counselor.