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Identifying Spoken Language Needs of Children with Hearing Loss: Are Norm-Referenced Assessments Sufficient?

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1.  Which of the following is a limitation of norm-referenced assessments?
  1. A change in raw score or standard score may not indicate of meaningful change
  2. Closed-set and highly-structured tasks may limit the type of information provided about the child
  3. An assessment may not be normed for a specific population (e.g., children with hearing loss)
  4. All of the above
2.  Norm-referenced assessment scores are sometimes used when determining which of the following options related to service provision?
  1. Eligibility for special education
  2. Insurance coverage for speech-language services
  3. Intensity of services
  4. All of the above
3.  What is intralinguistic variability?
  1. Variability in language proficiency across different domains
  2. Variability in phonological awareness
  3. Variability in vocabulary
  4. Variability in language proficiency across different languages
4.  What is the trend of across-domain linguistic skills in preschool children with hearing loss?
  1. Even performance across all domains
  2. Variable performance across all domains
  3. Consistently high performance across all domains
  4. None of the above
5.  What is a common area of relative strength in children with hearing loss?
  1. Phonological awareness
  2. Morphosyntax
  3. Picture vocabulary
  4. Narrative retell
6.  What is a common area of relative weakness in children with hearing loss?
  1. Picture vocabulary
  2. Letter naming
  3. Morphosyntax
  4. None of the above
7.  In which of the following way(s) can language sample analyses be used during assessments with children with hearing loss?
  1. Formal measure
  2. Informal measure
  3. Supplementary measure
  4. All of the above
8.  Language proficiency is determined by
  1. The characterization of language skills relative to some benchmark or expectation
  2. The rate of spontaneous, complex language forms
  3. The amount of successful conversational turns
  4. A reduction in hearing related disability
9.  Cons for the primary use of standard scores to determine service provision eligibility include
  1. the tendency to focus on single aspects of language
  2. the reliance on a false sense of objectivity
  3. the collection of a list of specific linguistic tasks
  4. the failure to use qualitative information
10.  Spontaneous language sample measures that can expose differences not otherwise demonstrated on standardized overall language scores include
  1. Standard Scores
  2. Number of different words (NDW)
  3. MLU
  4. Morpho-syntactical analysis
  5. B, C and D

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