Title: SLPA 220 Comprehensive Final
Course: Speech Disorders & Intervention (SLPA 220-SLPA 220) > Section: Assessments

Q: A phonological disorder is a language disorder, but an articulation disorder is a disorder which occurs in the motor portion of the channel of communication.
- True
- False
A: True

Q: A speech sound disorder is the 3rd most prevalent type of communication disorder.
- True
- False
A: False

Q: In one or two sentences, explain why the following sentence is included in the definition of speech disorder: “Speech sound disorder is not the result of dialect or non-English language influences.”
Feedback: A speech sound disorder represents a learning difficulty, whereas dialect is a normal part of language variation, and foreign accent arises from the accomplishment of learning another

Q: In the United States, a child with a speech disorder will receive the same amount of treatment regardless of where he or she lives.
- True
- False
A: False

Q: The two domains of the channel of communication are (a), the motor part of the channel, and (b), the perceptual part of the channel.
A: 1 = articulation; 2 = speech perception

Q: Which of the following is not a criteria for a person to be identified as having a speech sound disorder.
- The disorder began in childhood and isn't due to damage to the speech emechanism, sensory system or nervous system.
- The speech isn't a result of dialect or the influence of another language.
- The speech is considered a disorder by the child or members of his/her community.
- The speech is less than 50% intelligible as judged by unfamiliar listeners
A: The speech is less than 50% intelligible as judged by unfamiliar listeners

Q: Define the term phoneme in your own words.
Feedback: Phoneme: A sound that is capable of distinguishing between words; for example, [p] and [b] are English phonemes as illustrated by the words bee and pea.

Q: Define the term phonetic environments in your own words.
Feedback: Phonetic environments: Positions in syllables in which sounds occur; for example, [t] in beet occurs in the syllable-final position and [d] in buddy occurs in the intervocalic position.

Q: Describe the difference between the study of phonology and the study of phonetics in your own words.
Feedback: Phonology is the study of the linguistic organization of sound, and phonetics is the study of the acoustic, psychoacoustic, and production aspects of speech.

Q: List the meaning of each of the abbreviations:

C (a)

V (b)

CV (c)

S (d)
A: 1 = Consonant; 2 = Vowel; 3 = Sequence of a consonant and a vowel; 4 = Syllable

Q: A person who is a member of a child's community and who can guide SLPs and SLPAs regarding the child's culture is a ________________________.
- cultural informant
- interpreter
- translator
- child advocate
A: cultural informant

Q: You are screening a 10-year-old African American boy who does not have an African American English dialect. When naming the picture of the bathtub, he says /bæftʌb/ for "bathtub". You score this response as:
- correct because this is typical in African American English dialect.
- incorrect because this is not typical in mainstream American English.
- correct because 90% of African American boys develop the "th" after age 10.
- correct because he may be copying the dialect spoken in his home.
A: incorrect because this is not typical in mainstream American English.

Q: All persons within the same ethnic or racial group speak the same dialect.
- True
- False
A: False

Q: American English is a collection of dialects defined by national borders.
- True
- False
A: True

Q: Bilingualism that occurs when the 2nd language is learned after the 1st language is well established is called ______________________________.
A: sequential bilingualism

Q: Each variation of a language caused by regional, social, ethnic or racial influences is called a(n) ________.
- dialect
- accent
- pidgin
- disorder
A: dialect

Q: Michael is 8-years-old, is Native American, and grew up in Mitchell, SD, where he lives with his mother, his cousins, and his siblings, all of whom speak English. Last year he and his cousins started spending the summer on the Rosebud Indian Reservation with their grandmother, who speaks English and Lakota, so that the children can learn the Lakota language. Two of Michael's cousins attend the same school with him.  You've observed Michael at recess and when he plays with his cousins, they will use the Lakota language when speaking to each other.  They are _______________.
- monolingual
- code switching
- regressing
- defiant
A: code switching

Q: Michael is 8-years-old, is Native American, and grew up in Mitchell, SD, where he lives with his mother, his cousins, and his siblings, all of whom speak English. Last year he and his cousins started spending the summer on the Rosebud Indian Reservation with their grandmother, who speaks English and Lakota, so that the children can learn the Lakota language. Recently, Michael's second grade teacher referred him for a speech and language evaluation due to what she described as mispronunciation of the "r" and "s" sounds.  Michael's teacher wonders whether Michael's articulation errors were caused by his summer visits to his grandmother's home and his exposure to a second language. Which statement is most true?
- His speech sound errors are typical errors for children his age.
- His speech sound errors are typical errors in the Lakota language.
- His speech sound errors were likely caused by the confusion he is experiencing learning a second language.
- His speech sound errors are atypical in any language.
A: His speech sound errors are typical errors for children his age.

