Eipa Written Standards Review

54 Questions  I  By DebJCasey
EIPA Written Standards Review
This quiz written by Robin Evans and Shannon Simon to aid interpreters to study for the written EIPA.
Copied here to make it possible to review facts repeatedly for self study.

  
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1.  As students grow and develop they become more independent, confident and their social skills mature. An interpreter should have a good understanding of these important developmental stages, when they develop and the effects they have on a child in order to adjust their interpreting accordingly
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2.  What is one major affect hearing loss has on a child early on?
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3.  The main reason children who are deaf do not have access to a language in early development is
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4.  Between the ages of 6-11 a child develops their confidence (ability to achieve) or feelings of inferiority (an inability to achieve). Experiences at school, at home and with peers can effect a child’s development in these areas.
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5.  The capability to work and cooperate with others is not as important for a child as their factual knowledge that they acquire in school.
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6.  During adolescence students naturally demonstrate more initiative; interpreters should increase the amount of support in order to guide the student during this confusing time of life.
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7.  When responding to a student’s inattentiveness, the interpreter should consider the student’s level of maturity.
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8.  Interpreters should be aware that students who have a weak sense of trust, autonomy, or initiative may be unprepared for the challenges of adulthood.
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9.  Higher skilled interpreters are better equipped to work with older children since their vocabulary, and skills can better match the older student than the younger.
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10.  In order to understand a student’s current level of functioning, interpreters should meet with past interpreters and teachers to gain as much insight from them as possible.
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11.  Is it healthy for a student to create a bond with the professionals they work with?
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12.  Adolescents may be more comfortable with same-gender interpreters
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13.  Peer relationships can have a big effect on what two developments throughout student’s school years?
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14.  During middle school students develop friendships that are dependent on a great deal of communication. If a student does not have age-appropriate pragmatic skills what may his peers view him as?
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15.  What is cognitive development?
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16.  What approach to cognitive development assumes that cognitive development is independent from language development?
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17.  Which statement below is true?
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18.  It is important for interpreters to be skilled and be able to communicate concepts that are simple or used often, however it is not necessary to have the burden of handling the more complex task of communicating concepts that are new, abstract or difficult.
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19.  Cognitive organization helps students store and remember concepts. Providing students with repetition allows them to see ……which all help them learn.
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20.  In terms of cognitive development what causes a student to learn?
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21.  What is the definition of cognitive scheme?
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22.  What different levels of abstraction in terms of cognitive skills can teachers questions require?
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23.  Name three good supports that can aid students learning new concepts.
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24.  A student’s ability to repeat a concept does not mean the student understands it. Students can memorize language without understanding what it means. What are some evidences that will help to determine if a student has learned?
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25.  How do students learn?
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26.  Behavioral approaches to learning propose that….
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27.  27.)   What is the goal of education?
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28.  What is an essential part of language development?
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29.  Does an educational interpreter have any influence on a hard of hearing student’s language development?
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30.  To help the interpreter become familiar with the student’s current level of function the interpreter should…
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31.  What three things impact a student’s ability to learn new concepts?
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32.  Language Development in American Sign Language is not parallel to the development of spoken languages.
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33.  Students who are deaf or hard of hearing may have language skills that are delayed compared with their hearing peers due to ……
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34.  How is academic language different from daily conversation?
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35.  All students and adults gesture. Gesture can be very communicative and useful as well as a linguistic part of our language.
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36.  Deaf and Hard of hearing students are often in the process of learning language in school while they are learning new concepts. Hearing students are using their language to learn new concepts. What can an interpreter do to help the deaf and hard of hearing student, if anything, to facilitate learning for the deaf or hard of hearing student?
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37.  Who should conduct language evaluations for deaf or hard of hearing students?
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38.  Students begin to produce their first words at about 16 months old.
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39.  Students begin to produce their first words or signs into a sentence at about age 2 years
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40.  Students begin to produce complex language at about 4 years of age.
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41.  By 3 to 4 years of age, hearing students are able to use English morphology correctly most of the time. By 3 to 4 years of age, deaf students learning ASL from their deaf families are able to use verb agreement correctly much of the time.
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42.  By early elementary years, students have mastered much of their foundational use of language.
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43.  What is one of the earliest exhibits of decontextualized language
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44.  What do young students use in language to help them determine how to segment language at the word sentence level, and can communicate a great deal of information about the speaker’s intention, which can benefit students in the process of learning language?
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45.  At what grade do the textbook demands increase significantly, and the language becomes more complex in terms of syntax and vocabulary
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46.  The development of classifiers happens rather quickly and students grasp them almost effortlessly because they are so descriptive, causing students to master them completely by age 7.
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47.  Students learn best when a teacher knows what they know and what they don’t know.
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48.  Deaf and hard of hearing students who have ASL as their first language typically learn English from reading.
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49.  Hearing students do not need to be taught language except in special circumstances and deaf and hard of hearing students with a good command of ASL can get their language from reading.
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50.  Students do not learn words by learning a definition, they learn over time through multiple exposures, including making mistakes.
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51.  Learning Sign Language can inhibit a student’s ability to learn speech.
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52.  Interaction with other students is crucial in the development of language in children. Children are not as critical of other children’s language where, adults present during the student interaction can actually alter the interaction.
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53.  What has a large affect on language, especially in terms of the rules of interaction, how much we may talk with other students and adults and what we believe is the role of communication in our daily lives.
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54.  Why is early detection of hearing loss important?
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