Eipa Written Standards Review

54 Questions  I  By DebJCasey
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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
    • A. 

      True

    • B. 

      False


  • 2. 
    What is one major affect hearing loss has on a child early on?
    • A. 

      They cannot talk.

    • B. 

      The inability to acquire language that is age-appropriate.

    • C. 

      They cannot learn to read.

    • D. 

      The inability to produce spoken language.


  • 3. 
    The main reason children who are deaf do not have access to a language in early development is
    • A. 

      Because they do not have hearing aids.

    • B. 

      Because most deaf children have hearing parents.

    • C. 

      Because most deaf children have deaf parents

    • D. 

      Because deaf children cannot talk.


  • 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.
    • A. 

      True

    • B. 

      False


  • 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.
    • A. 

      True

    • B. 

      False


  • 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.
    • A. 

      True

    • B. 

      False


  • 7. 
    When responding to a student’s inattentiveness, the interpreter should consider the student’s level of maturity.
    • A. 

      True

    • B. 

      False


  • 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.
    • A. 

      True

    • B. 

      False


  • 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.
    • A. 

      True

    • B. 

      False


  • 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.
    • A. 

      True

    • B. 

      False


  • 11. 
    Is it healthy for a student to create a bond with the professionals they work with?
    • A. 

      Yes

    • B. 

      No


  • 12. 
    Adolescents may be more comfortable with same-gender interpreters
    • A. 

      True

    • B. 

      False


  • 13. 
    Peer relationships can have a big effect on what two developments throughout student’s school years?
    • A. 

      Social and maturity

    • B. 

      Social and cognitive

    • C. 

      Emotional and physical

    • D. 

      Cognitive and emotional


  • 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?
    • A. 

      Deaf and dumb

    • B. 

      Socially awkward

    • C. 

      Emotionally instable

    • D. 

      Distant and unfriendly


  • 15. 
    What is cognitive development?
    • A. 

      Cognitive development is the ability to process language and understand it.

    • B. 

      Cognitive development is the ability to analyze math problems and find an answer.

    • C. 

      Cognitive development is the understanding of concepts, and the ability to think and reason.

    • D. 

      Cognitive development is the ability to hear understand and respond using intelligent age appropriate language.


  • 16. 
    What approach to cognitive development assumes that cognitive development is independent from language development?
    • A. 

      Cognition Independence approach

    • B. 

      Piagetian approach

    • C. 

      Language Independence approach

    • D. 

      Parochialism approach


  • 17. 
    Which statement below is true?
    • A. 

      Socialization is an important aspect of cognitive development

    • B. 

      Socialization is not an important aspect of cognitive development

    • C. 

      Socialization can sometimes over stimulate cognitive development

    • D. 

      Socialization is an important aspect of cognitive development in older age group children.


  • 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.
    • A. 

      True

    • B. 

      False


  • 19. 
    Cognitive organization helps students store and remember concepts. Providing students with repetition allows them to see ……which all help them learn.
    • A. 

      Patterns, parallels, comparisons, and similarities

    • B. 

      Repetitions, consistency, differences, and duplication

    • C. 

      Equivalents, proportions, series, and repetitions

    • D. 

      Parallels, series, differences and comparisons


  • 20. 
    In terms of cognitive development what causes a student to learn?
    • A. 

      When a child begins to read

    • B. 

      When new information is presented at a level of language the student understands and then can apply it.

    • C. 

      When a student begins to put together what they see and hear and match it with the words they know.

    • D. 

      When there is a conflict between what a student thinks and new information that they receive.


  • 21. 
    What is the definition of cognitive scheme?
    • A. 

      Cognitive scheme is a cognitive structure that organizes information, making sense of experience.

    • B. 

      Cognitive scheme is mapping of information based on the input received.

    • C. 

      Cognitive scheme is the understanding of information experienced.

    • D. 

      Cognitive scheme is a plan use to present mathematical information to help children grasp concepts.


  • 22. 
    What different levels of abstraction in terms of cognitive skills can teachers questions require?
    • A. 

      Demonstration of student; participation, obedience, respect for others and follow through

    • B. 

