Developmental language disorders (DLD, SLI) | Baamboozle - Baamboozle

When treating pragmatic deficits, a highly effective approach is:

Using video modeling, role-play, and peer-mediated practice

Focusing on phoneme discrimination

Modeling grammar in isolation

Using visual supports, task breakdown, & sequential routine

A goal attack strategy that targets several goals at once during one activity is:

Horizontal

Alternating weekly

Cyclical

Vertical

Sentence combining is useful because it:

Elements complex syntax production in a scaffolded way

Forces memorization

Story grammar instruction and explicit scaffolded retells

Focuses on oral-motor movement

For a child who struggles with narrative cohesion, the best approach is:

Story grammar instruction and explicit scaffolded retells

Isolated vocabulary drills

Minimal feedback

Teaching words through multiple exemplars

The MOST appropriate long-term goal for children with DLD is to:

Improve functional comm., academic participation, & indepen.

Master nonverbal reasoning

Achieve age-level vocabulary and grammar overnight

Embedding language targets in curriculum-based activities

Service delivery in the classroom can support DLD by:

Embedding language targets in curriculum-based activities

Focusing on jargon repetition

Isolating the child from peers

Multiple goals in rotation regardless of performance

For receptive language deficits, therapy often includes:

Visual supports, repetition, and scaffolding comprehension

Only expressive drills

Multiple goals in rotation regardless of performance

Hyperarticulation

For a child with semantic challenges, therapy should emphasize:

Word learning with multiple exemplars and categories

Jaw stabilization

Auditory discrimination for minimal pairs

Vowel articulation practice

Script training helps children with DLD because it:

Supports predictable language routines & improves pragmatics

Strengthens tongue mobility

Reduces narrative performance

Targets articulation

Complexity intervention supports language learning by:

Teaching advanced forms to trigger general. to simpler forms

Teaching early-developing forms first

Avoiding complex structures

Eliminating recasts

Narrative intervention helps children with DLD by improving:

Cohesion, story grammar, and complex syntax

Cranial nerve strength

Pragmatic avoidance

Phonation

Which treatment is described: Child-centered modeling, expansions, and environmental arrangement

Enhanced Milieu Teaching (EMT)

Conversational recasts

The focused stimulation approach

Narrative intervention

Conversational recasts are effective because they:

Provide reformulations that highlight correct grammar

Require the child to imitate

Correct errors overtly

Teach early-developing forms first

Evaluating processing-dependent tasks (e.g., digit span) helps because they:

Minimize cultural and linguistic bias

Require expressive syntax

Rely heavily on vocabulary knowledge

Only measure phonology

A hallmark of DLD during narrative assessment is:

Simplified story structure with limited cohesion

Excessive gestures

Frequent topic changes

To eliminate the need for language samples

When assessing semantics in DLD, the SLP should examine:

Vocabulary depth and word retrieval skills

Simplified story structure with limited cohesion

Pragmatic impairment only

Jaw strength

A language sample that shows very few complex sentences may indicate:

Syntactic deficits relevant to DLD

Pragmatic impairment only

Oral-apraxia

Simplified story structure with limited cohesion

Low performance on a standardized language test may be misleading in:

A bilingual child learning English as an L2

A child with no language difference

Vocabulary depth and word retrieval skills

Syntactic deficits relevant to DLD

Dynamic assessment primarily evaluates:

Language learning potential and modifiability

Phonological production

Articulation accuracy

Repetition of nonwords and complex sentences

A child with DLD will most likely perform poorly on:

Repetition of nonwords and complex sentences

Rapid automatic naming

Language learning potential and modifiability

Syntactic deficits

A comprehensive DLD assessment should include:

Language sample analysis across multiple contexts

Pure tone hearing screening only

IQ testing only

Vocal fold visualization

A school-age child who struggles to follow multi-step directions most likely has:

Receptive language difficulties associated with DLD

Aphasia

Cognitive impairment

Expressive language difficulties associated with DLD

DLD primarily affects which domain?

Language form and content (syntax/semantics)

Facial expression recognition

Receptive language difficulties associated with DLD

Visual-spatial planning

A child with DLD is most likely to demonstrate:

Slow, inconsistent language growth

Loss of motor milestones

Severe feeding issues

Language form and content (syntax/semantics)

Which skill is often intact in DLD?

Motor execution skills

Articulation

Basic sentence repetition only

Working memory

Pragmatic difficulties in DLD may include:

Overly literal interpretations

Restricted interests only

Avoidance of eye contact

Slower word learning and reduced semantic networks

Children with DLD often demonstrate:

Slower word learning and reduced semantic networks

Difficulty with pitch

Rapid acquisition of new vocabulary

Faster word learning and increased semantic networks

A common morphosyntactic marker of English DLD is difficulty with:

Past tense –ed, third person –s, copula/auxiliary BE forms

Slower word learning and reduced semantic networks

Infinitives

Vowel production

Children with DLD often show particular difficulty with:

Nonword repetition tasks

Prosody discrimination

Phonological segmentation

Visual memory

A hallmark characteristic of DLD is:

Significant language impairment with normal nonverbal IQ

Genetic influences and familial history of language

Severe oral-motor weakness

Average or above-average language skills

Effects of the ability to learn, understand, and use language despite no obvious cause is

Developmental Language Disorder (DLD)

A common morphosyntactic marker of English

Motor planning

Hearing and articulation