AudiologyOnline Phone: 800-753-2160


Exam Preview

Bilingual Spoken Language Development for Children Whose Home Language is Not English - Assessment and Intervention Considerations

View Course Details Please note: exam questions are subject to change.


1.  Second language learning in very young children has historically been viewed with
  1. skepticism
  2. acceptance
  3. belief
  4. weariness
2.  Language impairment found in bilingual children with hearing impairment will manifest itself in
  1. the majority language
  2. the minority language
  3. both languages
  4. none of the above
3.  Key variables to a hearing impaired child's success may include
  1. Adequate speech perception and short duration of deafness
  2. Linguistic environment and educational placement
  3. Type of intervention
  4. all of the above
4.  Speech Impairment found in bilingual children with hearing impairment will manifest itself in
  1. both languages
  2. the minority language
  3. conversational speech
  4. the majority language
5.  Parents who are moving to a country and only speak a language other than the majority language
  1. will automatically speak the majority language when recommended to
  2. are going through their own initial exposure and gradual learning of a new language
  3. need to be encouraged to speak to their hearing impaired child in a language they are most comfortable with to develop the best language bond with their child
  4. B and C
6.  Use of trained interpreters during formal SLP assessment is acceptable when
  1. Services of a bilingual SLP cannot be obtained
  2. Services of a bilingual neighbor are not available
  3. Services of a bilingual receptionist are not available
  4. None of the above
7.  A bilingual ancillary examiner is responsible for
  1. interpreting test results in the native language
  2. analyzing test results in the native language
  3. reporting results to families in the native language
  4. administering assessment in the native language
8.  Decisions regarding language of intervention depend on:
  1. Client's dominant language
  2. Family language use
  3. Language environments
  4. all of the above
9.  In cases where no clear dominance can be determined, services should be provided in the
  1. home
  2. clinic
  3. home language
  4. nearest school
10.  Children with hearing impairments who come from bilingual homes can potentially become bilingual themselves
  1. with total immersion in the minority language
  2. through immersion in the majority language through a center based program and immersion in the minority language at home
  3. with total immersion in the majority language
  4. with individual therapy in the minority language only.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.