      Demonstration of knowledge; Comprehension; Application; Analysis; Synthesis and Evaluation

    • C. 

      Demonstration of sensory; hearing, seeing, tasting, smelling and feeling

    • D. 

      Demonstration of educational; Advancement; Performance; Success and Completion


  • 23. 
    Name three good supports that can aid students learning new concepts.
    • A. 

      Practice, repetition and experience

    • B. 

      Verbalizing, writing and memorization

    • C. 

      Memorization, practice and verbalizing

    • D. 

      Repetition, writing and acting it out


  • 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?
    • A. 

      A student’s ability to recite what they know in front of the class with confidence.

    • B. 

      A student’s ability to pass an exam on first try, and remember the concepts a week later.

    • C. 

      A student’s ability to write what they understand in a meaningful paragraph or present the information learned on a graph or chart.

    • D. 

      A student’s ability to answer questions spontaneously about concepts or show that they understand.


  • 25. 
    How do students learn?
    • A. 

      Students learn by doing experiments, participating in class projects and completing their homework.

    • B. 

      Students learn from exploration, making mistakes, and self-correction.

    • C. 

      Students learn when they review information until their memory sets in.

    • D. 

      Students learn from watching peers and doing what they do.


  • 26. 
    Behavioral approaches to learning propose that….
    • A. 

      Positive behavior can be encouraged by reward and negative behavior can be decreased by ignoring bad behavior until the child corrects it.

    • B. 

      Positive behavior can be increased with soft voices and gentle coaxing to do the right thing, where bad behavior can be solved through a discipline plan set up with the parent that can be enforced at home and in school.

    • C. 

      Positive behavior can be increased by the use of positive re-enforcers, and negative behavior can be decreased by the use of punishment or withdrawal of privileges.

    • D. 

      Positive behavior can be increased by giving special attention to a student, and bad behavior can be corrected through note home to the parent, grades reflecting the negative behavior, and privileges taken away.


  • 27. 
    27.)   What is the goal of education?
    • A. 

      The goal of education is for students to acquire thinking skills, and not to just memorize facts.

    • B. 

      The goal of education is to teach children the basic skills of reading, writing and arithmetic.

    • C. 

      The goal of education is to prepare children to be productive adults in our society by getting college educations.

    • D. 

      The goal of education is for students to achieve knowledge in reading, math, history and the sciences, which will support them in the career they desire as an adult.


  • 28. 
    What is an essential part of language development?
    • A. 

      Hearing

    • B. 

      Reading

    • C. 

      Interaction with people

    • D. 

      Pre-k


  • 29. 
    Does an educational interpreter have any influence on a hard of hearing student’s language development?
    • A. 

      Yes

    • B. 

      No


  • 30. 
    To help the interpreter become familiar with the student’s current level of function the interpreter should…
    • A. 

      Talk with interpreters who worked with the student previously to find out where the student’s level of functioning is.

    • B. 

      Review the students IEP with a professional

    • C. 

      Should ask the teacher who is currently with the student.

    • D. 

      Should discuss it with the ESE director of the school.


  • 31. 
    What three things impact a student’s ability to learn new concepts?
    • A. 

      Language level, world knowledge, and vocabulary

    • B. 

      Hearing level, ability to process information, and practice

    • C. 

      Language level, ability to process information, and vocabulary

    • D. 

      Hearing, repetition of knowledge, and memorization skills


  • 32. 
    Language Development in American Sign Language is not parallel to the development of spoken languages.
    • A. 

      True

    • B. 

      False


  • 33. 
    Students who are deaf or hard of hearing may have language skills that are delayed compared with their hearing peers due to ……
    • A. 

      A learning problem

    • B. 

      An environmental problem

    • C. 

      A family problem

    • D. 

      A speech problem


  • 34. 
    How is academic language different from daily conversation?
    • A. 

      Daily conversation takes place at home or with friends and academic language is how we write and talk at school.

    • B. 

      Conversations have more turn taking about topics that reflect a shared experience, and allow correction of mistakes, where academic language has less turn taking, longer monologues, more complex vocabulary and syntax as well as provides fewer contexts to understand the topic.

