FREE EIPA Knowledge Standards Questions and Answers

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What is one of the earliest exhibits of decontextualized language?

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Explanation:
One of the earliest exhibits of decontextualized language is being able to talk about past events. This means that a person can communicate about things that have already happened, without needing the immediate context or presence of those events. This ability shows a level of cognitive development and language acquisition where individuals can detach themselves from the present moment and discuss events that occurred in the past.

Who should conduct language evaluations for deaf or hard-of-hearing students?

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Explanation:
A professional who has training specific to a language and the students who are deaf or hard of hearing should conduct language evaluations for deaf or hard of hearing students. This is because they have the necessary expertise and knowledge to accurately assess the language skills and needs of these students. They are familiar with the unique challenges and considerations related to language development in deaf or hard-of-hearing individuals and can provide appropriate recommendations and support based on their evaluation.

What has a large effect on language, especially in terms of the rules of interaction, how much we may talk with other students and adults and what we believe is the role of communication in our daily lives?

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Explanation:
The cultural background has a large effect on language, specifically in terms of the rules of interaction, the extent to which we communicate with other students and adults, and our beliefs about the role of communication in our daily lives. Our cultural background shapes our language development by influencing the values, norms, and customs of communication within our community. It determines the language we learn, the dialects we use, and the communication styles we adopt. Cultural background also influences our attitudes toward communication, such as whether it is seen as a tool for self-expression or as a means of maintaining social harmony.

What is one major effect hearing loss has on a child early on?

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Explanation:
Hearing loss in children early on can have a major effect on their ability to acquire language that is appropriate for their age. This means that they may struggle to develop speech and language skills at the same rate as their peers. It can hinder their ability to communicate effectively and may require additional support and intervention to help them catch up.

What do young students use in language to help them determine how to segment language at the word sentence level, and can communicate a great deal of information about the speaker’s intention, which can benefit students in the process of learning language?

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Explanation:
Prosody refers to the patterns of stress, rhythm, and intonation in language. It helps young students determine how to break down language into words and sentences. Prosody also conveys a lot of information about the speaker's intention, such as emotions and emphasis, which can benefit students in the process of learning a language. Therefore, prosody is the correct answer as it plays a crucial role in language segmentation and understanding.

A student’s ability to repeat a concept does not mean the student understands it. Students can memorize language without understanding what it means. What are some evidence that will help to determine if a student has learned?

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Explanation:
The ability to answer questions spontaneously about concepts or show understanding is strong evidence of learning. This indicates that the student has not simply memorized information, but has a deeper understanding of the material. It shows that they can apply their knowledge and explain concepts in their own words. This type of understanding is crucial for critical thinking and problem-solving skills.

What approach to cognitive development assumes that cognitive development is independent of language development?

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Explanation:
The Piagetian approach to cognitive development assumes that cognitive development is independent of language development. According to Piaget, children go through distinct stages of cognitive development, such as the sensorimotor, pre-operational, concrete operational, and formal operational stages. Piaget believed that children's cognitive abilities develop through their interactions with the physical world, rather than being solely dependent on language acquisition. This approach emphasizes the importance of hands-on experiences and active exploration in children's cognitive growth.

The main reason children who are deaf do not have access to a language in early development is:

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Explanation:
Deaf children who have hearing parents may not have access to a language in early development because their parents may not know how to communicate with them effectively. Hearing parents may not be familiar with sign language or other means of communication for the deaf, leading to a lack of language exposure and a delay in language acquisition for the child.

Deaf and hard-of-hearing students are often in the process of learning language in school while they are learning new concepts. Hearing students are using their language to learn new concepts. What can an interpreter do to help the deaf and hard of hearing student, if anything, to facilitate learning for the deaf or hard of hearing student?

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Explanation:
Interpreters may need to include an explanation of a concept in the interpretation to facilitate learning. This is because deaf and hard-of-hearing students are often learning new concepts while also learning language in school. Unlike hearing students who use language to learn new concepts, deaf and hard-of-hearing students may need additional support in understanding the content being taught. By providing explanations along with the interpretation, interpreters can help bridge the gap and facilitate the learning process for these students.

Students who are deaf or hard of hearing may have language skills that are delayed compared with their hearing peers due to:

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Explanation:
An environmental problem could refer to the lack of access to appropriate language models and resources for students who are deaf or hard of hearing. This could include limited exposure to sign language or spoken language, inadequate educational support, or a lack of assistive technology. These environmental factors can significantly impact their language development and contribute to delayed language skills compared to their hearing peers.

To help the interpreter become familiar with the student’s current level of function the interpreter should:

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Explanation:
To help the interpreter become familiar with the student's current level of function, they should review the student's Individualized Education Program (IEP) with a professional. The IEP is a document that outlines the student's specific learning needs, goals, and accommodations. By reviewing the IEP, the interpreter can gain valuable information about the student's abilities, challenges, and any necessary support or modifications that may be needed during interpretation. This will enable the interpreter to provide appropriate and effective communication support for the student.

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