Self-Assessment Questions

This section provides a review. Mark each statement on the Answer Sheet according to the factual materials contained in this issue and the opinions of the authors.

Article One (pp. 125–142)

1. In the United States, which of the following is the most common etiology for traumatic brain injury (TBI) in young children?

   • Motor vehicle accidents.

   • Falls.

   • Sports-related injuries.

   • Being struck by or against an object.

   • Assault.

2. Which of the following evidence-based treatment plans should a speech-language pathologist (SLP) perform for a young child who has sustained a TBI?

   • A motor speech assessment.

   • A neurodevelopmental assessment.

   • A language assessment.

   • A cognitive communication assessment.

   • A comprehensive assessment, which includes the above assessments as well as caregiver report and other relevant measures.

3. In accordance with evidence-based outcomes, which outcomes can occur in individuals who sustain a TBI in early childhood?

   • Difficulties maintaining developmental expectations.

   • Long-term disability.

   • Difficulties with cognitive and executive functioning skills.

   • Difficulties with social and language skills.

   • All of the above.

4. Which of the following is associated with poorer long-term outcomes for individuals who sustain a TBI in early childhood?

   • Milder injury severity.

   • Higher socioeconomic status.

   • Higher preinjury functioning.

   • History of multiple TBIs.

   • Receipt of long-term supports and services postinjury.

5. Speech-language pathology treatment for individuals with a history of early childhood TBI should be based on which of the following?

   • The client's individual strengths and needs.

   • Available research evidence.

   • Comprehensive assessment of skills upon referral.

   • Continuous monitoring and assessment of performance across the individual's academic career, as necessary.

   • All of the above.

   Article Two (pp. 143–160)

6. Social communication refers to:

   • Being aware of when someone is joking or using sarcasm.

   • The cognitive processes that are engaged when a person attempts to make sense of interpersonal and social cues, such that they can understand, and thus predict the behavior of others and communicate.

   • The ability to pay attention in conversation.

   • The use of language within social contexts, encompassing social interaction, pragmatics, and language processing, and including other more general social cognitive skills.

   • All of the above.

7. Joint attention is defined as:

   • The ability to coordinate one's attention with that of another person, resulting in shared common points of reference.

   • Having both communication partners talking about the same thing.

   • Paying attention to two things at one time.

   • Being able to block out distractions.

   • Being able to picture the contents of your desk drawer.

8. Gender refers to:

   • The biological and physiological characteristics that distinguish males from females.

   • The types of books a person prefers to read.

   • Choosing pink as a favorite color.

   • The socially constructed roles, relationships, behaviors, relative power, and other traits that societies ascribe to women and men.

   • Playing sports.

9. Which of the following best describes current preferred practices in the assessment of social communication skills?

   • Utilizing standardized assessment tools only, and relying on normative data to establish therapy goals.

   • Completing a caregiver interview and establishing therapy goals based on this interview.

   • Observing the child/adolescent at school as he/she interacts with the teacher.

   • Collaborative, multidisciplinary approach that utilizes parent/caregiver/ child report, clinical observation of constructs of social communication across time/settings, and standardized assessment, when available.

   • Gathering information from a peer about specific behavioural complaints.

10. Which of the following is the most appropriate setting for social communication intervention for adolescents with a brain injury?

    • Online/video.

    • With peers and support and scaffolding.

    • One-on-one with their therapist.

    • From a book/reading.

    • At a party, independently.

    Article Three (pp. 161–169)

11. Children with brain injury present challenges to front-line clinicians because:

    • Children with TBI have such severe impairments that returning to traditional school is often not possible.

    • The severity of the deficits associated with TBI is widely variable and not all children receive hospital to school transition support.

    • Children with mild TBI are over identified and do not need the level of services recommended.

    • Children who have TBI have a better recovery trajectory because of neuroplasticity and so do not need the level of service that adults with TBI need.

    • Children who have TBI have immediate presentation of deficits and so do not need support by the time they return to school.

12. Executive function deficits may present in the classroom as:

    • Falling asleep during class.

    • Difficulty verbalizing during conversation.

    • Difficulty completing work independently.

    • Difficulty with light sensitivity.

    • Worsening headache throughout the school day.

13. Returning to school can be difficult for a student after TBI because:

    • Deficits are often “silent” and complex to identify.

    • Deficits are so severe that even maximal classroom modifications may not be successful.

    • Teachers will work only with the student rather than discussing concerns with the SLP.

    • Parents request too many modifications.

    • Wrap-around services are providing too many supports to students.

14. The SLPs' assessment for a student with TBI should include:

    • Observation/Interview.

    • Standardized assessment.

    • Functional, nonstandardized assessment.

    • Data obtained from several sources.

    • All of the above.

15. The SLP's engagement with the student should be:

    • Ongoing to allow for monitoring over time for appearance of new challenges as classroom expectations change.

