Practice Test _bb online

Terms in this set (120)

A researcher wishes to assess the efficacy of the new Riverton method of training children to say /r/ accurately. He decides to use a single-subject design because he has a private practice where he serves a number of children who have w/r substitutions. The researcher needs to keep several concepts in mind as he begins his research. Which one of the following concepts is false?
A. An example of a multiple-baseline-across-settings design would be teaching a behavior (e.g., correct /r/ production) sequentially in different settings to demonstrate that the behavior changes only in a treated setting and thus treatment is effective.
B. In a multiple-baseline-across-subjects design, several subjects are taught a behavior sequentially to show that only treated subjects change, and thus the treatment is effective.
C. In the ABAB withdrawal design, a target behavior is base rated (e.g., /r/ in the A phase), taught to the subject (e.g., /r/ is accurately produced in the B phase), reduced by teaching its counterpart or an incompatible behavior (e.g., teaching w/r in the A phase), and then taught again (e.g., /r/ is accurately produced in the B phase) to show that the treatment is effective.
D. For this researcher, an advantage of using a single-subject design to evaluate the efficacy of the Riverton method in training children to say /r/ accurately is that he can integrate research and clinical service by using the clients he serves as subjects in an experiment that attempts to answer a significant clinical question.
You have been asked to assess the language skills of 6-year-old Julia, who has been referred by her classroom teacher. The teacher says, "Julia talks in these really short sentences. I don't know if she is just shy, or if there is more going on." The teacher is concerned because she has worked on oral language skills daily with her first-grade class. The end of the year is coming soon, and the teacher is concerned about how Julia will perform in second grade. You decide to conduct an informal language screening to decide whether you need to formally evaluate Julia's expressive language skills. You find that she uses many sentences such as "He has a shoe" and "I like Dora the Explorer." She uses few compound or complex sentences. You talk with her parents and find that this performance is also typical at home. What is your next step?
A. You tell the teacher and parents that you would like to formally evaluate Julia's language skills because at 6 years of age she should have an average mean length of utterance (MLU) of 6.0-8.0, and her language should approximate the adult model.
B. You inform the teacher and parents that Julia may have autistic-like tendencies and that she needs to be formally evaluated by a team of special educators.
C. You tell the teacher and parents that you will take a "wait and see" approach. If the second-grade teacher has concerns similar to those of the first-grade teacher, you will follow up with a formal evaluation of Julia's language skills.
D. You would immediately place Julia into therapy based on these screening results because she clearly has a language delay.
A teacher refers Juan to you for a speech-language evaluation. Juan, a second grader from the Dominican Republic who speaks Spanish and English with equal fluency, transferred to your school district 3 months ago from another district in your state. In his previous district, Juan was in a bilingual classroom where his primary language of Spanish was maintained, and he was also exposed to English. According to Juan's report card from the previous district, "Juan does well speaking both Spanish and English. I [the teacher] think he is beginning to show a preference for English. Juan is performing adequately in all academic areas." The second-grade teacher at your school, who teaches only in English, feels that after 3 months in her classroom, "Juan is catching on slowly. I wonder if he needs special education. It seems that he would benefit from speech therapy." What would be your best course of action?
A. Ask the district to send you a bilingual, Spanish-speaking, speech-language pathologist who can evaluate Juan, because you are sure that he has a language disorder.
B. Use a dynamic-assessment model to evaluate Juan's language-learning ability and combine that with classroom observations over the next 2 to 3 months to evaluate his progress.
C. Use a variety of English screening instruments to assess Juan's English ability because these instruments are ecologically valid for him.
D. Ask Juan's parents to sign a permission form so he may be assessed immediately in English, using only English tests, since English is apparently beginning to be his preferred language.