Spanish and English have the same number of vowels and consonants.

A clinician is working with a 5-year-old child who exhibits the phonological process of Stopping, substituting [p] for /f/. To establish the correct production of the target phoneme, the clinician provides the following instructions: “Touch your lower lip with your top teeth and blow. Watch the feather move while you keep the air going.” Which of the following best categorizes this specific clinical approach and the physiological goal of using the feather as a visual aid?

Collaboration between the SLP and classroom teachers regarding phonological awareness instruction typically leads to instructional interference, which can inadvertently stall the generalization of phonetic targets.

While phonological awareness training has a facilitative effect on speech production, targeting motor-based speech production in isolation provides sufficient “bottom-up” stimulation to spontaneously develop deep phonemic awareness skills.

A clinician is working with a 7-year-old child who exhibits a substitution of [w] for /l/ (liquid gliding). To establish the correct production of the target phoneme, the clinician utilizes a series of prompts, including using a tongue blade to stimulate the alveolar ridge, using a mirror for visual monitoring of lingual elevation, and comparing the tongue’s movement to a “bird’s beak.” Which of the following best categorizes the primary therapeutic approach being used through these specific instructions?

A student’s tantrum behavior has been identified through FBA as maintained by escape from task demands. The teacher implements DRO by providing a 5-minute break every time the student goes 10 minutes without a tantrum. Although a DRO is an evidence-based intervention, which concern is most significant with this implementation?

Read the scenario carefully and ask the following questions.   Scenario: Marcus is a 9-year-old student with an intellectual disability in a self-contained classroom. His teacher completes an FBA and finds that Marcus engages in property destruction (throwing materials off his desk) primarily when presented with independent work tasks. The consequence that follows is that he is sent to the hallway with a paraprofessional, effectively allowing him to escape the task. Marcus rarely engages in property destruction during preferred activities or during 1:1 instruction. The team is writing a BIP for Marcus. Identify ONE appropriate differential reinforcement procedure for reducing his property destruction and explain why it is a good fit given his behavior function. (3 points) Describe a specific FCT replacement behavior you would teach Marcus. Include: (a) the communicative form (what does the replacement behavior look like?) AND (b) the communicative function/what he is requesting (4 points)

Precursor behaviors in the context of FCT refer to:

The prefix “hema” means ____________.

What is the normal range for the electrolyte, potassium (K+)?_________ to _________ mEq/L