Q: Michael is 8-years-old, is Native American, and grew up in Mitchell, SD, where he lives with his mother, his cousins, and his siblings, all of whom speak English. Last year he and his cousins started spending the summer on the Rosebud Indian Reservation with their grandmother, who speaks English and Lakota, so that the children can learn the Lakota language.You are the SLPA assigned to work with Michael, and you are preparing materials for a new school year. Which of the following statements is most true?
- The SLPA needs to use age-appropriate materials that are motivating for Michael.
- The SLPA needs to use the same materials that she uses with non-Native American students she sees for therapy.
- The SLPA needs to use different materials for Michael since he is Native American.
- The SLPA should refuse to provide therapy for Michael since she does not speak Lakota.
A: The SLPA needs to use age-appropriate materials that are motivating for Michael.

Q: Michael is 8-years-old, is Native American, and grew up in Mitchell, SD, where he lives with his mother, his cousins, and his siblings, all of whom speak English. Last year he and his cousins started spending the summer on the Rosebud Indian Reservation with their grandmother, who speaks English and Lakota, so that the children can learn the Lakota language. Recently, Michael's second grade teacher referred him for a speech and language evaluation due to what she described as mispronunciation of the "r" and "s" sounds. Should the SLP conduct the evaluation in Lakota?
- Yes. All students must be evaluated in their native language, and Lakota is Michael's native language.
- No. Bilingual students must be evaluated in both languages.
- Yes. She must find an interpreter, however, to translate the test materials into Lakota.
- No. All students must be evaluated in their native language, and English is his native language.
A: No. All students must be evaluated in their native language, and English is his native language.

Q: Raising a child to learn two languages simultaneously will result in the child learning neither language well.
- True
- False
A: False

Q: Rosita is 3 years, 8 months old. She came to the U.S. from Mexico 6 months ago with her parents and 1-year-old brother. Spanish is the language used at home. Five months ago she enrolled in a Head Start preschool in Huron, SD, where only a few of the staff members speak Spanish. Many of the students are native Spanish-speakers. Three months after Rosita began preschool, her teacher expressed concerns about Rosita's speech and language development and discussed these concerns with Rosita's mother. She then referred Rosita for a speech and language assessment.  The school district obtained written permission from the parents for an evaluation. The SLP, SLPA, and preschool teacher are English-only speakers. The school uses the classroom paraprofessional, whose son attends the preschool, to assist with as-needed interpretation. The para, who is fluent in Spanish, is not a trained interpreter and is not comfortable with her own English skills. The special education director in Rosita's school district recommends that all evaluations be conducted in English. The director's recommendation is:
- correct because English is the language used in the U.S.
- correct if the child is over the age of 8.
- incorrect because the child must be evaluated in both English and his/her primary language.
A: incorrect because the child must be evaluated in both English and his/her primary language.

Q: Rosita is 3 years, 8 months old. She came to the U.S. from Mexico 6 months ago with her parents and 1-year-old brother. Spanish is the language used at home. Five months ago she enrolled in a Head Start preschool in Huron, SD, where only a few of the staff members speak Spanish. Many of the students are native Spanish-speakers. Rosita communicates effectively with Spanish speaking staff and students in Spanish.  She is able to understand a few nouns and verbs in English.  Rosita is most likely demonstrating:
- a language disorder
- sequential bilingualism
- simultaneous bilingualism
- an articulation disorder
A: sequential bilingualism

Q: Rosita is 3 years, 8 months old. She came to the U.S. from Mexico 6 months ago with her parents and 1-year-old brother. Spanish is the language used at home. Five months ago she enrolled in a Head Start preschool in Huron, SD, where only a few of the staff members speak Spanish. Many of the students are native Spanish-speakers. Three months after Rosita began preschool, her teacher expressed concerns about Rosita's speech and language development and discussed these concerns with Rosita's mother. She then referred Rosita for a speech and language assessment.  The school district obtained written permission from the parents for an evaluation. The SLP, SLPA, and preschool teacher are English-only speakers. The school uses the classroom paraprofessional, whose son attends the preschool, to assist with as-needed interpretation. The para, who is fluent in Spanish, is not a trained interpreter and is not comfortable with her own English skills. Is the district required to conduct Rosita's evaluation?
- Yes. Written permission has been obtained so the SLP cannot refuse to evaluate Rosita. The district must provide the evaluation services with a cultural informant/translator.
- No. The district SLP does not speak Spanish.
- Yes. But the evaluation must be completed in English.
A: Yes. Written permission has been obtained so the SLP cannot refuse to evaluate Rosita. The district must provide the evaluation services with a cultural informant/translator.

