Abnormal Child Psychology Mash 6th Edition Test Bank

Abnormal Child Psychology Mash 6th Edition Test Bank
Abnormal Child Psychology Mash 6th Edition Test

Bank
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1. Learning disabilities differ from physical disabilities in childhood in that they are ____.
a. more pronounced
b. not as easy to detect
c. not diagnosed by professionals
d. fairly rare
ANSWER: b
DIFFICULTY: Easy
REFERENCES: Definitions and History
KEYWORDS: Bloom’s: Understand
2. ____ is/are connected to the later onset of learning disorders.

a. Parental age
b. Communication disorders
c. Head injuries
d. Developmental delay
ANSWER: b
DIFFICULTY: Easy
3. Which statement regarding the general intellect of children with learning disabilities is true?
a. Children with learning disabilities usually have mild intellectual disability.
b. Children with learning disabilities usually have below-average intelligence.
c. Children with learning disabilities usually have average intelligence.
d. Children with learning disabilities usually have average or above-average intelligence.
ANSWER: d
DIFFICULTY: Moderate
4. Which statement about learning disabilities is true?

a. Learning problems occurring as a result of intellectual disability may qualify as “learning disabilities.”
b. Learning problems occurring as a result of brain injury may qualify as “learning disabilities.”
c. Learning problems occurring as a result of either intellectual disability or brain injury may qualify as “learning
disabilities.”
d. Learning disabilities can affect daily routines, work, and family life.
ANSWER: d
DIFFICULTY: Easy
5. Which disorder is determined by achievement test results that are substantially below what is expected for the child’s
age, schooling, and intellectual ability?
a. communication disorder
b. phonological awareness
c. specific learning disorder
d. fluency disorder
ANSWER: c
DIFFICULTY: Easy
6. Dyslexia refers to ____.

a. problems with fine motor control
b. problems decoding and recognizing simple words
c. a specific kind of reading problem in which the child reverses letters
d. problems in writing
ANSWER: b
DIFFICULTY: Easy
REFERENCES: Specific Learning Disorder
7. A child diagnosed with a learning disorder would typically score ____.

a. better on IQ tests than on tests of academic achievement
b. lower on IQ tests than on tests of academic achievement
c. comparably high on both IQ tests and tests of academic achievement
d. comparably low on both IQ tests and tests of academic achievement
ANSWER: a
8. By the age of ____, a child’s auditory map for phonetic discrimination is complete.
a. 1 month
b. 6 months
c. 1 year
d. 5 years
ANSWER: c
DIFFICULTY: Easy
REFERENCES: Language Development
9. To strengthen a child’s neural circuits for verbal memory, a parent should ____.
a. teach the child to play baseball
b. put the child in piano class
c. teach the child to swim
d. use flashcards of math problems
ANSWER: b
REFERENCES: p.357
KEYWORDS: Bloom’s: Apply
10. ____ is one of the best predictors of school performance and overall intelligence.
a. Well-developed fine motor skill
b. Early infant stimulation
c. Early attainment of developmental milestones
d. The development of language
ANSWER: d
DIFFICULTY: Easy
11. Deficits in ____ are a chief reason that most children with communication and learning disorders have problems in
learning to read and spell.
a. phonology
b. comprehension
c. attention
d. adaptation
ANSWER: a
DIFFICULTY: Easy
12. Phonological awareness is a broad construct that includes ____.

a. recognition of the independence of sounds and letters
b. awareness that sounds cannot be manipulated within syllables in words
c. detection of rhyme and alliteration
d. reciting the alphabet
ANSWER: d
DIFFICULTY: Easy
13. ____ is highly related to expressive language development.

a. Semantic ability
b. Pragmatic awareness
c. Phonological awareness
d. Morphological ability
ANSWER: c
DIFFICULTY: Easy
14. To see if a child has phonological awareness, a teacher might ____.

a. ask the child to rhyme words
b. have the child try to complete a page of math problems
c. have the child sing out loud
d. ask the child to recite the alphabet
ANSWER: a
15. Julia’s father asked her to go to her bedroom to select a book that they could read together. Julia went upstairs to her
bedroom and chose her favorite book from her bookshelf. On her way back downstairs, Julia’s mother asked her what she
was doing. Julia’s response was “Book read.” Based on this description, Julia may meet the criteria for ____.
a. phonological disorder
b. expressive language disorder
c. speech sound disorder
d. stuttering
ANSWER: b
REFERENCES: Communication Disorders
16. Deficits in phonological awareness are diagnosed when a child ____.

