front 1 1. In traditional linguistic analysis, which of the following can be used to measure language? Select all that apply. Syntax and Lexicon Response form including topography and structure Verbal Operants (mands, tacts, intraverbals, etc.) Mean length of utterance Semantics and Grammar Classification system (nouns, verbs, adjectives, etc.) Phonemes and Morphemes | back 1 Syntax and Lexicon Response form including topography and structure Mean length of utterance Semantics and Grammar Classification system (nouns, verbs, adjectives, etc.) Phonemes and Morphemes |
front 2 2. Which of the following are characteristics of a behavioral language assessment? Select all that apply. Complex verbal behavior is composed of various combinations of verbal operants. Many verbal responses are under multiple sources of control. Cognitive and biological variables are viewed as the sources of control for verbal operants. All verbal operants involve the same sources of control. | back 2 Complex verbal behavior is composed of various combinations of verbal operants. Many verbal responses are under multiple sources of control. |
front 3 Match the description with the appropriate researcher or theory of language. Environmental theory - Noam Chomsky Biological Theory - Cognitive theory Jean Piaget This theory supports that language is innate to humans and primarily a result of physiological processes and functions. Wrote a scathing review of Skinner's Verbal Behavior book, proponent of the biological view. This theory supports that language is controlled by internal cognitive processing systems that accept, classify, code, encode, and store verbal information. Proponent of the cognitive theory and its receptive/expressive framework. | back 3 This theory supports that language is innate to humans and primarily a result of physiological processes and functions. Biological Theory Wrote a scathing review of Skinner's Verbal Behavior book, proponent of the biological view.Noam Chomsky This theory supports that language is controlled by internal cognitive processing systems that accept, classify, code, encode, and store verbal information.Cognitive theory Proponent of the cognitive theory and its receptive/expressive framework. Jean Piaget This theory supports that language is learned and under the functional control of environmental contingencies. Environmental theory |
front 4 4. According to Dr. Sundberg, which should be the primary focus of an intervention program for children with autism? Select all that apply. Language skills Visual motor skills Social skills Gross motor skills | back 4 Language skills Social skills |
front 5 5. Match the antecedent control with the appropriate verbal operant. Tact – Mand – Intraverbal Motivating operation | back 5 Motivating operation - Mand
|
front 6 6. Match the description with the correct person. B. F. Skinner - Jack Michael - Alfred North Whitehead - Montrose Wolf - Joseph Spradlin Challenged Skinner to use science to explain verbal behavior. Published the text Verbal Behavior in 1957. Early teacher of Skinner's analysis of verbal behavior starting in 1955. First to systematically apply Skinner's analysis of verbal behavior to language assessment and intervention. Created the Parsons Language Sample to assess language. Founded the Journal of Applied Behavior Analysis (JABA) and was its first editor. | back 6 Challenged Skinner to use science to explain verbal behavior. Alfred North Published the text Verbal Behavior in 1957. B. F. Skinner Early teacher of Skinner's analysis of verbal behavior starting in 1955. Jack Michael First to systematically apply Skinner's analysis of verbal behavior to language assessment and intervention. Created the Parsons Language Sample to assess language. Joseph Spradlin Founded the Journal of Applied Behavior Analysis (JABA) and was its first editor. Montrose Wolf |
front 7 7. Select all the characteristics of Skinner's verbal behavior. Analysis can include morphemes. The verbal operant is the unit of analysis. Defined as behavior reinforced through the mediation of other persons who are also trained in verbal behavior. Verbal behavior can be analyzed using the same principles of behavior used to analyze nonverbal behavior. The speaker and the listener CANNOT be in the same skin. | back 7 The verbal operant is the unit of analysis. Defined as behavior reinforced through the mediation of other persons who are also trained in verbal behavior. Verbal behavior can be analyzed using the same principles of behavior used to analyze nonverbal behavior. |
front 8 8. According to Dr. Sundberg, which of the following were used in creating the VB-MAPP? Select all that apply. Empirical research from Dr. Slobin and Dr. Brown. Field test data from 75 typically developing children. Empirical research from behavior analysis and Skinner's analysis of verbal behavior. Field test data from over 200 children with autism. | back 8 Field test data from 75 typically developing children. Empirical research from behavior analysis and Skinner's analysis of verbal behavior. Field test data from over 200 children with autism. |
front 9 9. Match the description with the correct VB-MAPP component. Barriers Assessment - Milestones assessment - Task Analysis and skills tracking - Placement and IEP Goals - Transition Assessment Contains 170 verbal behavior milestones across three developmental levels (0–18 months, 18–30 months, 30–48 months) and 16 different verbal operants and related skills. Examines 24 common learning and language barriers. Evaluates a child’s ability to learn in a less restrictive educational environment. Provides a breakdown of the different skill areas in the form of a checklist for skills tracking. Provides recommendations for program development for children based on their VB-MAPP profiles including educational objectives. | back 9 Contains 170 verbal behavior milestones across three developmental levels (0–18 months, 18–30 months, 30–48 months) and 16 different verbal operants and related skills.- Milestones assessment Examines 24 common learning and language barriers. Barriers Assessment Evaluates a child’s ability to learn in a less restrictive educational environment. Transition Assessment Provides a breakdown of the different skill areas in the form of a checklist for skills tracking. Task Analysis and skills tracking Provides recommendations for program development for children based on their VB-MAPP profiles including educational objectives.Placement and IEP Goals |
front 10
10. Which of the following are characteristics of a
traditional language assessment? Select all that apply.