Q: You are screening a Spanish-speaking child and he names the picture of the vase, but he pronounces it as /beɪs/. What should you do?
- Score this response as correct because the /v/ consonant does not exist in Spanish.
- Score the response as correct because during screenings we are only concerned with consonant production and this is a vowel error.
- Score this response as incorrect because this is not typical of Spanish-speaking children.
- Score this response as incorrect because stopping of continuant sounds is not typical of Spanish-influenced English.
A: Score this response as correct because the /v/ consonant does not exist in Spanish.

Q: You are screening an 10-year-old child with an African American English dialect and ask him to name the picture of "bathtub". The child says "baftub", so you:
- score this response as correct because the /f/ for /θ/ substitution is part of the child's dialect.
- score this response as correct because the /θ/ sound does not typically develop until after age 10.
- score this response as incorrect because the /θ/ sound should be mastered by all children before age 10.
- score this response as incorrect because using /f/ for /θ/ is not typical after age 5 in the African American English dialect.
A: score this response as correct because the /f/ for /θ/ substitution is part of the child's dialect.

Q: You are screening a 3-year-old girl with an African American English dialect who omits the initial consonants in words. What do you do?
- Score her responses as incorrect because initial consonant deletion is not typical in the African American English dialect.
- Score her responses as correct because initial consonant deletion is typical in African American English dialect.
- Score her responses as correct because initial consonant deletion is typical in all 3-year-old children.
- Score her responses as incorrect because she is a girl and girls have more advanced articulation skills than boys.
A: Score her responses as incorrect because initial consonant deletion is not typical in the African American English dialect.

Q: You are screening a 4-year-old child who was recently adopted from Bosnia and does not know what "pajamas" are. She will not name that picture for you during the screening, and you need to screen her ability to independently produce the /dʒ/ sound in the medial position of words. What do you do?
- Model the /dʒ/ sound and have the child imitate it, giving her credit for the word if she produces the sound in isolation correctly.
- Find an alternate picture that has the /dʒ/ sound in the medial position.
- Skip that picture because there are very few times when /dʒ/ is used in a medial position.
A: Find an alternate picture that has the /dʒ/ sound in the medial position.

Q: A child may experience difficulty making cell connections for speech learning due to ___ .
- normal variation
- environmental deficits
- brain damage
A: (a choice with no text)

Q: Children under 6 to 8 years typically possess ____.
- advanced speech-perception abilities relative to speech-production skills
- equally developed speech-perception abilities and speech-production skills
- adultlike speech-perception abilities and adultlike speech-production skills
- advanced speech-production skills relative to speech-perception abilities
A: advanced speech-perception abilities relative to speech-production skills

Q: Most brain development occurs ____.
- before a child is born
- after a child is born
A: after a child is born

Q: The strengthening of cell connections that are used and elimination of those which are unused is ____________________.
A: selective elimination

Q: _______________ is the name given to speech modifications made by mothers when talking with infants.
A: Motherese

Q: At approximately what age is babbling well established?
- 1 month
- 3 - 4 months
- 7 - 8 months
- 12 months
A: 7 - 8 months

Q: By the age of 12 months, the infant's vocalizations ____________________.
- contain syllables and the sounds in the language(s) he/she is exposed to.
- are a result of opening and closing his/her mouth while breathing in and out.
- are at least 50% intelligible to unfamiliar listeners.
- contain only vowel sounds.
A: contain syllables and the sounds in the language(s) he/she is exposed to.

Q: How does intonation help infants communicate when their words aren't clear?
- The infant may imitate intonation contours of caregivers.
- Infants understand the meaning of single words regardless of the tone of a parent's voice.
- Infants use categorical perception to understand intonation.
- Infants can understand caregivers who speak underwater.
A: The infant may imitate intonation contours of caregivers.