a. cannot express his/her thoughts
b. cannot understand others
c. stutters
d. has trouble manipulating sounds
ANSWER: d
DIFFICULTY: Easy
17. Which sound is least likely to be misarticulated by children with phonological problems?
a. s
b. l
c. a
d. th
ANSWER: c
18. By the early school-age years, which communication disorder is most prevalent?
a. language disorder
b. speech sound disorder
c. childhood-onset fluency disorder
d. pragmatic communication disorder
ANSWER: a
19. By mid to late adolescence, most children with communication disorders ____.
a. stop speaking
b. have acquired normal language
c. show declines in the quality of speech
d. drop out of school
ANSWER: b
DIFFICULTY: Easy
20. Which statement regarding gender differences in rates of communication disorders is true?
a. Girls are more likely to be diagnosed with communication disorders, due to biological differences.
b. Girls are more likely to be diagnosed with communication disorders, due to referral bias.
c. Boys are more likely to be diagnosed with communication disorders, due to biological differences.
d. Boys are more likely to be diagnosed with communication disorders, due to acting out behaviors.
ANSWER: d
21. ____ education strategies are based on the premise that children with special needs will benefit from associating with
normally developing peers.
a. Segregation
b. Inclusion
c. Incorporation
d. Cooperation
ANSWER: b
DIFFICULTY: Easy
22. Studies comparing language-impaired children with and without a positive family history for a language-based
learning disability suggest that children with a positive family history may inherit ____.
a. co-morbid behavior problems
b. temporal processing deficits
c. structural abnormalities in the temporal lobe
d. brain lesions in a pinpointed region
ANSWER: b
DIFFICULTY: Easy
23. Language functions are housed primarily in the ____.

a. left temporal lobe
b. right temporal lobe
c. frontal lobe
d. occipital lobe
ANSWER: a
DIFFICULTY: Easy
24. For some children, recurrent ____ during the first year of life may be related to speech and language delays.
a. fevers
b. throat infections
c. ear infections
d. feeding problems
ANSWER: c
DIFFICULTY: Easy
25. Studies investigating the causes of communication disorders suggest that ____.
a. there is no genetic basis for language problems
b. left-handed people are more likely to develop language impairments
c. communication problems are often tied to poor parental efforts to stimulate language development
d. there is an interaction of genetic influences, slowness of brain maturation, and possible minor brain lesions
ANSWER: d
26. The age at which stuttering tends to recede is around ____.

a. 2 years
b. 5 years
c. 9 years
d. 10 years
ANSWER: b
27. Which statement about gender differences in rates of stuttering is true?

a. Boys and girls are equally affected by stuttering.
b. Girls are more likely to stutter than boys.
c. Boys are more likely to stutter than girls.
d. Boys are more likely to stutter than girls, except among children of low socioeconomic status.
ANSWER: c
DIFFICULTY: Easy
28. Which is an appropriate treatment for children who stutter?
a. teach parents how to discipline their children
b. aggressively encourage proper speech
c. contingency management procedures
d. make the child accountable for progress
ANSWER: c
DIFFICULTY: Easy
29. Almost ________ of children who stutter before the age of 5 will no longer stutter once they have been in school for
about a year.
a. 10%
b. 50%
c. 80%
d. 100%
ANSWER: c
DIFFICULTY: Easy
30. Which statement about the causes of stuttering is true?

a. Empirical studies have shown stuttering to be due to unresolved emotional problems or anxiety.
b. The communicative behavior of mothers significantly contributes to the development of stuttering.
c. Stuttering is probably related to abnormal development of the right hemisphere of the brain.
d. A combination of genetic and environmental factors seem to cause the abnormal development
ANSWER: d
31. Which of the following is a category of learning disorders?

a. social
b. mathematics
c. phonological
d. fluency
ANSWER: b
DIFFICULTY: Easy
32. The most common underlying feature associated with reading disorders is ____.
a. associating new words with those in memory
b. visually processing the shapes of letters
c. interpreting the meaning of words
d. distinguishing or separating sounds in spoken words
ANSWER: d
DIFFICULTY: Easy
33. Mary is reading out loud to her class. She reads “from,” when in fact the word is “form.” Mary has made a(n) ____
error.
a. omission
b. reversal
c. transposition
d. sight
ANSWER: c
34. Decoding can be described as ____.

