Narrative intervention helps children with DLD by improving:
Cranial nerve strength
Cohesion, story grammar, and complex syntax
Phonation
Pragmatic avoidance
Conversational recasts are effective because they:
Provide reformulations that highlight correct grammar
Correct errors overtly
Require the child to imitate
Teach early-developing forms first
Children with DLD often demonstrate:
Difficulty with pitch
Slower word learning and reduced semantic networks
Faster word learning and increased semantic networks
Rapid acquisition of new vocabulary
Pragmatic difficulties in DLD may include:
Overly literal interpretations
Slower word learning and reduced semantic networks
Restricted interests only
Avoidance of eye contact
Service delivery in the classroom can support DLD by:
Isolating the child from peers
Multiple goals in rotation regardless of performance
Embedding language targets in curriculum-based activities
Focusing on jargon repetition
Which treatment is described: Child-centered modeling, expansions, and environmental arrangement
Narrative intervention
Conversational recasts
Enhanced Milieu Teaching (EMT)
The focused stimulation approach
A child with DLD is most likely to demonstrate:
Loss of motor milestones
Severe feeding issues
Language form and content (syntax/semantics)
Slow, inconsistent language growth
Dynamic assessment primarily evaluates:
Language learning potential and modifiability
Repetition of nonwords and complex sentences
Phonological production
Articulation accuracy
When assessing semantics in DLD, the SLP should examine:
Jaw strength
Simplified story structure with limited cohesion
Vocabulary depth and word retrieval skills
Pragmatic impairment only
Effects of the ability to learn, understand, and use language despite no obvious cause is
Developmental Language Disorder (DLD)
Hearing and articulation
A common morphosyntactic marker of English
Motor planning
Sentence combining is useful because it:
Focuses on oral-motor movement
Story grammar instruction and explicit scaffolded retells
Elements complex syntax production in a scaffolded way
Forces memorization
A goal attack strategy that targets several goals at once during one activity is:
Alternating weekly
Horizontal
Vertical
Cyclical
For a child with semantic challenges, therapy should emphasize:
Vowel articulation practice
Auditory discrimination for minimal pairs
Jaw stabilization
Word learning with multiple exemplars and categories
Evaluating processing-dependent tasks (e.g., digit span) helps because they:
Rely heavily on vocabulary knowledge
Only measure phonology
Require expressive syntax
Minimize cultural and linguistic bias
A comprehensive DLD assessment should include:
Language sample analysis across multiple contexts
Pure tone hearing screening only
Vocal fold visualization
IQ testing only
For receptive language deficits, therapy often includes:
Hyperarticulation
Only expressive drills
Visual supports, repetition, and scaffolding comprehension
Multiple goals in rotation regardless of performance
A school-age child who struggles to follow multi-step directions most likely has:
Receptive language difficulties associated with DLD
Expressive language difficulties associated with DLD
Aphasia
Cognitive impairment
Children with DLD often show particular difficulty with:
Prosody discrimination
Phonological segmentation
Nonword repetition tasks
Visual memory
Which skill is often intact in DLD?
Basic sentence repetition only
Working memory
Articulation
Motor execution skills
Complexity intervention supports language learning by:
Teaching advanced forms to trigger general. to simpler forms
Avoiding complex structures
Eliminating recasts
Teaching early-developing forms first
DLD primarily affects which domain?
Language form and content (syntax/semantics)
Visual-spatial planning
Facial expression recognition
Receptive language difficulties associated with DLD
A hallmark of DLD during narrative assessment is:
Simplified story structure with limited cohesion
To eliminate the need for language samples
Excessive gestures
Frequent topic changes
A language sample that shows very few complex sentences may indicate:
Pragmatic impairment only
Syntactic deficits relevant to DLD
Simplified story structure with limited cohesion
Oral-apraxia
Low performance on a standardized language test may be misleading in:
Syntactic deficits relevant to DLD
A bilingual child learning English as an L2
A child with no language difference
Vocabulary depth and word retrieval skills
For a child who struggles with narrative cohesion, the best approach is:
Isolated vocabulary drills
Minimal feedback
Story grammar instruction and explicit scaffolded retells
Teaching words through multiple exemplars
Script training helps children with DLD because it:
Supports predictable language routines & improves pragmatics
Targets articulation
Strengthens tongue mobility
Reduces narrative performance
When treating pragmatic deficits, a highly effective approach is:
Modeling grammar in isolation
Focusing on phoneme discrimination
Using video modeling, role-play, and peer-mediated practice
Using visual supports, task breakdown, & sequential routine
A hallmark characteristic of DLD is:
Genetic influences and familial history of language
Significant language impairment with normal nonverbal IQ
Average or above-average language skills
Severe oral-motor weakness
The MOST appropriate long-term goal for children with DLD is to:
Master nonverbal reasoning
Achieve age-level vocabulary and grammar overnight
Embedding language targets in curriculum-based activities
Improve functional comm., academic participation, & indepen.
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 common morphosyntactic marker of English DLD is difficulty with:
Vowel production
Past tense –ed, third person –s, copula/auxiliary BE forms
Infinitives
Slower word learning and reduced semantic networks