Q: Lacey is 4 months old and was born with a cleft lip and palate. She has had surgery to repair the cleft in her lip, but her surgeon does not want to repair the cleft in her palate until she is at least 18 months old. Since Lacey has an opening in her hard and soft palates, she is having feeding difficulties, where the formula she drinks frequently comes out her nose. Despite these difficulties, Lacey is a happy baby and is just starting to smile and coo when her mother talks to her. Which of the following examples best represents what Lacey's beginning cooing might sound like?
- /ɑŋɑ o o/
- /dædæ/
- /i ʃi ɪ/
A: /ɑŋɑ o o/

Q: Lacey was born with a cleft lip and palate. When Lacey was 6 months old, she made /o/ and /ʌ/ sounds. What is Lacey doing?
- producing vegetative sounds
- cooing
- engaging in vocal play
- producing non-reduplicated babbling
A: producing vegetative sounds

Q: Lacey was born with a cleft lip and palate. At about 7 months, Lacey began babbling. Her first babbling was reduplicated with the nasal sound /m/. Is using nasal sounds unusual at this age?
- Yes. Fewer than 30% of children under age two produce nasal sounds correctly.
- Yes. The age of 90% mastery for nasal sounds is age 3.
- No. All infants are able to produce nasal sounds at birth.
- No. The shape of the infant's oral tract and articulators make it more likely for her to vocally stumble on nasal sounds such as /m/.
A: No. The shape of the infant's oral tract and articulators make it more likely for her to vocally stumble on nasal sounds such as /m/.

Q: Lacey was born with a cleft lip and palate.  Which of the following productions is an example of what Lacey's reduplicated babbling with nasals may have sounded like.
- /mɑ mo mi/
- /nɑ dɑ do/
- /no no no/
- /lo lo lo/
A: /no no no/

Q: One way in which infants show advancing speech development in babbling is by ______________________.
- producing the sounds of the ambient language
- producing sounds in clusters of 2 - 3 consonants
- producing reflexive vocalizations
- producing first true words
A: producing the sounds of the ambient language

Q: Reduplicated babbling is the same behavior as cooing.
- True
- False
A: False

Q: Social context is important to speech learning.
- True
- False
A: True

Q: The infant vocal tract is about 1/2 the length of the adult vocal tract and the larynx is higher in the throat in infants than in adults.
- True
- False
A: True

Q: As toddlers develop consonants they produce consonants at the end points first.  An example of an early developing consonant would be __.
- /r/
- /s/
- /l/
- /k/
A: /k/

Q: At about 24 months of age, a child is able to produce about _____% of consonants correctly.
- 40
- 50
- 60
- 70
A: 70

Q: By 24 months, a toddler has mastered approximately 90% of the consonants of English.
- True
- False
A: False

Q: Pablo is 2 years old.  In general, when Pablo talks to his family and his daycare provider, he produces approximately 90% of his consonant sounds correctly.  Is this unusual for a child Pablo’s age? Why?
- Yes. Most children are only able to produce 40% of consonants correctly at age 2.
- Yes. Most children produce approximately 70% of consonant sounds correctly at age two.
- No. Most parents and caregivers overestimate speech intelligibility in children they see daily and Pablo couldn't possibly produce so many consonants correctly.
- No. We don't have reliable estimates of expected rates of speech sound production accuracy for children under 5 years of age.
A: Yes. Most children produce approximately 70% of consonant sounds correctly at age two.

Q: Pablo is 2 years old.  When Pablo sees a car, he will point and say /tɑ/.  Pablo's production of /t/ for /k/ is an example of a(n) ________________________.
- omission
- substitution
- distortion
- repetition
A: substitution

Q: Pablo is 2 years old and loves to play with his Aunt Susie who comes to visit every weekend. Aunt Susie is concerned that Pablo can’t say her name correctly, but says /tudi/ instead. She insists that Pablo’s mother contact their pediatrician about this, and thinks speech therapy may be in Pablo’s future. Do you think Aunt Susie is correct?  Why?
- Yes. Pablo should be able to produce at least 50% of all consonant sounds correctly by age 2 and both consonants in "Susie" are produced incorrectly.
- Yes. Pablo should be able to produce CVCV words correctly by age 2.
- No. /s/ and /z/ are not typically mastered by age 2.
- No. Pablo is a boy and most boys aren't producing consonants correctly by age 2.
A: No. /s/ and /z/ are not typically mastered by age 2.