a. interpreting the hidden meaning of words
b. recognizing concepts in sentences
c. breaking a word into parts rapidly enough to read the whole word
d. errors in sequence of words and spelling
ANSWER: c
DIFFICULTY: Easy
35. Evidence of mathematics disorder typically emerges ____.

a. well before entry into school
b. upon entry into school
c. several years after beginning school
d. in early adolescence
ANSWER: a
DIFFICULTY: Easy
36. A child with a mathematics disorder would most likely have difficulty with ____.
a. reading
b. visual-spatial ability
c. coordination
d. memory
ANSWER: b
DIFFICULTY: Easy
37. A child with a writing disorder has the most difficulty with ____.
a. spelling accuracy
b. visual-spatial ability
c. gross motor skills
d. memory
ANSWER: c
38. The most common learning disorder is in ____.

a. reading
b. mathematics
c. written language
d. memory
ANSWER: a
DIFFICULTY: Easy
39. Boys are more likely to be diagnosed with learning disorders because ____.
a. their parents are more likely to seek help
b. they are more likely to also have behavior problems
c. their problems are more severe
d. they actually do out number girls in epidemiological studies
ANSWER: b
DIFFICULTY: Easy
40. The course of SLD is associated with ____.

a. improvement in high school
b. better reading comprehension in adulthood
c. reduction in reading deficits, but not in mathematics
d. dropping out of school
ANSWER: d
DIFFICULTY: Easy
41. Children with learning disorders are least likely to show features of ____.
a. conduct problems
b. ADHD
c. depression
d. autism
ANSWER: d
42. Children with learning disorders are likely to also have ____.
a. low sports self-concept
b. difficulty with appearance self-concept
c. poor academic self-concept
d. trouble balancing an overactive social life with school
ANSWER: d
DIFFICULTY: Easy
43. As adults, men with learning disorders ____.

a. experience poor job satisfaction
b. engage in greater levels of antisocial behavior
c. experience greater levels of depression
d. perceive lower levels of social support
ANSWER: d
DIFFICULTY: Easy
44. In comparison to men with learning disorders, women tend to have ____.
a. have higher self-esteem
b. have better paying jobs
c. outgrow their difficulties
d. have more relationship problems
ANSWER: d
DIFFICULTY: Easy
45. Which factor is least likely to lead to increased resiliency and adaptation in children with learning disorders?
a. easy or positive temperament
b. positive sense of efficacy and self-esteem
c. competent and supportive caregivers
d. clear consequences for when mistakes are made
ANSWER: d
DIFFICULTY: Easy
46. The cause of most learning disorders is ____.

a. limited exposure to reading material in the home
b. genetically based neurological problems
c. perinatal injury and/or anoxia
d. poor instructional methods
ANSWER: b
DIFFICULTY: Easy
47. Heritability accounts for approximately ____ of the variance in reading disorders.
a. 10%
b. 25%
c. 60%
d. 95%
ANSWER: c
DIFFICULTY: Easy
48. The planum temporale in individuals with reading disorders is ____.

a. larger on the right side of the brain
b. larger on the left side of the brain
c. of equal size on both sides of the brain
d. scarred and malfunctioning
ANSWER: c
DIFFICULTY: Easy
49. Shaywitz and Shaywitz (2002) found that the brains of dyslexic children compared to nonimpaired children had ____.
a. higher activation primarily in the right hemisphere
b. lower activation primarily in the right hemisphere
c. higher activation primarily in the left hemisphere
d. lower activation primarily in the left hemisphere
ANSWER: d
DIFFICULTY: Easy
50. Eden et al. (1996) found that the brains of adults with reading disorders show no activation in an area that detects
____.
a. pressure
b. auditory stimuli
c. vestibular changes
d. visual motion
ANSWER: d
DIFFICULTY: Easy
51. With regard to reading and phonological processing, a specific defect in perception of ____ may interfere with many
different brain functions, and has been noted in children with autism and learning disorders.
a. visual motion
b. auditory stimuli
c. spatial orientation
d. written expression
ANSWER: a
DIFFICULTY: Easy
52. Nonverbal learning disabilities are deficits related to ____.

