UPDATED LPC Exam VERIFIED SOLUTIONS 2023//2024

Mental Retardation - ANSWER A. IQ of 70 or below B. Concurrent deficits or impairments in at least 2 of the following areas: communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health, safety C. Onset before age 18 Reading Disorder - ANSWER A. Reading achievement, as measured by individually administered standardized test of reading accuracy or comprehension, is substantially below that expected given the person's chronological age, measured intelligence, and age appropriate education. B. Disturbance in A significantly interferes with academic achievement or ADLs that require reading skills C. If sensory deficit present, difficulties are in excess of those usually associated with it Mathematics Disorder - ANSWER A. Mathematical ability, as measured by individually administered standardized tests of reading accuracy or comprehension, is substantially below that expected given the person's chronological age, measured intelligence, and age appropriate education. B. Disturbance in A significantly interferes with academic achievement or ADLs that require mathematical skills C. If sensory deficit present, difficulties are in excess of those usually associated with it Disorder of Written Expression - ANSWER A. Writing skills substantially below expected for chronological age, measured intelligence and age appropriate education B. disturbance significantly interferes with academic achievement of ADL's requiring composition of written texts C. If sensory deficit present, difficulties are in excess of those usually associated with it Learning Disorder NOS - ANSWER Disorder s that do not meet criteria in any specific learning disorder. Might include problems in all three areas that together significantly interfere with academic achievement even though performance on tests measuring each individual skill is not substantially below what is expected for person's agew, measured intelligence, and age-appropriate education Developmental Coordination Disorder - ANSWER Performance on daily activities that require coordination are below expectation for age/intelligence level. Need to rule out general medical condition/mental retardation Expressive Language Disorder - ANSWER A. The scores obtained from standardized individually administered measures of development are substantially below those obtained from measures of both nonverbal intellectual capacity and receptive language development. the disturbance may be manifest clinically by symptoms that include a markedly limited vocabulary, making errors in tense, or having difficulty recalling words, or producing sentences with developmentally appropriate length or complexity B. Difficutlies interfere with academic or occupational achievement or with social communication C. Criteria not met for Mixed Receptive-Expressive Language Dx or Pervasive Developmental Disorder Mixed Receptive-Expressive Language Disorder - ANSWER the scores obtained from standardized individually administered measures of both receptive and expressive language development are substantially below those obtained from measures of nonverbal intellectual capacity. symptoms include difficulty understanding words, sentences, or specific types of words, such as spatial terms Phonolgical Disorder - ANSWER Failure to use developmentally expected speech sounds that are appropriate for age and dialect (errors in sound production, use, representation, or organization such as sustitutions of one sound for another) Stuttering - ANSWER Disturbance in the normal fluency and time patterning of speech (inappropriate for the individual's age), characterized by frequent occurrences of one or more of the following: sound and syllable repetitions; sound prolongations; interjections; broken words; audible or silent locking; circumlocutions (word substitutions); words pronounced with an excess of physical tension; momsyllabic whole-word repetitions Autistic Disorder - ANSWER Developmental disorder characterized by qualitative impairments in social interaction, qualitative impairments in communication, and restricted repetitive and stereotyped patterns of behavior, intersts, and activities. Delays or abnormal functioning in at least one of the following areas (social interaction, language as used in social communication, or symbolic or imaginative play) prior to age 3