← 5200-Test 2-Set 5 Test
5 Written Questions
5 Matching Questions
- How can we teach the child more words he can use to express himself ?
- 'No cookie' is an example of what semantic relation?
- .The treatment program for children at the emerging language stage is a bit more ________________________ than at the pre-linguistic stage
- .If the child is only using gestures, what do we do?
- What if the child is showing reciprocal behavior,turn-taking in back and forth babbling games, and anticipates action in baby games such as peek-a-boo, but is not yet using the functional and symbolic behaviors?
- a "nonexistence, denial, rejection"
- b We can provide models for the child in play contexts through the use of indirect language stimulation techniques.
- c This child is probably ready to be encouraged to use the next levels of symbolic behavior, such as early conventional and symbolic play and deictic gestures (showing, giving, pointing, reaching)
- d Increase the communication maturity from gesture, to vocalization, and then to words.
- e focused and specific
5 Multiple Choice Questions
- Cognitive development and symbolic behavior.
- Establish routines & then violate the routine. Withhold a turn, etc.
- 1.Arrange the Environment.
2.Follow the child's attentional lead.
3.Build social routines.
4.Use specific consequences.
- Withhold responding until child produces word approximation.
5 True/False Questions
By involving parents in symbolic play goals, it provides an ideal setting for → Positive facilitative parent child interactions.
If the child is not demonstrating any appropriate or semi-appropriate use of objects or symbolic play and gestures, we need to → Increase the communication maturity from gesture, to vocalization, and then to words.
What does eliciting proto-declaratives help kids learn how to do? → What they want the child to learn and how much of the intervention they would like to deliver themselves.
When using Prelinguistic Milieu Teaching Methods, how should you Arrange the Environment? → Place desired materials in view but out of reach. Violate the expected order of events.
Clinician directed intervention also has important secondary effects in that it → The parents and the clinician.