Effects of the ability to learn, understand, and use language despite no obvious cause is
A common morphosyntactic marker of English
Developmental Language Disorder (DLD)
Hearing and articulation
Motor planning
A hallmark characteristic of DLD is:
Severe oral-motor weakness
Average or above-average language skills
Significant language impairment with normal nonverbal IQ
Genetic influences and familial history of language
Children with DLD often show particular difficulty with:
Prosody discrimination
Nonword repetition tasks
Phonological segmentation
Visual memory
A common morphosyntactic marker of English DLD is difficulty with:
Vowel production
Infinitives
Past tense –ed, third person –s, copula/auxiliary BE forms
Slower word learning and reduced semantic networks
Children with DLD often demonstrate:
Faster word learning and increased semantic networks
Slower word learning and reduced semantic networks
Difficulty with pitch
Rapid acquisition of new vocabulary
Pragmatic difficulties in DLD may include:
Slower word learning and reduced semantic networks
Avoidance of eye contact
Restricted interests only
Overly literal interpretations
Which skill is often intact in DLD?
Articulation
Basic sentence repetition only
Motor execution skills
Working memory
A child with DLD is most likely to demonstrate:
Severe feeding issues
Language form and content (syntax/semantics)
Loss of motor milestones
Slow, inconsistent language growth
DLD primarily affects which domain?
Visual-spatial planning
Facial expression recognition
Receptive language difficulties associated with DLD
Language form and content (syntax/semantics)
A school-age child who struggles to follow multi-step directions most likely has:
Cognitive impairment
Aphasia
Receptive language difficulties associated with DLD
Expressive language difficulties associated with DLD
A comprehensive DLD assessment should include:
Pure tone hearing screening only
Vocal fold visualization
Language sample analysis across multiple contexts
IQ testing only
A child with DLD will most likely perform poorly on:
Rapid automatic naming
Language learning potential and modifiability
Repetition of nonwords and complex sentences
Syntactic deficits
Dynamic assessment primarily evaluates:
Phonological production
Repetition of nonwords and complex sentences
Articulation accuracy
Language learning potential and modifiability
Low performance on a standardized language test may be misleading in:
A bilingual child learning English as an L2
Syntactic deficits relevant to DLD
Vocabulary depth and word retrieval skills
A child with no language difference
A language sample that shows very few complex sentences may indicate:
Pragmatic impairment only
Syntactic deficits relevant to DLD
Oral-apraxia
Simplified story structure with limited cohesion
When assessing semantics in DLD, the SLP should examine:
Pragmatic impairment only
Simplified story structure with limited cohesion
Jaw strength
Vocabulary depth and word retrieval skills
