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Children with Hearing Loss and Dual-Language Learning

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1.  When using language tests that were designed for monolingual children:
  1. you can expect lower standard scores in both languages for some bilingual children
  2. bilingual children should be expected to outperform monolingual children since they have more language exposure
  3. you should never test a bilingual child as it is unethical
  4. you should use norms that are 3 years below chronological age for bilingual children
2.  Articulation assessment of bilingual children should include:
  1. formal assessment
  2. informal assessment
  3. assessment in both language
  4. all of the above
3.  A child's linguistic profile includes:
  1. the process by which the child will become bilingual (simultaneous or sequential)
  2. if family is monolingual or bilingual
  3. both A and B
  4. none of the above
4.  Two ways to informally assess articulation are:
  1. PMLU and PWP
  2. PPVT and SRT
  3. BICS and CALP
  4. IDEA and IEP
5.  Assessment tasks sensitive to language impairment include:
  1. non-word repetition performance
  2. sentence repetition tasks
  3. both A and B
  4. None of the above
6.  If a child has limited English proficiency:
  1. they always also have a language impairment
  2. they should be placed in special education until they catch up to peers
  3. they may or may not have a language impairment - it could simply be a lack of exposure and practice with English
  4. a single measure can be used to determine if they also have a language impairment
7.  Dominant language:
  1. may shift over time depending on the child's exposure to any language
  2. is the language that the child uses the most
  3. A and B
  4. None of the above
8.  In the bilingual support model:
  1. An English-speaking SLP uses a bilingual assistant to provide services in the home language
  2. Services are delivered in English and the family is given bilingual support materials
  3. Services are delivered half the day in English and half the day in the home language
  4. Services are delivered in English-only with ASL support
9.  BICS stands for:
  1. Basic Instructional Curriculum Standard
  2. Beginning Intermediate Communication Skill
  3. Basic Interpersonal Communication Skills
  4. Basic Instructional Communication Skills
10.  CALP stands for:
  1. Cognitive Academic Language Proficiency
  2. Communication And Literacy Proficiency
  3. Cognitive and Literacy Proficiency
  4. Cognitive Academic Language Performance

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