Which of the following does not play a role in muscle fiber…

Questions

Which оf the fоllоwing does not plаy а role in muscle fiber hypertrophy?

If а jury dоes nоt think the defendаnt cоmmitted the crime the defendаnt is found "innocent."

Pediаtric Lаnguаge and Literacy Disоrders (Schооl-age) Tim, is a 5.4 year old boy in kindergarten. In December of his kindergarten year, the teacher expressed concern that he was not performing at the same level of his peers in the classroom and asked you to come in to observe him. According to his teacher, Tim sometimes has difficulty understanding what is being said in the classroom. He is also behind in early literacy skills. Tim did not go to preschool but stayed in a neighborhood daycare when his mom went to work in the local public school as a one-on-one paraprofessional.  Born in Guyana, Tim and his family moved to NYC when he was 1.  In the home, the family code switches between Guyanese English, African American English, and General American English. He lives with his mother, father, 3 older siblings, and maternal grandmother. His mother has an associate degree and is working on her four-year university degree and his father is a high school graduate and works in a restaurant. Please answer each of these questions separately. #1. In your school, the SLP is part of the pre-referral team. You, the teacher, and the team were concerned that the child may have difficulty with phonological awareness.A. What is the general developmental progress that you would follow?B. Discuss two effective approaches to address phonological and phonemic awareness difficulties. #2. How would you approach an assessment of this boy’s language to determine whether he has a language disorder? What assessment tools/materials would you use? How would you make sure you were identifying a language disorder and not a language difference? #3. On the SLAM assessment materials, “Bunny Goes to School”, when asked by his teacher, “Why did the bunny jump out of the backpack?”, Tim responds, “because he wanted a carrot.” When asked “what do you think will happen when the boy comes home from school?, Tim says, “First his mom will yell at him then, once she finishes yelling, maybe he will put the bunny in a cage that locks so the bunny can’t get out.” When asked “what do you think the teacher is thinking now?”, Tim responds, “She is thinking she is happy since Tim’s mom is taking the bunny who had escaped from the backpack back home.” First, analyze the sentence structures e.g. simple, compound, complex (adverbial, noun clause or a relative clause) (don’t forget that counting your verbs will help you in your analysis of the clauses). Then, analyze what you learned about the boy’s language skills from each sentence about the boy’s referential, temporal and causal cohesion, theory of mind, false beliefs, and/or making meaningful predictions. #4. The results of your speech-language evaluation indicate that the boy does not have a language disorder. But, given the difficulties Tim has been having, you think that Tim may need additional support to acquire the variety of English used in his classroom, that is Standard/Mainstream/General American English. A. Given that Tim does not have a language disorder, how could you, as the language expert in the school, consult and collaborate with the classroom teacher in developing classroom-wide activities so that Tim and other students would acquire the variety of English used in the classroom? B. What are two classroom-wide activities you might suggest the classroom teacher could implement?

Birth tо 5 Pediаtric Lаnguаge A parent brings 3.7-year-оld child, Nick, fоr an updated evaluation. At 2 years old, Nick was diagnosed with Autism and he received speech services, OT services and PT services twice per week for 30 minutes in the home setting through Early Intervention. Motor developmental milestones were all delayed. In terms of Speech and language milestones, Nick minimally babbled at 10 months and started using first words at 24 months. His current skills include labeling (numbers, shapes, colors) but he struggles with engaging in interactive play. When Nick was transitioning from an IFSP to an IEP just before he turned 3, a comprehensive assessment was conducted, and the evaluator dropped his Speech services from his recommended services. The parents are requesting a re-evaluation as the teachers at his Pre-K-3 classroom are very concerned with his pragmatic language skills. His teachers believe that his expressive and receptive language skills are within normal limits, but they are concerned with his pragmatic language skills. Nick’s teachers do not feel that his current speech and language evaluation results accurately reflect Nick’s current skills and believe that he does need speech and language services added to his IEP to address their pragmatic language concerns. Nick was raised in a monolingual English home where General American English was spoken. His older brothers are ages 6 and 9. They love their brother and spend lots of time playing with Nick after school and on weekends. His parents both attended college and work full time jobs in education and the hospitality industry. #1. What information would you want to know to help you determine a differential diagnosis? #2. How would you assess that his language skills are age appropriate, especially his pragmatic language skills? #3. Why did Nick not qualify for speech and language services? Results of the assessment This evaluation was conducted by a monolingual speech-language pathologist. Nick uses very few gestures to communicate, struggles with interpersonal communication, especially with peers. When he wants something, he takes an adult’s hand and walks them to his desired object and sometimes grunts or uses one-word utterances. His receptive language skills were within normal limits on the CELF-P but further assessment, revealed that he often does not respond to questions or comments from peers or adults. His expressive language demonstrated that he predominantly labels words but struggles to use language to express his basic wants and needs. Nick did not consistently respond to his name, struggled with joint attention, preferred to play alone, and used toys in a non-functional way (e.g., in the kitchen area, he pulled the pretend food out of the kitchen and left it on the floor, while his classmates pretended cooking food). Examples of his expressive language include “This is red, yes this one’s red, it’s not blue” (spontaneously said when looking at a plastic red tomato without any prompting from another person). When touching toys, he often will call out the name of the color of the toy or the shape of the toy but not directing his speech to anyone. For example, he will say, “this is a circle, can you say circle” and “the blue crayon, this is a blue crayon”; “Do you want to go to the bathroom?” (when asked by his teacher, “Nick, do you want to go to the bathroom?” and he clearly needed to go;) and “Be careful of the dog” (when he is in a situation that might be dangerous such as when there are scissors on the table or the a carton of milk spills). His mother did tell the teachers that one time his sister was bitten on the leg by a dog and his mom yelled, “Be careful of the dog!” #4. Given the results of your assessment, do you think Nick has a language disorder? Why or why not? #5. Why do you think these results varied from the original evaluation, which primarily relied on the results of the CELF-P? #6. Identify two annual goals to address Nick’s pragmatic language deficits and two annual goals for development of his expressive language skills.