a. cellular abnormalities in the left hemisphere
b. functional abnormalities in the right hemisphere
c. abnormalities of the planum temporale
d. excesses of dopamine neurotransmitters
ANSWER: b
DIFFICULTY: Easy
53. Nonverbal learning disabilities are characteristic of children who perform worse at ____ than reading.
a. sports
b. singing
c. math
d. spelling
ANSWER: c
DIFFICULTY: Easy
54. The most likely relationship between learning disorders and behavior problems in young children is that ____.
a. behavior problems, such as inattentiveness, interfere with learning behaviors and may lead to later learning
disorders
b. learning disorders are frustrating for children and may lead them to act out
c. the two are distinct disorders that arise separately but increase the potency of either or both problems over time
d. behavior problems are ultimately the root cause of learning disorders
ANSWER: c
DIFFICULTY: Easy
55. ____ is based on the premise that the ability to decode and recognize words accurately and rapidly must be acquired
before reading comprehension can occur.
a. Recognition Learning
b. Direct Learning
c. Direct Instruction
d. Recognition Instruction
ANSWER: c
DIFFICULTY: Easy
56. Which intervention would be least likely to be used with a child with a learning disorder?
a. implementation of behavioral reinforcement
b. prescribing of medications that help learning
c. teaching the child to monitor their own thought processes
d. individual counseling to help the child to develop more positive feelings about their abilities
ANSWER: b
DIFFICULTY: Easy
57. Individuals with Disabilities Education Improvement Act (IDEA) mandate that children with special needs ____.
a. should have access to all educational services
b. should have special education classroom placement
c. should have regular education classroom placement
d. should be appropriately tested for educational level
ANSWER: a
58. According to your text, almost ____ % of school-age children in the United States receive some level of support
through special education.
a. 14
b. 16
c. 22
d. 26
ANSWER: a
DIFFICULTY: Easy
59. This Act, signed into U.S. law in 2002, allowed for more intensified efforts by each state to improve the academic
achievement of public school students considered at risk for school failure.
a. No Child Left Behind
b. No Child Left Out
c. All Children Included
d. All Children Moving Forward
ANSWER: a
DIFFICULTY: Easy
60. To prevent ____, it is important to provide early interventions that teach both phonologic and verbal abilities.
a. aphasia
b. stuttering
c. ataxia
d. dyslexia
ANSWER: d
DIFFICULTY: Easy
61. Differentiate between the terms learning disabilities, communication disorders, and specific learning disorder.
ANSWER: Learning disability is a lay term (not a diagnostic term) that refers to significant problems in mastering
one or more of the following skills: listening, speaking, reading, writing, reasoning, and mathematics.
Communication disorder is a diagnostic term that refers to deficits in language, speech, and
communication. Specific learning disorder is a diagnostic term that refers to specific problems in
learning and using academic skills. The DSM-5 integrates the frequently co-occurring problems in
reading, mathematics, and written expression into this one category, and uses specifiers to designate
impairments in one or more of these areas.
62. Straus and Werner (1943) pointed out that children learn in their own individual ways. List the three important
concepts developed from their idea that continues to influence the field to this day.
ANSWER: Children approach learning in different ways, so each child’s individual learning style and uniqueness
should be recognized and used to full advantage. 2. Educational methods should be tailored to an
individual child’s pattern of strengths and weaknesses; one method should not be imposed on everyone.
3.Children with learning problems might be helped by teaching methods that strengthen existing abilities
rather than emphasize weak areas.
KEYWORDS: Bloom’s: Analyze
63. What is meant by a “perceptual map” for language and how does it develop?
ANSWER: A perceptual map forms that represents similarities among sounds and helps the infant learn to
discriminate among different phonemes. These maps form quickly; 6-month-old children of English-
speaking parents already have auditory maps different from infants in non–English-speaking homes, as
measured by neuron activity in response to different sounds (Kuhl et al., 2006). By their first birthday,
the maps are complete, and infants are less able to discriminate sounds that are not important in their
own language.
64. Why is it common to have more than one specific learning disorder?
ANSWER: Writing, and arithmetic overlap and build on the same functions of the brain, it is not surprising that a
child or adult can have more than one form of SLD (Scanlon, 2013). Recall that phonological awareness
facilitates the ability to speak and, later on, to read and write. A single gap in the brain’s functioning can
disrupt many types of cognitive activity. These disruptions, in turn, can interfere with the development
of important fundamental skills and compound the learning difficulties in a short time.
65. What particular difficulties and errors might suggest that a child has a reading disorder?
ANSWER: A child with a SLD with impairment in reading lacks the critical language skills required for basic
reading: word reading accuracy, reading comprehension, and reading rate or fluency. Dyslexia is an
alternative term sometimes used to describe this pattern of reading difficulties. These core deficits stem
from problems in decoding—breaking a word into parts rapidly enough to read the whole word—
coupled with difficulty reading single small words (Vellutino et al., 2007). When a child cannot detect
the phonological structure of language and automatically recognize simple words, reading development
will very likely be impaired (Peterson & Pennington, 2010). The slow and labored decoding of single
words requires substantial effort and detracts from the child’s ability to retain the meaning of a sentence,
much less a paragraph or page.
66. What kind of deficits might a parent or teacher notice from a child who has a writing disorder?
ANSWER: Children with impairment in written expression often have problems with tasks that require eye–hand
coordination, despite their normal gross motor development. Teachers notice that, as compared with