Q: Regressions in speech development indicate a child has a speech disorder.
- True
- False
A: False

Q: How a consonant is pronounced by toddlers often depends on the sounds around it.  These changes in sound productions are called ________________________.
A: assimilations

Q: Pablo is 2 years old.  When Pablo was 12 months old, he said his first word, /bap/, for his favorite character “Baby Bop”.  Does the fact that he said his first word at 12 months make him advanced compared with other children?  Why?
- Yes. Pablo's word contains a final consonant and most children delete final consonants at his age.
- Yes. Most children don't produce single words until 18 months of age.
- No. A child is usually able to produce a few different words by the age of 12 - 13 months.
- No. Pablo's production is not a true word because it doesn't include /beIbI/ in the character's name.
A: No. A child is usually able to produce a few different words by the age of 12 - 13 months.

Q: Pablo is 2 years old and loves to play with his Aunt Susie who comes to visit every weekend.  When Pablo was 12 months old, he said his first word, /bɑp/, for his favorite character “Baby Bop”. Does the fact that he used the /b/, /ɑ/, and /p/ phonemes in his first word make him advanced for his age?
- Yes. Most 12-month old children don't produce voiced phonemes correctly.
- Yes. Most 12-month old children don't produce the /ɑ/ vowel correctly.
- No. The /b/ and /p/ sounds are endpoint sounds and among the earliest consonant sounds for children to produce correctly.
- No. The /b/ and /p/ are midpoint sounds and are among the last sounds children learn to produce.
A: No. The /b/ and /p/ sounds are endpoint sounds and among the earliest consonant sounds for children to produce correctly.

Q: Which syllable is a 20-month old toddler more likely to be better able to produce?
- /ki/
- /pIg/
- /stim/
- eIt/
A: /ki/

Q: Between the ages of 2 and 5 years, a child's speech intelligibility moves from approximately ___% to ____%.
- 25; 100
- 10; 70
- 20; 80
- 25; 75
A: 25; 100

Q: Preschoolers handle mismatches between perception and production mostly through deletions and repetitions, but older preschoolers use more ________________.
A: substitutions

Q: Pronouncing so as toe is an example of a ___.
- deletion
- repetition
- substitution
A: substitution

Q: Sadie is a 4 year-old girl whom you see for a speech sound disorder.  She demonstrates several error patterns including fronting and stopping.  Your supervising SLP has asked you to use bombardment as a technique to facilitate her speech learning.  Which of the following activities would accomplish this?
- producing fricative sounds and having Sadie attempt to produce them after you
- making speech errors on purpose during play activities
- reading books to Sadie that are loaded with velar and fricative sounds
- talking about what Sadie is doing and adding words to her utterances to make them longer
A: reading books to Sadie that are loaded with velar and fricative sounds

Q: Ty is three years old, a middle child, and is considered by his family to be “all boy”.  Does the fact that he is three years old have an impact on the speech sounds he uses?
- Yes. Many speech sounds are not yet mastered by age 3.
- Yes. Children aren't expected to produce true consonant sounds at age 3.
- No. Boys generally develop speech sounds later than girls. Age is not a factor.
- No. Middle children get less parental attention and demonstrate speech delays.
A: Yes. Many speech sounds are not yet mastered by age 3.

Q: Ty is three years old, a middle child, and is considered by his family to be “all boy”.  Ty demonstrates stopping and gliding. His four year old sister demonstrates fronting. What might the SLP call these italicized terms?
- phonological processes
- error patterns
- distortions
- A & B only
A: A & B only

Q: Ty is three years old, a middle child, and is considered by his family to be “all boy”. Ty’s older sister’s name is Julia, and everyone is amazed that he says her name perfectly. Considering the sounds in her name and what you know about early-developing sound classes and late-developing sound classes, is it unusual that Ty can say her name correctly? Why or why not?

Q: Vanessa is 2 ½ years old and was recently evaluated by an early childhood team because of concerns regarding her speech. Vanessa was considered at-risk for delayed speech development because her older brother received early intervention services, and because her family was of a lower socioeconomic status.  During the evaluation, Vanessa was able to produce some consonant clusters at the beginnings of words correctly.  Which of the following words would she be most likely to produce correctly at her age?
- twin
- string
- green
- tree
A: twin

Q: Vanessa is 2 ½ years old and was recently evaluated by an early childhood team because of concerns regarding her speech. Vanessa was considered at-risk for delayed speech development because her older brother received early intervention services, and because her family was of a lower socioeconomic status.  During the evaluation, the SLP noted that Vanessa said /tɪp/ for /tʃɪp/ and /wɛd/ for /rɛd/.  Vanessa's errors are examples of subsitutions resulting from ______________________.
- changes in voicing
- repetitions of sounds
- velar assimilations
- changes in manner
A: changes in manner

