Pediatric Language Intervention Flashcards
7 cards from real SLP practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Pediatric Language Intervention flashcards as text
Which assessment tool uses caregiver report and is commonly used to screen language development in children from birth to 3 years?
Answer: MacArthur-Bates Communicative Development Inventories (MB-CDI)
The MB-CDI is a validated caregiver-report tool that captures vocabulary and early grammatical development in infants and toddlers from birth to 30 months.
A child with specific language impairment (SLI/DLD) is likely to show the greatest difficulty with which grammatical morpheme in English?
Answer: Tense marking (past tense -ed and third-person singular -s)
Tense morphemes are a clinical marker of DLD in English-speaking children and are significantly more impaired than other morphological forms.
During a social skills group for school-age children with pragmatic language difficulties, which skill should be targeted before topic maintenance?
Answer: Joint attention and topic initiation
Joint attention and topic initiation are foundational pragmatic skills that must be established before the child can sustain and maintain conversational topics.
Which principle of motor learning is MOST important when designing practice for a child with developmental language disorder learning a new grammatical structure?
Answer: Variable practice with high-frequency distributed sessions
Variable practice across contexts with frequent, distributed sessions enhances generalization and retention of new language structures in children with DLD.
A parent reports their 30-month-old uses fewer than 50 words and no word combinations. Which action is MOST appropriate?
Answer: Initiate a comprehensive language evaluation immediately
Fewer than 50 words and no two-word combinations at 30 months falls below developmental expectations, warranting a comprehensive language evaluation.
Which service delivery model is supported by research as effective for improving language outcomes in school-age children with DLD?
Answer: Collaborative classroom-based intervention alongside pullout
A combined model of collaborative classroom-based intervention and individual pullout maximizes generalization to academic contexts and has strong research support.
When using time delay as a naturalistic language facilitation strategy, the clinician:
Answer: Pauses expectantly after establishing joint attention to prompt communication
Time delay involves establishing joint attention then pausing with an expectant look or gesture, creating an opportunity for the child to initiate or attempt the target.