children who have normal writing skills, children with impairments in writing produce shorter, less
interesting, and poorly organized essays and are less likely to review spelling, punctuation, and grammar
to increase clarity (Hooper et al., 2011, 2013). However, spelling errors or poor handwriting that do not
significantly interfere with daily activities or academic pursuits do not qualify a child for this diagnosis.
In addition, problems in written expression signal the possibility of other learning problems because of
shared metacognitive processes: planning, self-monitoring, self-evaluation, and self-modification (Heim
& Benasich, 2006).
67. You are a clinical psychologist and you have recently diagnosed Jeremy, an 8-year-old boy, with a learning disorder.
Jeremy’s parents are worried about what this will mean for Jeremy as he goes through school, as well as when he is an
adult. What would you tell Jeremy’s parents about the short- and long-term prognosis for children with specific learning
disorders?
ANSWER: Poor reading comprehension and poor spelling and written work. They may be able to read and
pronounce the first part of a word correctly but then guess the rest of the word. As they struggle with
these difficulties throughout elementary school, being fearful of or refusing to read aloud is common. By
adolescence through to adulthood, these patterns often shift from basic coding difficulties to marked
problems in reading comprehension and written expression, including poor spelling and poor
mathematical problem solving. Over time, teens and adults learn to manage these difficulties to the best
of their ability, but may avoid situations that require reading, writing, or numerical ability. Thus, over the
life span SLD is associated with many functional consequences, such as lower academic achievement,
higher school dropout rates, poor overall mental health and well-being, and lower employment and
income (APA, 2013).
68. It has been suggested that language-based learning disorders are related to neurological deficits in sensitivity. What is
the nature of this argument?
ANSWER: A specific defect in the perception of visual motion may interfere with many different brain functions,
and it has been noted among children with autism as well as those with learning disorders (Benassi et al.,
2010; Skottun & Skoyles, 2008). To detect differences between consonant sounds—such as b and t—we
must be able to distinguish between very rapid changes in sound frequency. A subtle neurological deficit
in sensitivity could prohibit this distinction, which would then show up clinically as problems in reading
and phonological processing (Raschle et al., 2011).
69. How do the biological causes of language-based learning disabilities and nonverbal learning disabilities differ?
ANSWER: SLD with impairment in written expression as well, are associated with brain deficits that differ from
those described for language-based learning disorders. These deficits are largely found in areas not
related to verbal ability, which has led to the term nonverbal learning disability. Nonverbal learning
disability (NLD) is associated with deficits related to right-hemisphere brain functioning, which are
characteristic of children who perform considerably worse at math than reading. These deficits involve
social/emotional skills, spatial orientation, problem solving, and the recognition of nonverbal cues such
as body language (Hulme & Snowling, 2009). In addition to math deficiencies, NLD may be
accompanied by neuropsychological problems such as poor coordination, poor judgment, and difficulties
adapting to novel and complex situations.
70. Discuss the two major findings that implicate specific biological underpinnings of reading disorders.
ANSWER: 1. Language difficulties for people with reading disorders are specifically associated with the
neurological processing of phonology and storage of such information into memory; and 2. behavioral
and physiological abnormalities are found in the processing of visual information. It is not surprising,
therefore, that phonological and visual processing problems often coexist among people with reading
disorders (Skottun & Skoyles, 2008).
71. Summarize the use of computer-assisted learning for specific learning disorders.
ANSWER: Computers have been used as simple instructional tools to deliver questions and answers since the 1970s.
Since discovering phonological awareness and timing problems in the brain, researchers are now testing
whether computers can remedy some basic auditory problems. Some children with communication and
learning disorders are unable to process information that flashes by too quickly, such as the consonant
sounds ba and da, and this deficit interferes with vital speech processes. Computer programs are able to
slow down these grammatical sounds, allowing young children to process them more slowly and
carefully
72. Eight-year-old Jessica has a mathematics disorder. You have been asked to make recommendations to Jessica’s
parents and teacher as to how they might help Jessica. From a behavioral and cognitive–behavioral standpoint, what
specific recommendations would you make?
ANSWER: Behavioral methods often are used in conjunction with a complete program of direct instruction, which
typically proceeds in a cumulative, highly structured manner (Wright & Jacobs, 2003), as shown in A
Closer Look 7.2. Because this method places a strong emphasis on the behavior of the teacher in terms
of explicit correction, reinforcement, and practice opportunities, it is sometimes referred to as “faultless
instruction”: Each concept should be so clearly presented that only one interpretation is possible. Each
lesson is structured according to field-tested scripts. Teachers work with one small group of students at a
time, and shoot questions at them at a rate as high as 10 to 12 per minute. This highly structured,
repetitive method is clearly effective. Like behavioral methods, these procedures actively involve
students in learning, particularly in monitoring their own thought processes. Considerable emphasis is
placed on self-control by using strategies such as self-monitoring, self-assessment, self-recording, self-
management of reinforcement, and so on (Alwell & Cobb, 2009; Cobb et al., 2006). Essentially, children
are taught to ask themselves several questions as they progress, to make themselves more aware of the
material.
73. List the steps involved in Direct Behavioral Instruction.

