Lippincott Williams & Wilkins (LWW) is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. This program is offered for 0.8 CEUs (Intermediate level, Professional area). ASHA Continuing Education Provider approval does not imply endorsement of course content, specific products, or clinical procedures.
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A test answer sheet, course evaluation form, and registration form are printed in the back of each issue. To enroll, you should send the completed forms, a check for your processing fee, and your completed test(s) to Lippincott Williams & Wilkins. Once processed, LWW will mail verification of your enrollment and a report of your score(s) to you. The graded test answer sheet is not returned, so you may wish to make a copy of your answers before submitting your tests for grading. A score of 80% is the minimum score required to receive CEUs.
Allow 4-6 weeks for LWW to process your enrollment fees, grade your tests, and send verification of test scores to you. If you must complete CEUs by a licensing renewal deadline you should submit your tests to LWW 4-6 weeks in advance of your deadline.
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Continuing Education Questions
The following questions make up the test items for participants for this activity. They are based on the articles presented in this issue of Topics in Language Disorders. The answer sheet is at the end of the issue. Please read the important note on the course evaluation form.
Purpose: To educate the speech-language-hearing pathologist on recent research in the area of narrative development in children and its implications for assessment and intervention in children with identified language and learning difficulties.
I. Narratives: Twenty-Five Years Later
1. Which of the following isnotone of the four knowledge bases that support narratives?
a. content of the narrative
b. social development
c. narrative framework or scheme
d. communicative adequacy
2. Personal experience narratives typically are
a. a collection of unrelated sentences.
b. without facts.
c. arranged around a high point.
d. not cohesive.
3. Children who make morphological errors in a narrative
a. clearly lack knowledge of narrative forms.
b. may have insufficient capacity for needed language.
c. most probably have gaps in phonological awareness.
d. do not yet realize that grammatical errors can spoil a story.
4. Personal event narratives
a. help create our private sense of identity.
b. are predominately fictional.
c. are useful in building relationships.
d. do not support positive peer interactions well.
5. Narrative intervention activities in a 2004 study re-vealed that
a. the control group was more fluent reading aloud.
b. the intervention group spontaneously recalled more story information.
c. there were differences in comprehension between reading silently and reading aloud.
d. the intervention group had a more in-depth understanding of the story presented.
II. Narrative Abilities: Advances in Research and Implications for Clinical Practice
6. Which statement about narrative abilities is true?
a. Narratives are not useful as a context for assessing language.
b. Children with language impairments usually outgrow difficulty with connected discourse.
c. Producing narrative requires a challenging cognitive- linguistic link.
d. Meaningful conversation is more difficult than producing narrative.
7. Studies of narrative development in young children suggest that
a. mothers and fathers vary greatly in overall narrative style.
b. the frequency with which parents engage their children in narrative exchanges is unimportant.
c. the style in which parents engage in narrative exchanges contributes to narrative skills.
d. the development of narrative skills is dependent on abilities internal to each child, rather than on the environment in which they live.
8. Because research suggests elicitation contexts influence narrative performance, speech-language pathologists (SLPs) should
a. alter the elicitation conditions to obtain a valid and reliable sample of a child's narrative skills.
b. be cognizant of the elicitation procedure and the amount of support that is provided, as this is likely to influence overall performance.
c. use visual supports to facilitate a complex narrative structure.
d. consistently make the elicitation context as demanding as possible to ensure the child is challenged beyond a level of comfort.
9. Research investigating the influence of text characteristics on narrative performance suggests that
a. children are likely to recall an equal number of events from stories that have no goal-directed structure as from goal-directed stories.
b. text characteristics impact children with language impairments to the same degree as children who are typically developing.
c. the overall structural complexity of a story is likely to impact narrative performance to a greater degree than the complexity of the language used.
d. narrative performance is better on structurally complex stories than on simpler stories.
10. Research investigating narrative intervention has clearly established that
a. explicitly teaching children the structure of narratives impacts comprehension and production of narratives.
b. story mapping is ineffective in enhancing comprehension.
c. it is effective only for older school-aged children who are experiencing significant academic failure.
d. it results in better narrative skills, but has little effect on language or reading comprehension.
III. Emerging Procedures in Narrative Assessment: The Index of Narrative Complexity
11. Which statement about norm-referenced tests is true?
a. They describe a child's knowledge and skill in a particular task.
b. They are useful for comparing a child's level of performance to the average of his or her same-age peers.
c. Many norm-referenced tests are available to gauge narrative skills.
d. They use checklists, rating scales, and rubrics to analyze results.
12. Which of the following is a norm-referenced test of narration?
a. the Test of Narrative Language
b. the Narrative Language Sample Analysis
c. the Strong Narrative Assessment Profile
d. the Index of Narrative Complexity
13. Which statement about the Test of Narrative Language isnottrue?
a. Administrative scoring takes about 1 hr.
b. Validity for monitoring progress depends on use of standard elicitation procedures.
c. It requires transcription of stories before scoring.
d. It predicts language intervention outcomes.
14. In a study of the Strong Narrative Assessment, which story resulted in higher inferential comprehension scores?
a. Frog, Where Are You?
b. A Boy, a Dog and a Frog
c. Frog Goes to Dinner
d. One Frog Too Many
15. The extent of change after intervention is expressed as
a. a deviation quotient.
b. a percentile score.
c. a raw score.
d. Cohen's d value.