Sees environmental variables as the primary sources of control for verbal responses. Sees cognitive and biological variables as the primary sources of control for verbal responses. Based on the expressive–receptive distinction. | back 10 Norm-referenced and standardized. Sees cognitive and biological variables as the primary sources of control for verbal responses. Based on the expressive–receptive distinction. |
front 11 11. According to Dr. Sundberg, which of the following are the purpose of a language assessment? Select all that apply. Demonstrate learning, track progress, make changes, and provide outcome measures. Design an individualized intervention program. Determine the operant level of a child's verbal skills. Identify learning and language barriers. Compare results to typical language data. Determine the child's IQ. Determine if intervention is needed and in what environment the intervention should take place. | back 11 Demonstrate learning, track progress, make changes, and provide outcome measures. Design an individualized intervention program. Determine the operant level of a child's verbal skills. Identify learning and language barriers. Compare results to typical language data. Determine if intervention is needed and in what environment the intervention should take place. |
front 12 12. According to Dr. Sundberg, what are some weaknesses of the Assessment of Basic Language and Learning Skills (ABLLS)? Select all that apply. Not enough skills assessed. Each skill is too small for an educational objective. Included an assessment of learning and language barriers which is not necessary to develop a program. Not enough detail provided for each skill assessed. No transition assessment or placement system included in the assessment. | back 12 Each skill is too small for an educational objective. Not enough detail provided for each skill assessed. No transition assessment or placement system included in the assessment. |
front 13 13. [U1SA] According to Dr. Sundberg, a language assessment tool should demonstrate all of the following except: Learning Teaching strategies Outcome measures Expressive/Receptive distinctions Tracking of progress | back 13 Expressive/Receptive distinctions |
front 14
14. [U1SA] Kara loudly insisted that language is primarily a
result of physiological processes and functions. This viewpoint
aligns most closely with which view of language?
Cognitive Emotional Biological | back 14 Biological |
front 15 15. [U1SA] Who challenged Skinner to use science to account for verbal behavior? Jack Michael Frederick North Alfred Whitehead Mark Sundberg | back 15 Alfred Whitehead |
front 16 16. [U1SA] An adult holds up a spoon and the child says, “spoon.” The adult then asks, “What do you eat with?” and the child says, “spoon.” This sequence demonstrates the use of which two verbal operants to teach language? Intraverbal and Echoic Echoic and Mand Tact and Echoic Tact and Intraverbal | back 16 Tact and Intraverbal |
front 17 17. [U1SA] An adult says, “dog,” and the child repeats, “dog.” The adult then asks, “What animal says woof?” and the child says, “dog.” This sequence demonstrates the use of which two verbal operants to teach language? Echoic and Tact Echoic and Intraverbal Intraverbal and Mand Tact and Echoic | back 17 Echoic and Intraverbal |
front 18 18. [U1SA] A child says, “cookie,” and is given a cookie. Later, an adult shows a cookie and asks, “What is this?” and the child says, “cookie.” This sequence demonstrates the use of which likely verbal operants to teach language? Mand and Tact Intraverbal and Echoic Echoic and Mand Tact and Echoic | back 18 Mand and Tact |
front 19 19. [U1SA] According to Dr. Sundberg, which of the following is NOT a weakness of the ABLLS? The ABLLS does not include a language and learning barriers assessment The ABLLS does not include enough information to explain the skill being assessed The ABLLS assesses too many skills The ABLLS does not include scoring criteria | back 19 The ABLLS does not include scoring criteria |
front 20 20. [U1SA] Which approach to language includes nouns, verbs, prepositions, and adjectives in its measuring/classification system? Traditional Linguistic Analysis Skinner’s analysis Psycholinguistic theory Mentalistic language model | back 20 Traditional Linguistic Analysis |
front 21 Term (English) | back 21 Explicación (Español) |
front 22 Traditional Linguistic Analysis | back 22 Enfoque tradicional del lenguaje que lo mide por su forma y estructura (gramática, sintaxis, semántica), no por su función ni por las variables ambientales que lo controlan. |
front 23 Behavioral Language Assessment | back 23 Evaluación del lenguaje desde el Análisis de la Conducta que examina la función del lenguaje, los antecedentes y las consecuencias que controlan las respuestas verbales. |
front 24 Syntax | back 24 Reglas que determinan cómo se organizan las palabras dentro de una oración. |
front 25 Lexicon | back 25 Vocabulario total que una persona posee o utiliza. |
front 26 Semantics | back 26 Significado de las palabras y oraciones. |
front 27 Grammar | back 27 Conjunto de reglas que incluye sintaxis y morfología para estructurar el lenguaje correctamente. |
front 28 Mean Length of Utterance (MLU) | back 28 Medida tradicional del desarrollo del lenguaje que calcula la longitud promedio de las expresiones verbales. |
front 29 Phonemes | back 29 Unidades mínimas de sonido que distinguen palabras en un idioma. |
front 30 Morphemes | back 30 Unidades mínimas de significado en el lenguaje (prefijos, sufijos, palabras completas).
