1.
What is the primary purpose of Language Sample Analysis
(LSA) in early intervention?
o a) To standardize language development assessments
o b) To analyze spontaneous speech and identify areas for
language development
o c) To determine the best speech therapy techniques
o d) To collect information on a child’s IQ level
2. Which of the following is the best context for eliciting a
language sample in early intervention?
o a) Structured academic testing
o b) Naturalistic play with a caregiver or therapist
o c) A quiet classroom environment
o d) In a group therapy session
3. When calculating Mean Length of Utterance (MLU), how are
morphemes counted?
o a) Each word is counted as one morpheme.
o b) A morpheme is any word that conveys meaning, including
prefixes and suffixes.
o c) Only verbs and nouns are counted as morphemes.
o d) Morphemes are counted only when used in complete
sentences.
4. What does Type-Token Ratio (TTR) measure in Language
Sample Analysis?
o a) The total number of words used by the child.
o b) The number of different words used relative to the total
number of words.
o c) The length of sentences produced by the child.
o d) The number of complex sentences used by the child.
5. In a language sample, if a child uses 50 words in total, with 30
of those being unique, what is their TTR?
o a) 0.30
o b) 0.60
o c) 1.67
o d) 0.50
6. What is the primary focus of syntactic analysis in Language
Sample Analysis?
o a) Determining the child’s speech clarity.
o b) Identifying the complexity of sentence structures and
morphological forms.
o c) Counting the total number of words in a sentence.
o d) Identifying social interactions during communication.
7. Which treatment approach is characterized by a clinician
leading the interaction and focusing on specific communicative
behaviors?
o a) Directive approaches
o b) Hybrid approaches
o c) Responsive approaches
o d) Focused approaches
8. What is the primary goal of Incidental Teaching?
o a) To directly instruct children on vocabulary words.
o b) To create natural opportunities for children to communicate.
o c) To encourage children to follow structured activities.
o d) To use punishment to reduce problem behaviors.
9. Which of the following is a key element of the Mand-Model
technique?
o a) Modeling a behavior and waiting for the child to imitate.
o b) Providing a prompt and then directly requesting that the child
communicates.
o c) Creating a structured classroom setting for communication
practice.
o d) Using environmental manipulation to prompt communication.
10. What is the purpose of Fading in communication
interventions?
a) To gradually increase the complexity of prompts.
b) To eliminate the need for external prompts over time.
c) To reduce the amount of reinforcement provided.
d) To encourage the child to initiate communication only.
11. Which strategy involves interrupting an enjoyable activity
to create a communication opportunity?
a) Expectant delay
b) Behavioral chain interruption
c) Positive behavioral support
d) Functional equivalence
12. In the context of Functional Equivalence, what is the goal
when addressing challenging behaviors?
a) To punish the child for inappropriate behavior.
b) To reinforce the child’s current behavior.
c) To identify and reinforce replacement behaviors that serve the same
function as the challenging behavior.
d) To ignore the challenging behavior and focus on positive
reinforcement.
13. What is Environmental Sabotage used for in early
intervention?
a) To create a barrier preventing the child from accessing desired
items, thereby prompting communication.
b) To provide positive reinforcement for desired behaviors.
c) To stop problematic behavior by using a timeout procedure.
d) To teach children to recognize environmental cues.
14. Which of the following is a function of gestures in early
communication development?
a) To serve as a primary method of communication throughout life.
b) To convey intentions, often serving as a precursor to speech.
c) To replace all verbal communication.
d) To prevent children from using vocalizations.
15. When teaching requesting using gestures, what strategy
is commonly used?
a) Reinforcing rejection gestures only.
b) Teaching gestures for requesting without waiting for a response.
c) Using environmental sabotage to create opportunities for
requesting.
d) Focusing exclusively on vocal imitation before gestures.
16. What does vocal imitation in early communication
development involve?
a) The child independently producing their first word.
b) The child imitating simple vocal sounds or words modeled by an
adult.
c) The child using a vocalization to request an item.
d) The child using sign language to express needs.
17. What does the term Presymbolic communication refer to?
a) Communication that involves symbols, such as words or signs.
b) Communication that occurs before children can use words, such as
through gestures or vocalizations.
c) Using gestures to represent abstract concepts.
d) Using complete sentences to express thoughts.
18. Which of the following is a symbolic communication skill?
a) Joint attention
b) Pointing to a desired object
c) Imitating motor actions
d) Using words to request or label objects
19. Which of the following is a benefit of bilingual exposure
during early language development?
a) It delays speech development.
b) It can cause confusion and slower learning.
c) It promotes flexibility in language processing and cognitive skills.
d) It leads to language deficits in one or both languages.
20. Which of the following is a myth related to bilingual
language development?
a) Bilingual children may have a delay in language development but
catch up over time.
b) Exposure to two languages negatively impacts a child’s cognitive
skills.
c) Speaking two languages does not confuse a child as long as both
languages are introduced consistently.
d) Bilingualism may provide cognitive advantages, such as better
problem-solving skills.
Answer Key:
1. b) To analyze spontaneous speech and identify areas for language
development.
2. b) Naturalistic play with a caregiver or therapist.
3. b) A morpheme is any word that conveys meaning, including prefixes
and suffixes.
4. b) The number of different words used relative to the total number of
words.
5. b) 0.60
6. b) Identifying the complexity of sentence structures and morphological
forms.
7. a) Directive approaches
8. b) To create natural opportunities for children to communicate.
9. b) Providing a prompt and then directly requesting that the child
communicates.
10. b) To eliminate the need for external prompts over time.
11. b) Behavioral chain interruption
12. c) To identify and reinforce replacement behaviors that serve the
same function as the challenging behavior.
13. a) To create a barrier preventing the child from accessing desired
items, thereby prompting communication.
14. b) To convey intentions, often serving as a precursor to speech.
15. c) Using environmental sabotage to create opportunities for
requesting.
16. b) The child imitating simple vocal sounds or words modeled by
an adult.
17. b) Communication that occurs before children can use words,
such as through gestures or vocalizations.
18. d) Using words to request or label objects
19. c) It promotes flexibility in language processing and cognitive
skills.
20. b) Exposure to two languages negatively impacts a child’s
cognitive skills.