    • Short-term during the medical to school transition.

    • Short-term during the first year after the student returns to school.

    • On a consultation basis only.

    • Long-term monitoring only during the high-school transition process.

    Article Four (pp. 170–182)

16. Which of the following language domains is most commonly affected by cognitive-communication impairment?

    • Phonology.

    • Naming.

    • Sentence-level syntax.

    • Pragmatics.

    • Morphology.

17. Which of the following has been identified as a major weakness of standardized tests of cognition?

    • Small norming samples.

    • Poor inter-rater reliability.

    • Poor reflection of everyday, real-world activities.

    • Excessive length and complexity.

    • Inconsistent administration procedures.

18. Which of the following is not considered a form of nonstandardized assessment?

    • Dynamic assessment.

    • Norm-referenced assessment.

    • Discourse analysis.

    • Curriculum-based assessment.

    • Task analysis.

19. Which of the following would be an example of curriculum-based assessment that an SLP might use to evaluate a student with pTBI?

    • Reading sentences and asking the student to repeat them.

    • Asking a student to point to a named picture in a field of four.

    • Observing a student taking notes during a social studies lecture.

    • Assessing vocabulary by asking the student to name pictures.

    • Recording a student's misarticu-lated phonemes while naming pictures.

20. Which of the following would not be an example of discourse analysis that an SLP might use to evaluate a student with pTBI?

    • Asking a student to write the definition of vocabulary words.

    • Observing a student giving an oral presentation in class.

    • Assessing a student's written science report for vocabulary, main idea, and appropriate text structure.

    • Asking a student to verbally summarize a chapter she just finished reading in an assigned novel.

    • Evaluating a student's written narrative for appropriate story grammar elements.

    Article Five (pp. 183–194)

21. When designing a treatment plan for a child or adolescent with a cognitive-communication disorder, it is important to consider:

    • Individual factors such as age of onset, injury severity, and current developmental age.

    • Emotional changes postinjury.

    • Physical impairments, including motor speech disorders.

    • Communicative competence in a variety of contextual domains including school, home, and social settings.

    • All of the above.

22. Which of the following is not true about interventions that support fundamental processes?

    • Can be considered a bottom-up approach to treatment.

    • Address discrete cognitive skills such as attention, processing speed, or memory.

    • Can be effective for treating specific cognitive-communication impairments.

    • May better generalize when mixed with other intervention methods.

    • Are often strategy-based approaches.

23. A top-down approach to cognitive-communication remediation promotes goal-oriented processes or integrated skills, whereas a bottom-up approach typically focuses on improving:

    • Internally driven processes.

    • A discrete skill or process.

    • Generalization of skills.

    • Synthesis of information.

    • Higher-order functions.

24. The first step in modifying the communication environment is:

    • Drill and practice.

    • Direct attention training.

    • Observing the child's behaviors in context and describing the problem.

    • Bringing in multiple visual aids.

    • None of the above.

25. Carryover/generalization of strategies can be promoted through:

    • Drilling a specific skill.

    • Selecting activities contrary to the student's interests.

    • Engaging the student's everyday communication partners.

    • Gradual increase of supports and prompts.

    • All of the above.

    Article Six (pp. 195–208)

26. Which of the following best describes the effect of pediatric TBI as compared to adult TBI?

    • Children typically recover more completely and quickly than adults after TBI, regardless of severity.

    • Adults tend to need more therapy after TBI than children.

    • Children are at particular risk for complicated recovery from TBI, including mTBI, compared to adults.

    • Children are more likely to complain about their injury and therefore receive more care than adults.

    • Adults rarely sustain mTBIs, so it is difficult to compare the effects of the injury across ages.

27. What are current recommendations for rest following pediatric mTBI?

    • 1 to 2 days of rest, followed by return to moderate levels of activity.

    • Complete rest until no symptoms are experienced and all neurocognitive testing has returned to baseline.

    • Complete rest for 1 month.

    • No rest restrictions are currently recommended; the child can return to activity immediately.

    • Rest recommendations depend on whether or not this is the first or subsequent injury.

28. What is the current expected timeline to recovery following pediatric mTBI?

    • 7 to 10 days.

    • 2 weeks.

    • 4 weeks.

    • 6 months.

    • 1 year.

29. Which of the following is the best example of stable, foundational knowledge?

    • Risk factors.

    • Assessment practices.

    • Treatment approaches.

    • Individual recovery.

    • Basic neuroanatomy.

30. Educational initiatives improve implementation of best evidence when:

    • There is a personal element to it, like learning with or from a peer, and receiving ongoing coaching and feedback over time.

    • Information is presented quickly.

    • There is pressure from administration to meet benchmarks.

    • A clinician reads a textbook.

    • The person is still in graduate school.