Q: What is one manner of production that develops late?
- nasals
- vowels
- glides
- fricatives
A: fricatives

Q: What percentage of 5 year old children produce most (all but 6) word initial consonant clusters correctly?
- 50%
- 60%
- 70%
- 80%
A: 50%

Q: Which of the following manners of consonant production is represented in consonants that are "midpoints" in terms of constriction?
- plosives
- vowels
- affricates
- nasals
A: affricates

Q: Which would most likely be the substitution error a preschooler would make when pronouncing the word "red"
- /wɛd/
- /wɛt/
- /lɛd/
- /bɛd/
A: /wɛd/

Q: Why are stops and glides typically acquired before affricates, fricatives, and liquids?
Feedback: Stops and glides are endpoint sounds, and affricates, fricatives, and liquids are midpoint sounds.

Q: A student's ability to determine the difference between speech sounds is ______________________.
A: discrimination

Q: Children with speech disorders most often complete high school without any academic difficulties.
- True
- False
A: False

Q: Felix is a 7 year-old boy who has difficulty producing consonant /r/ and r-colored vowels.  Your SLP recently qualified him for articulation therapy services.  Which reason is more likely to be the cause of Felix's /r/ errors?
- Felix's auditory system is immature and is not able to distinguish between /r/ and the other sounds which he produces in place of /r/.
- Felix lacks the attention and awareness he needs to focus on his pronunciations of /r/ sounds.
A: Felix lacks the attention and awareness he needs to focus on his pronunciations of /r/ sounds.

Q: Felix is a 7 year-old boy who has difficulty producing consonant /r/ and r-colored vowels.  Your supervising SLP recently qualified him for articulation therapy services. She has indicated that you will be using Felix's 2nd grade spelling words, Science vocabulary and Social Studies vocabulary words in his therapy sessions.  Which of the following statements is not a reason for this technique?
- These are the same words that Felix is learning to read and write in his classroom, so they will have greater impact on his communication.
- As a student with a speech sound disorder, Felix may be at risk for academic difficulties and the use of these words will give him additional exposure to his academic materials.
- If Felix produces these words incorrectly in the classroom, he may be subjected to bullying and social isolation.
- The Response to Intervention model requires that all therapy materials and activities be curriculum based.
A: The Response to Intervention model requires that all therapy materials and activities be curriculum based.

Q: Felix is a 7 year-old boy who has difficulty producing consonant /r/ and r-colored vowels.  Your SLP recently qualified him for articulation therapy services. You will be working with Felix once a week, going into the classroom during Social Studies to work with a small group reading and answering discussion questions about the text.  The model of treatment you will be using is _______________________.
- curriculum-based speech treatment
- a restrictive environment
- pull-out intervention
- expatiations
A: curriculum-based speech treatment

Q: List the "late eight" consonant sounds. (You may use Roman alphabet letters with a key word. Example "ch" as in "chicken.")

Q: Speech development is totally completed during the child's school years.
- True
- False
A: False

Q: The collective name given to the last-acquired sounds in English is _____________________.
A: The late eight

Q: The gold standard for treatment of speech disorders for school-aged children is _______________________________.
- phonological awareness training
- bombardment
- individualized therapy services
- curriculum-based speech treatment
A: curriculum-based speech treatment

Q: Which of the following is not a phonological awareness skill?
- phoneme repetition
- phoneme isolation
- rhyme awareness
- alliteration
A: phoneme repetition

Q: Write a word that contains an initial consonant sound that is a "late 8" sound.
A: varried

Q: A child's speech perception abilities get _____________, and his/her speech production abilities become ________________ during childhood.
- narrower; wider
- narrower; narrower
- wider; narrower
- wider; wider
A: narrower; wider

Q: At approximately what age is a child’s speech is 100% intelligible to unfamiliar listeners?
A: 4 years

Q: In which stage of speech development does the child produce cooing and babbling?
- Stage 1
- Stage 2
- Stage 3
- Stage 4
A: Stage 1

Q: In which state of speech development have 50 - 75% of all children acquired all consonants?
- Stage 1
- Stage 2
- Stage 3
- Stage 4
A: Stage 4

Q: The last major area of the brain to reach maturity is the ________________________.
A: prefrontal cortex

Q: All other matters being equal, prognosis for development is more positive for a younger child than for an older one.
- True
- False
A: True

Q: Linda is a 5 year, 9 month old girl attending kindergarten at Whipple Elementary. At the end of the school year, Linda’s teacher referred her for a speech evaluation because she said Linda’s speech “sounded like baby talk."  Before Linda's evaluation, the SLP asked the SLPA to get the room ready.  What are two things that the SLPA needed to do to prepare the room pictured here for Linda's assessment?

