WGU D094 STUDY GUIDE

WGU D094 STUDY GUIDE

COMPLETE ANSWERS 100% CORRECT (LATEST 2024 / 2025 )

• Toddlers need for independence and doing things on their own.: Autonomy vs. Shame and

Doubt

• Preschoolers need for initiating activities. Pushing physical and social boundaries.:

Initiative vs. Guilt

• Elementary need to compare themselves to peers and see how they measure up.: Industry

vs. Inferiority

4. Adolescents need to develop a sense of self.: Identity vs Role Confusion

5. Young adults need to share their lives with others.: Intimacy vs. Isolation

• Chomsky's theory holds that children learn to use language because of an innate capacity

for language and communication; they do not need to be explicitly taught but, rather, pick it

up instinctively: Chomsky's Theory of Language Development

• Theory states that because most children acquire and use language in a consistent way,

there is a common structure or grammar within language.: - Universal Grammar

• Language use is conditioned or influenced by the responses you receive from others

around you.: Skinner's Theory of Language Development

9. Children learn language based on reinforcement.: Operant Conditioning

10. Imitating, prompting, and sharing.: Skinner's Three Language Processes

• Innate challenges within students. Intellectual disabilities, autism, traumatic brain injuries,

and ADHD.: Cognitive Development Barriers

• A condition where a person has certain limitations like communicating, taking care of

themselves, and impaired social skills.: Intellectual Disability

• Personality and mood changes, mental health difficulties, visual or mem- ory impairments,

attention difficulties, headaches.: Brain Injury Implications

• Neurodevelopment disorder that affects how children process certain types of

information.: Autism Spectrum Disorder

• Trouble forming relationships, poor self-regulation, hypervigilance, and executive function

challenges.: Signs of trauma in children

• Persistent pattern of behaviors that disrupt a student's functioning or that of the class.:

Behavioral Disorders

• Persistent difficulties in the acquisition and use of language due to deficits in comprehension

or production.: Language Disorder 1 / 2

• Difficulties in the social use of verbal and non-verbal communication.: So- cial (pragmatic)

Communication Disorder

• Disruption in the flow of speech and includes repetitions of speech sounds, hesitations, or

prolongations of speech sounds.: Childhood-onset Fluency Disorder (Stuttering)

20. Challenges in pronouncing words understandably.: Articulation Difficulties

• Difficulties with the quality, pitch, and loudness of the voice.: Voice Disorders
• Students struggle to understand and remember verbal information.: Language Barriers
• Impairment of the auditory processing, resulting in deficiencies in the recognition and

interpretation of sounds by the brain.: Central Auditory Processing Disorder

24. Trouble getting message across when talking.: Expressive Language Disorder

• Struggle to get the meaning of what others are saying.: Receptive Language Disorder
• Struggle with both using and understanding language.: Mixed Receptive-expressive

Language Issues

• Motor delays, or difficulty hearing or seeing, physical conditions such as nutrition,

poverty, and homelessness.: Physical Development Barriers

• Impairment that adversely affects a child's educational performance.: Orthopedic

Impairments

• Abnormality of the brain, spinal cord, or nervous system that sends im- pulses to the

muscles.: Neuromotor Impairment

• Stage of development from 2 to 7 years. Kids learn through pretend play. Egocentric and

struggle to see others perspective.: Preoperational Stage

• Stage of development from 7 to 11 years. Logical thought begins, and they understand the

idea of conservation.: Concrete Operational Stage

• Stage of development for 12 years and up. Abstract thought begins. Higher order thinking

and ability to systematically plan for future.: Formal Operational Stage

• Categories of knowledge that help us to interpret and understand the world. An organized

pattern of behavior or thought.: Schema

• Process of using or transforming the environment so that it can be placed in preexisting

cognitive structures (schema).: Assimilation

• Process of changing cognitive structures (schema) in order to accept something from the

environment. Can also develop new schemas.: Accomodation

• The attempt to strike a balance between assimilation and accommodation. The tendency to

organize schemas.: Equilibration

• Lev Vygotsky's sociocultural theory that emphasized the important role of social

interactions in the development of children's cognition.: Vygotsky's Theory of Cognitive Development

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