Explanation:
A question must be generated to know what evidence to look for and what information to assess within the evidence. After evaluation of the evidence, a clinical decision can be made.
Explanation:
Positive behavioral support programs emphasize prevention by giving all students positive reinforcement and other supports for desired behaviors. These are found to avert many behavior problems at the lower tiers, thus (A) is incorrect. Educators introduce intervention as needed in the middle tiers) and provide progressively more intensive intervention to the highest tier, thus (B) is incorrect. It is not true that such programs eschew punishment (D): This and other aversive consequences for undesirable behaviors may be introduced as well as using positive reinforcement for desirable behaviors.
Explanation:
Experts find that narrating ELL students' actions, i.e., linguistic encoding, helps encourage them to speak English (A), that teachers should assign activities that include hands-on learning (B), and that the activities they assign should be meaningful (C). They also find that teachers should focus on which language functions the students must apply to complete a lesson, not just that they complete it (D).
Explanation:
Daniel R. Boone (d) of the University of Arizona specializes in voice disorders and voice therapy, not stuttering. George H. Shames (a), professor emeritus of the University of Pittsburgh, was director of the university's speech clinic for 40 years and a licensed clinical psychologist, who specialized in stuttering. He developed ""Stutter-Free Speech"" and invented three biofeedback devices for stuttering. Shames was influenced by Charles G. Van Riper (b), a lifelong severe stutterer himself, who founded the speech clinic at Western Michigan State Normal School in Kalamazoo and was the first chair of the school's speech pathology and audiology department. Martin F. Schwartz (c) from NYU Medical Center was a researcher in cleft lip and cleft palate surgery who stumbled on neck constriction in stutterers in 1974. Schwartz had been using ultrasound imaging on stutterers and found they had laryngeal spasms, ultimately discovering that the physical origin of stuttering was a reflexive locking of the vocal cords. He then created the passive-inhalation airflow technique of stuttering therapy. He directs the National Center for Stuttering.
Explanation:
Public law 99-457 implemented Individualized Family Service Plans (IFSP) to increase family member participation in a child’s intervention plan.
Explanation:
Sentence structure and word order and/or their study are called syntax (a). Semantics (b) refers to the study of meaning in language. Pragmatics (c) refers to the study of how context contributes to meaning.
Morphology (d) refers to the study of the structure of words.
Explanation:
Krashen. Acquisition-Learning, Monitor, Natural Order, Input, and Affective Filter hypotheses are central to Steven Krashen's highly respected theory of second language acquisition. Language Acquisition is subconscious and requires meaningful communication, while Language Learning is conscious and involves formal instruction; the Monitor is concerned with editing and correcting errors in speaking or writing; Natural Order finds there is a predictable natural order in which grammatical structures are absorbed; Input refers to the hypothesis that language is ultimately acquired and not learned, and the Affective Filter hypothesis explores ways in which positive and negative factors such as motivation, self-esteem, and anxiety help or hurt the acquisition of language.
Explanation:
Conflict of interest is defined as interference of professional practice due to personal gain.
Explanation:
An equipment check is crucial to having an effective session. The clinician might think the patient is not attending to sound when in reality, the patient’s hearing aids might have an old battery.
Explanation:
Core words can be used across many different contexts, and settings, and hold a variety of different meanings.
Explanation:
The nature and severity of the child's disability (b) is certainly a factor that must be considered, but it is not itself an aspect of family systems or family dynamics. Aspects of family systems and dynamics that professionals should consider to work more effectively with families of children with disabilities include (a) what resources an individual family has at its disposal, (c) the different individual needs of various members of each family, and (d) changes that occur over time and have impacts on the members of the family.