ANSWER: 1. Review the child’s existing abilities. 2. Develop a short statement of goals at the beginning of each
lesson. 3. Present new concepts and material in small steps, each followed by student practice. 4. Provide
clear and detailed instructions and explanations. 5. Provide considerable practice for all students. 6.
Check student understanding of concepts continually, in response to teacher questions. 7. Provide
explicit guidance for each student during initial practice. 8. Provide systematic feedback and corrections.
9. Provide explicit instruction and practice for exercises completed by students at their desks.
74. Discuss the importance of placing children with different needs in classrooms with typically developing peers. How
can this improve communication skills, academic performance, and social skills?
ANSWER: Integrating children with special needs into the regular classroom began as the inclusion movement
during the 1950s, based on studies showing that segregated classes for students with disabilities were
ineffective and possibly harmful (Baldwin, 1958). Resource rooms and specially trained teachers
replaced the special classes that had been in vogue, a change that had the further advantage of removing
the need to label and categorize children.
75. Discuss why children with learning disorders might display more acting out behaviors at school and the behavioral
strategies used.
ANSWER: Many problems that children with communication and learning disorders have stem from the fact that the
material is simply presented too fast for them (Tallal & Benasich, 2002). Thus, a strategy to provide
children with a set of verbal rules that can be written out and reapplied may be more beneficial than one
that relies on memory or on grasping the concept all at once. Tried-and-true behavioral principles of
Abnormal Child Psychology Mash 6th Edition Test Bank
learning are well suited to this task of teaching systematically. Behavioral methods often are used in
conjunction with a complete program of direct instruction, which typically proceeds in a cumulative,
highly structured manner (Wright & Jacobs, 2003), as shown in A Closer Look 7.2. Because this method
places a strong emphasis on the behavior of the teacher in terms of explicit correction, reinforcement,
and practice opportunities, it is sometimes referred to as “faultless instruction”: Each concept should be
so clearly presented that only one interpretation is possible. Each lesson is structured according to field-
tested scripts. Teachers work with one small group of students at a time, and shoot questions at them at a
rate as high as 10 to 12 per minute.
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2. ____ is/are connected to the later onset of learning disorders.

4. Which statement about learning disabilities is true?

6. Dyslexia refers to ____.

7. A child diagnosed with a learning disorder would typically score ____.

12. Phonological awareness is a broad construct that includes ____.

13. ____ is highly related to expressive language development.

14. To see if a child has phonological awareness, a teacher might ____.

16. Deficits in phonological awareness are diagnosed when a child ____.

23. Language functions are housed primarily in the ____.

26. The age at which stuttering tends to recede is around ____.

27. Which statement about gender differences in rates of stuttering is true?

30. Which statement about the causes of stuttering is true?

31. Which of the following is a category of learning disorders?

34. Decoding can be described as ____.

35. Evidence of mathematics disorder typically emerges ____.

38. The most common learning disorder is in ____.

40. The course of SLD is associated with ____.

43. As adults, men with learning disorders ____.

46. The cause of most learning disorders is ____.

48. The planum temporale in individuals with reading disorders is ____.

52. Nonverbal learning disabilities are deficits related to ____.

73. List the steps involved in Direct Behavioral Instruction.

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