Q: Jack was evaluated for a speech disorder.  In the evaluation report, Jack’s SLP said that Jack’s prognosis for improvement was good. What is a prognosis?
- a statement of the child's expected communication outcome, considering variables such as treatment, age and caregiver involvement
- a statement regarding the appropriate treatment for a specific client
- a statement a statement regarding the presence/absence of a disorder, the nature of the disorder and the severity of the disorder
- a statement about the percent of speech that is intelligible in spontaneous communication
A: a statement of the child's expected communication outcome, considering variables such as treatment, age and caregiver involvement

Q: Linda is a 5 year, 9 month old girl attending kindergarten at Whipple Elementary. At the end of the school year, Linda’s teacher referred her for a speech evaluation because she said Linda’s speech “sounded like baby talk”. For the assessment, the SLP chose to administer the  Structured Photographic Articulation Test - II to Linda.  based on the information in the chart below, is this an appropriate test to administer to determine eligibility for services?
- Yes
- No
A: Yes

Q: List two of the three questions that an assessment of communication seeks to answer.
Feedback: Does a communication problem exist and, if so, what is its nature? Does the problem warrant treatment? What should treatment focus on?

Q: Josie is a 5 year old girl who was referred for an evaluation of speech production skills.  During the assessment, the SLP identifies the sounds that Josie produced incorrectly in single word testing.  She then models the sound correctly in isolation (by itself) and asks Josie to imitate it.  The SLP is checking Josie's ______________________.
- stimulability
- discrimination
- intelligibility
A: stimulability

Q: Josie is a 5 year old girl who was referred for an evaluation of speech production skills.  During the assessment, the SLP plays with Josie for a few minutes.  When Josie produces a speech sound correctly, the SLP attempts some supports such as motherese, demonstrations and touch cues to try to elicit the correct sound.  The SLP is conducting ________________________.
- dynamic assessment
- standardized assessment
- oral mechanism assessment
- language screening
A: dynamic assessment

Q: Speech testing is typically undertaken using ____.
- informal measures
- published assessment instruments
- a combination of informal measures and published assessment instrucments
A: a combination of informal measures and published assessment instrucments

Q: What can you do if you hear a sound pronounced in a way that you cannot readily transcribe?
- Omit that sound from the transcription.
- Place an X under the sound you were not able to describe.
- Model the sound for the SLP after the evaluation.
A: Place an X under the sound you were not able to describe.

Q: Why does a clinician typically transcribe the whole word with toddlers and preschoolers?
Feedback: Whole words are transcribed with toddlers and preschoolers because the presence of a sound in one part of a word can affect the production of another sound elsewhere in the word.

Q: Why don't clinicians typically transcribe infant vocalizations?
- Infant vocalizations are not significant in the development of speech sound production skills.
- Transcription of infant vocalizations is too time consuming.
- Infant vocalizations can't be described well by most transcription systems, but are better assessed through checklist systems.
A: Infant vocalizations can't be described well by most transcription systems, but are better assessed through checklist systems.

Q: Why is spontaneous speech the preferred speech sampling technique?
- It is the easiest type of speech to analyze.
- It is representative of how a child talks.
- It naturally contains a balanced number of each speech sound.
- It can easily be compared to the speech of other children of the same age.
A: It is representative of how a child talks.

Q: For an upcoming assessment, your SLP is planning on completing a phonetic inventory.  The client is most likely ______________.
- an infant
- a toddler or young preschooler
- a younger grade-school student
- a middle school student
A: a toddler or young preschooler

Q: Jack is a 6-year-old boy and has a severe speech disorder. His mother indicated that she understands approximately 50% of Jack’s speech, while others probably understand about 35% when the context of the conversation is known. These percentages are an estimate of Jack’s _____________________________________________________.
A: intelligibility

Q: Josie is a 5 year-old girl who is being evaluated by the SLP for a speech sound production disorder.  The SLP is eliciting speech while you audio record and transcribe Josie's productions.  The SLP says things like"a cow says...," to elicit words.  She is using a technique called ____________.
- object naming
- sentence completion
- delayed imitation
- immediate imitation
A: sentence completion