|
front 31 Verbal Behavior | back 31 Conducta reforzada a través de la mediación de otras personas que han sido entrenadas en una comunidad verbal. Verbal Behavior VS Verbal Operant Verbal Behavior: Concepto general. Toda la conducta verbal l. Nivel amplio Verbal Operant. Categoría específica. Tipos de conducta verbal. Nivel específico. “Qué es”“Qué tipo es” |
front 32 Verbal Operant | back 32 Unidad de análisis en el lenguaje según Skinner; clasifica el lenguaje por su función y las variables que lo controlan. Verbal Behavior VS Verbal Operant Verbal Behavior: Concepto general. Toda la conducta verbal l. Nivel amplio Verbal Operant. Categoría específica. Tipos de conducta verbal. Nivel específico. “Qué es”“Qué tipo es” |
front 33 Mand | back 33 Operante verbal controlado por una operación motivadora y reforzado de manera específica (pedir). |
front 34 Tact | back 34 Operante verbal controlado por un estímulo no verbal y reforzado socialmente (nombrar). |
front 35 Intraverbal | back 35 Operante verbal controlado por un estímulo verbal sin correspondencia punto a punto (responder preguntas). |
front 36 Echoic | back 36 Operante verbal en el que se repite exactamente lo que otra persona dice. |
front 37 Motivating Operation (MO) | back 37 Evento que altera el valor del reforzador y la probabilidad de una conducta (clave para el mand). |
front 38 Discriminative Stimulus (SD) | back 38 Estímulo antecedente que señala que una respuesta será reforzada. |
front 39 Multiple Control | back 39 Concepto que indica que una respuesta verbal puede estar controlada por más de una variable al mismo tiempo. |
front 40 Environmental Theory of Language | back 40 Teoría que sostiene que el lenguaje se aprende y está controlado por contingencias ambientales. |
front 41 Biological Theory of Language | back 41 Teoría que propone que el lenguaje es innato y resultado de procesos fisiológicos. |
front 42 Cognitive Theory of Language | back 42 Teoría que explica el lenguaje como resultado de procesos cognitivos internos. |
front 43 Noam Chomsky | back 43 Principal defensor de la teoría biológica; criticó duramente el libro Verbal Behavior de Skinner. |
front 44 Jean Piaget | back 44 Proponente de la teoría cognitiva y del modelo receptivo/expresivo del lenguaje. |
front 45 B. F. Skinner | back 45 Fundador del análisis conductual del lenguaje y autor de Verbal Behavior (1957). |
front 46 Alfred North Whitehead | back 46 Filósofo que desafió a Skinner a explicar el lenguaje usando la ciencia. |
front 47 Jack Michael | back 47 Figura clave en la enseñanza y desarrollo del análisis del comportamiento verbal. |
front 48 VB-MAPP | back 48 Evaluación conductual del lenguaje basada en hitos del desarrollo y análisis del comportamiento verbal. |
front 49 Milestones Assessment | back 49 Parte del VB-MAPP que evalúa 170 hitos del lenguaje en tres niveles de desarrollo. |
front 50 Barriers Assessment | back 50 Componente del VB-MAPP que identifica obstáculos comunes para el aprendizaje del lenguaje. |
front 51 Transition Assessment | back 51 Evalúa la capacidad del niño para aprender en ambientes menos restrictivos. |
front 52 Task Analysis and Skills Tracking | back 52 Lista detallada de habilidades para seguimiento del progreso. |
front 53 Placement and IEP Goals | back 53 Proporciona recomendaciones educativas basadas en el perfil VB-MAPP. |
front 54 ABLLS | back 54 Evaluación temprana del lenguaje con limitaciones como falta de transición y poco detalle por habilidad. |
front 55 Norm-Referenced Assessment | back 55 Evaluación que compara el desempeño del niño con normas poblacionales. |
front 56 Expressive/Receptive Distinction | back 56 Distinción tradicional entre lenguaje expresivo y receptivo, no funcional. |
front 57 Operant Level | back 57 Nivel actual de habilidades verbales de un individuo en cada operante verbal. |