    • C. 

      Daily conversations consists of generally topics about friends, home, and activities connected with those relationships, where academic language is conversing about subjects like Science, Math, Geography, and History.

    • D. 

      Conversations have interrupted turn taking that never offer an opportunity to make corrections and is full of idioms and expressions, where academic language is always polite and offers much opportunity to correct grammatical errors as well as covers a multitude of academic topics.


  • 35. 
    All students and adults gesture. Gesture can be very communicative and useful as well as a linguistic part of our language.
    • A. 

      True

    • B. 

      False


  • 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?
    • A. 

      There is nothing an interpreter can do to facilitate learning; they are to facilitate communication only. The teacher of the deaf is responsible for facilitating learning.

    • B. 

      The interpreter can tutor the deaf or hard of hearing student on concepts they miss once they have mastered their language.

    • C. 

      Interpreters may need to include an explanation of a concept in the interpretation in order to facilitate learning.

    • D. 

      The interpreter must stay in their role and allow the teacher to teach, therefore the teacher can explain concepts that the student may miss.


  • 37. 
    Who should conduct language evaluations for deaf or hard of hearing students?
    • A. 

      The ESE director should conduct all language evaluations for the deaf or hard of hearing student.

    • B. 

      A professional who has training specific to language and the students who are deaf or hard of hearing.

    • C. 

      The school language assessment resource person is the only person who can conduct language evaluations for the deaf or hard of hearing student(s).

    • D. 

      The teacher of the deaf is always the person who conducts language evaluations for the deaf or hard of hearing student(s).


  • 38. 
    Students begin to produce their first words at about 16 months old.
    • A. 

      True

    • B. 

      False


  • 39. 
    Students begin to produce their first words or signs into a sentence at about age 2 years
    • A. 

      True

    • B. 

      False


  • 40. 
    Students begin to produce complex language at about 4 years of age.
    • A. 

      True

    • B. 

      False


  • 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.
    • A. 

      True

    • B. 

      False


  • 42. 
    By early elementary years, students have mastered much of their foundational use of language.
    • A. 

      True

    • B. 

      False


  • 43. 
    What is one of the earliest exhibits of decontextualized language
    • A. 

      Being able to talk about past events

    • B. 

      Being able to use context clues in writing assignments

    • C. 

      Being able to talk about what is here and now

    • D. 

      Being able to use correct punctuation in sentences


  • 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?
    • A. 

      Prosody

    • B. 

      Commas

    • C. 

      Syllables

    • D. 

      Sight words


  • 45. 
    At what grade do the textbook demands increase significantly, and the language becomes more complex in terms of syntax and vocabulary
    • A. 

      First grade

    • B. 

      Fifth grade

    • C. 

      Eighth grade

    • D. 

      Third grade


  • 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.
    • A. 

      True

    • B. 

      False


  • 47. 
    Students learn best when a teacher knows what they know and what they don’t know.
    • A. 

      True

    • B. 

      False


  • 48. 
    Deaf and hard of hearing students who have ASL as their first language typically learn English from reading.
    • A. 

      True

    • B. 

      False


  • 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.
    • A. 

      True

    • B. 

      False


  • 50. 
    Students do not learn words by learning a definition, they learn over time through multiple exposures, including making mistakes.
    • A. 

      True

    • B. 

      False


  • 51. 
    Learning Sign Language can inhibit a student’s ability to learn speech.
    • A. 

      True

    • B. 

      False


  • 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.
    • A. 

      True

    • B. 

      False


  • 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.
    • A. 

      Parental influences

    • B. 

      Education

    • C. 

      Cultural background

    • D. 

      Hearing loss


  • 54. 
    Why is early detection of hearing loss important?
    • A. 

      Because detection can allow deaf and hard of hearing students to develop language that is more age appropriate when compared with their hearing peers.

    • B. 

      Because early detection will get the student fitted with auditory equipment and the student can get a better quality education.

    • C. 

      Because early detection can help a deaf and hard of hearing student progress in their speech training.

    • D. 

      Because detection can allow deaf and hard of hearing students hear well and therefore can be more dependant on their hearing and less on sign language.


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