Speech and Language Diagnostic & Review Test


1.     This word (A _ _ R _ _ _ _ L) implies calibrated observation and measurement.  

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2.  This word (D _ _ _ _ _ S _ _) requires placing measurements and other observational data into context and perspective in order to decide whether a problem exists and to differentiate one problem from others that may have similar performance aspects.

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3.  A quotient or a (P _ _ P _ _ _ _ _ _ _ L) Score of 100 implies that the person tested performed no better and no worse than is expected for his/her age.

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4.  In the discussion of a normal distribution, the relative fatness in the middle of the bell-shaped curve implies that proportionally more of the population belongs near the midpoint than the extremes of the scale. This is known as the (C _ _ _ _ _ _ _ _) (T _ _ _ _ _ _)

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5. (S _ _ _ D _ _ D _ _ _ _ _ O N) is the process by which a test or measurement device is administered according to a specified explicit procedure to a sample from a population with specified physical and nonphysical characteristics to yield data that will be analyzed to determine the mean, standard deviation, and other statistical attributes of the obtained scores.

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6. The (_ -  _ _ A _ _) is used to determine the difference between any score the mean group and is computed by dividing the difference between a score and the mean by the standard deviation.

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7. Beware of a priori conceptions; stick to first-order facts; keep your conclusions tentative rather than absolute.  These are three of (D _ _ _ _ _ ‘ S) six Guiding Principles in Diagnosis and Appraisal.

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8.  If 90 out of 100 people do better than I do on a test, I would be at the 10th (P _ _ _ _ _ _ _ _ E)

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9. The (V _ _ _ _ _ _ Y) typically relates to how well the test does what it purports to do.

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10. The DSS which means the (D _ _ _ _ _ _ _ E _ _ _ L) (S _ _ _ _ _ _ E) scoring was developed to analyze the syntactic growth of children who are at the stage where at least 50% of their utterances are complete.

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11. (R _ _ _ _ _ I _ I _ Y) refers to repeatability and focuses on the issues of consistency of test scores and the precision of the test. 

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12. (C _ _ _ _ _ T) (V _ _ _ _ _ _ Y) relates to the assessment function, and involves the careful inspection of the test items to determine is the test covers the behavior that are to be measured.

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13. (C _ _ _ _ _ _ _ N – R _ _ _ _ _ _) validity or “predictive” validity concerns the effectiveness of the test in predicting the individual’s behavior in specified situations external to the test; performance on the test is correlated with the behavior to be predicted.

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14. The diagnostician works with two types of tools: (M _ _ _ _ _ E _ E _ T S) and (I N _ _ _ _ _ _ W)

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15.  (S _ _ _ _ _ _ _ G) tests are used to make decisions about whether articulatory development is adequate or inadequate.

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16. D_ _ _ _ _ _ _ _ C) tests are used to provide a more detailed description of the child’s ability to produce a wide range of speech sounds in a variety of syllable positions and phonetic contexts.

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17. A simple sentence with or without phrases, a compound sentence, and incomplete responses would all be part of the (S _ _ _ C _ _ _ _ L)  (C _ _ _ _ _ _ _ T Y)  (S _ _ _ E) often referred to as the SCS.

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18. The first and second responses from a child are called respectively “spontaneous” and (I _ _ T _ T _ _ _).

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  19. The term (A _ _ _ _ U _ _ _ _ _ N) (D _ _ _ _ _ _ _) has implied that the child learned an inappropriate motor response to produce sounds.

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20. The term (P _ _ _ _ L _ _ _ _ _ _) (D _ _ _ _ _ _ R) suggests that the child’s heuristic rules of phonology are at variance with the rules of the adult community around him.

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21. An auditory-processing test with syllables, numbers, or sentences in which the two ears receive two different, therefore competing signals, is a (D _ _ _ _ _ _ C) test.

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22. (O _ _ _ _ S ) (M _ D _ A ) is a middle ear infection.

Please type in the letters for both words, but don't forget to include the space (hit the space bar) between the words in the same manner as you did for each letter.

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23. The MLU can be calculated in ( M _ _ _ H _ _ _ S ) or ( W _ _ _ S ).

Please don't forget to enter the word (letters) "or" with a space on either side in the same manner that you entered the letters for the answer.

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24. The three language modalities are ( S _ _ _ E N ) (W _ _ T _ _ N) and ( S _ _ N E D ) language.

Please don't forget to enter the spaces (hit the space bar) and the word (letters) "and," following the same procedure that you used to enter the letters.

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25. Idioms are an example of ( F _ _ _ R A _ _ _ E ) language.

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26. A language sample should be (R E _ _ E _ _ N _ _ _ _ _ E ) of the child's typical language behaviors.

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27. An important gesture of observe in an evaluation of a young child with a suspected
language disorder is (P _ _ _ _ I N G ).

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28. One criteria for establishing mental retardation, as defined by the American Association on Mental Deficiency (AAMD),
is a significantly sub average ( I _ _ _ L _ _ _ _ U _ L ) functioning.

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29. Another criteria for establishing mental retardation, as defined by the American Association on Mental Deficiency (AAMD),
is a concurrent limitation of ( A _ _ _ T _ _ E) behavior.