IV. Assessing Story Comprehension in Preschool Children
16. Which statement about the challenges of accurately assessing young children's comprehension isnottrue?
a. Young children may not comply with tasks.
b. Comprehension measurement may be confounded if done through another system such as expressive language.
c. Comprehension can be directly observed through behavioral responses.
d. Comprehension is a mental event and not amenable to direct measurement.
17. Research suggests that children younger than 3 years
a. reflect understanding of goal-action-outcome sequences in stories.
b. do not infuse their own experiences into stories.
c. comprehend bits and pieces of content information but lack a thematic story structure.
d. can respond to questions about the emotional status of the story protagonist.
18. An advantage of the Joint Story Retell for assessing young children's story comprehension is
a. it allows SLPs to evaluate children's comprehension of the story gist.
b. comprehension is measured during the story retell and memory demands are more limited.
c. it provides children an opportunity to structure the story themselves and emphasize the elements they feel are most important.
d. it helps reinforce the child's ability to retell the story from memory.
19. The method of assessing children's ability to comprehend stories by the SLP retelling it with changes is called
a. the Expectancy Violation Detection Task.
b. the Joint Story Retell.
c. the Picture Walk.
d. Comprehension Questions Task.
20. When assessing children's story comprehension, the SLP should
a. wait until a child is 5 years of age to evaluate comprehension.
b. consider the strengths and limitations of the tasks they choose.
c. avoid story material that is based on events that are likely to be familiar to children.
d. not combine multiple assessment tasks.
V. Use of Narrative-Based Language Intervention With Children Who Have Cochlear Implants
21. Narrative-Based Language Intervention (NBLI) has been proven effective for improving narrative skills in children with
a. pragmatic language impairments.
b. specific language impairment.
c. high-functioning autism (Asperger's).
d. auditory processing difficulties.
22. What are the two types of goals selected for this study?
a. phonological and semantic
b. syntactic and story grammar
c. pragmatic and semantic
d. spelling and reading comprehension
23. Repeating a child's utterance with additional syntactic information while maintaining the meaning of the original utterance is known as
a. echoing.
b. recasting.
c. structuring.
d. scaffolding.
24. Which activity is included in the NBLI?
a. story diagramming
b. story retelling
c. story webbing
d. story proofing
25. Syntactic targets were acoustically highlighted in this study by presenting the target
a. with increased intensity and auditory space before and after.
b. with an exaggerated hand gesture made before and after.
c. at a decreased rate with exaggerated oral movements.
d. between two other sounds (i.e., clapping before and after the presentation of the target).
VI. Personal Narratives: Cultural Differences and Clinical Implications
26. The author contends that personal narratives are important for all the following reasonsexcept that
a. they are critical in numerous settings.
b. they are excluded from the No Child Left Behind Act.
c. they are important for literacy attainment.
d. they represent a considerable amount of functional communication.
27. In the Narrative Assessment Profile, referencing represents
a. appropriate identification of people, places, or events.
b. utterances linking events.
c. complications of a narrative.
d. manner of production of a narrative.
28. Topic-associating narratives are characterized by
a. a brief personal recount of a single experience.
b. chronological ordering of events.
c. lack of evaluative elements.
d. several semantically related experiences.
29. Children from some Asian communities tend to produce narratives that are
a. lengthy.
b. limited to one experience or event.
c. concise.
d. filled with detailed information.
30. Which statement isnottrue about working with children from different cultural backgrounds?
a. The high-point macrosystem for evaluating narratives can be universally applied to all children.
b. Cultural differences in personal narratives are a critical aspect of assessment.
c. Unusual aspects of narration should not be dismissed as simply cultural differences.
d. Clinicians should understand narrative styles of other cultures before making clinical decisions.
VII. Narrative Transcription Accuracy and Reliability in Two Languages
31. Each of the following is a reason for using narrative retells to assess oral language skills in bilingual childrenexcept that
a. the transcriber is aware of the script, which assists with understanding the child's production.
b. narrative retells provide scaffolding and reduces the processing constraints.
c. narratives are more sensitive than conversations for school-aged children.
d. the SLP cannot distinguish typically developing bilingual children from those with language impairment.
32. The greatest transcription challenge for monolingual English-speaking transcribers was presented in narratives presented by children
a. with strong accents.
b. with limited Spanish proficiency.
c. with limited English proficiency.
d. fluent in both English and Spanish.
33. Why was the standard root identification procedure developed for transcription of Spanish narrative samples?
a. to create equivalence for verb inflections across English and Spanish
b. to create equivalence for segmentation of utterances across English and Spanish
c. to account for regular inflections in English
d. to account for irregular inflections in English
34. Which accuracy analysis revealed the largest discrepancies?
a. initial transcription
b. transcription consensus (transcript checked by a second transcriber)
c. protocol coding accuracy (transcript checked by the laboratory manager)
d. independent transcription accuracy (transcript completed by two separate teams of transcribers)
35. What did the significant test-retest correlations document?
a. The language sample measures are accurate and valid.
b. The language sample measures are stable over time.
c. The transcripts did not vary at all from Time 1 to Time 2.
d. The transcribers were not consistent from Time 1 to Time 2.