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30. A third criteria for establishing mental retardation, as defined by the American Association on Mental Deficiency (AAMD), is that the other criteria behaviors must be manifested
before the age of ( _ _ _ _ T _ _ _ ).

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31. One factor which can affect a language sample is the (S E _ _ I N G ).

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32. Another factor which can affect a language sample
is the (T _ _ K ).

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Thank you for completing this test. Final score.











































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CD 499C Diagnostics & Review Class

:LANGUAGE / LANGUAGE DISORDERS

SUGGESTED READING

You may wish to review this particular professional area. Please feel free to re-examine your old texts, if you still have them. If not, below are some suggested references of texts from recent classes in this area. These have been cited from the WorldCat database. You may, if you wish, purchase most of these through the CSUN Matador Bookstore. The Matador book store and the Follett College Stores offer students the convenience of online textbook ordering. They provide:

    1. Fast access to book information by course, 24 hours a day.

    2. The ability to request used books as well as new, at a savings of 25%

    3. Secure online ordering using the latest in SSL encryption technology

    4. Convenient delivery service (standard or express shipping)

    5. Access to other bookstore services and merchandise

    6. Easy returns

If you would like to explore this option, please refer to the following web site:

http://www.matador.bkstr.com

When you get to the Matador home page you should follow the links that lead to the Student Textbook screen. When they ask for the Major, you should put your cursor in the small white square and press the button. A list of all the majors at CSUN will appear. Select the one that says "CD." Repeat the procedure in the next screen to locate the Class in the major for which the text is used. If the text you want is not there, and/or if the ones that are listed are not satisfactory, you can return to the Matador home page and follow the links that lead to the Alumni screen and the General books section. In this section, there is an option to Search/Special Orders. Using this option you can request any book you need.

You may, on the other hand wish to check the listings in WorldCat to see if any libraries near you have these or any related texts. You can use the ACCESSION number for this purpose.


1. DATABASE: WorldCat (Communicative Disorders Class CD462)

ACCESSION: 39391239
AUTHOR:
Owens, Robert E.
TITLE: Language disorders :
a functional approach to assessment and intervention
EDITION: 3rd ed.
PUB TYPE: Book
FORMAT: xii, 596 p. : ill. ; 25 cm.
NOTES: Includes bibliographical references (p. 489- 561) and indexes.
ISBN: 0205287034
SUBJECT: Language disorders in children.


2. DATABASE: WorldCat (Communicative Disorders Class CD462)

ACCESSION: 35792403
AUTHOR: Bernstein, Deena K. (Deena Kahan)
TITLE: Language and communication disorders in children
EDITION: 4th ed.
PLACE: Boston : PUBLISHER: Allyn and Bacon,
YEAR: 1997 PUB TYPE: Book
FORMAT: ix, 614 p. : ill. ; 24 cm.
NOTES: Includes bibliographical references and index.
ISBN: 0205198945
SUBJECT: Language disorders in children.
Communicative disorders in children.
Language Disorders -- in infancy & childhood.
Communication Disorders -- in infancy & childhood.
OTHER: Tiegerman-Farber, Ellenmorris.


3. DATABASE: WorldCat (Communicative Disorders Class CD462)

ACCESSION: 26334080
AUTHOR: Miller, Jon F.
TITLE: Assessing language production in children : experimental procedures
PLACE: Boston :
PUB TYPE: Book
FORMAT: viii, 186 p. ; 28 cm.
SERIES: Assessing communicative behavior ; v. 1
NOTES: Includes bibliographical references (p. 173- 177) and indexes.
ISBN: 0205135463 (pbk.)
SUBJECT: Language disorders in children -- Diagnosis.
Children -- Language -- Testing.
Developmentally disabled children -- Language -- Testing.


4. DATABASE: WorldCat (Communicative Disorders Class CD462)

ACCESSION: 31131371
AUTHOR: Larson, Vicki Lord.
TITLE: Language disorders in older students : preadolescents and adolescents
PLACE: Eau Claire, WI : PUBLISHER: Thinking Publications,
YEAR: 1995
PUB TYPE: Book
FORMAT: xiii, 356 p. : ill., map ; 28 cm.
NOTES: Includes bibliographical references (p. 305- 335) and indexes.
ISBN: 0930599292 (pbk.) :
SUBJECT: Language disorders in adolescence.
Language disorders in children.
Language Disorders -- in adolescence.
Language Disorders -- in infancy & childhood.
Language Disorders -- therapy. OTHER: McKinley, Nancy L.


5. DATABASE: WorldCat (Communicative Disorders Class CD462)

ACCESSION: 24320122
AUTHOR: Burling, Robbins.
TITLE: Patterns of language : structure, variation, change
PLACE: San Diego :
PUBLISHER: Academic Press,
YEAR: 1992 PUB TYPE: Book
FORMAT: xiv, 461 p. : ill. ; 24 cm.
NOTES: Includes bibliographical references (p. 425- 433) and index.
ISBN: 0121449203 (acid-free paper)
SUBJECT: Language and languages.
Linguistics.
Language