Q: Josie is a 5 year-old girl who is seen for an evaluation of a speech sound production disorder.  When transcribing Josie's speech, which contained a lateral lisp on /s/ and /z/, the SLP transcribe Josie's production of /sup/ as /lsup/.  /ls/ is an example of a _________________.
- virgule
- special symbol or diacritic
- consonant blend
- syllable
A: special symbol or diacritic

Q: Josie is a 5 year-old girl who is being evaluated for a speech sound production disorder.  Prior to her evaluation, the SLP informed you that she would like to have you bring Josie to the preschool room and just play with her for a few minutes to elicit some communication while the SLP observes Josie's spontaneous communication.  Describe an activity that you could use to elicit speech from Josie.
Feedback: Ideas include looking at pictures, sequencing picture cards, telling about favorite items and activities, telling stories, asking odd questions, etc.

Q: Linda is a 5 year, 9 month old girl attending kindergarten at Whipple Elementary. At the end of the school year, Linda’s teacher referred her for a speech evaluation because she said Linda’s speech “sounded like baby talk”.  The SLP & SLPA recorded Linda's spontaneous speech.  After the evaluation, they transcribed Linda's speech and the SLP determined the proportion of consonants produced correctly compared to those produced incorrectly. The SLP was conducting an assessment known as ___________________.
- stimulability testing
- discrimination testing
- percent consonant correct
- contextual assessment
A: percent consonant correct

Q: List at least one of the several factors that limit the value of age norms.
Feedback: 1. Normal variation 2. Ethnic and class biases 3. Language biases

Q: What does intelligibility measure?
- degree of impairment
- amount of speech understood by the listener
- ability to produce speech imitatively
- level of development
A: amount of speech understood by the listener

Q: What does severity measure?
- degree of impairment
- amount of speech understood by the listener
- ability to produce speech correctly imitatively
- level of development
A: degree of impairment

Q: Jack is a 6-year-old boy and has a severe speech disorder.  Prior to his assessment, the SLP asked you to administer a screening that sampled Jack's rhyming skills, ability to break words into syllables and sounds and ability to tell what the first or last sound was in a word.  This screening was focusing on ________________.
- receptive language
- expressive language
- speech sound production
- phonological awareness
A: phonological awareness

Q: Jack participated in a class-wide speech screening before his assessment, but his mother did not give the school consent for the screening. Is this a problem?
- Yes
- No
A: No

Q: Jack received a speech screening before his assessment.  Why was the speech screening completed before the assessment?
- To determine if a speech sound disorder is present
- To determine if additional assessment is necessary.
- To determine if Jack is Medicaid eligible
- To determine if Jack's hearing is causing his speech sound production problems.
A: To determine if additional assessment is necessary.

Q: List at least one limitation of published tests.
Feedback: An important limitation is that a child may not have sufficient cognitive and attention skills to perform well on published tests, which leads a clinician to wonder if a weak performance results from limitations in speech ability or limitations in test-taking skills. Additionally, many published tests do not analyze speech in sufficient depth for use with a child with a moderate or severe speech sound disorder.

Q: List at least one strength of published tests.
Feedback: Strengths of published tests are that they promote reliability through use of published procedures and speech samples; they often are time efficient, and their results may be accepted by insurance companies and other third-party payers.

Q: Max is a 10-year-old boy who has had a history of hoarseness for the past year. His hoarseness has gradually been getting worse. He was examined by an ENT, who noted small bilateral vocal fold nodules. The ENT referred Max to his local school speech-language pathologist for a voice evaluation and treatment.

According to the case history completed by the family, Max is on soccer, baseball, and basketball teams, so is playing some sport every month of the year. He was in school chorus, which he enjoys, until he became too hoarse to sing. Max has a six-year-old sister with whom he (loudly) fights frequently. His family lives in a three-level house and Max often plays on the lower level while his parents are on the main level, so he talks and yells up and down the stairs.

The ENT has recommended that Max increase his hydration.  Max weighs 65 pounds.  About how much water should he drink each day?
- 34 ounces
- 3.4 cups
- 65 ounces
- 6.5 cups
A: 34 ounces

Q: Max is a 10-year-old boy who has had a history of hoarseness for the past year. His hoarseness has gradually been getting worse. He was examined by an ENT, who noted small bilateral vocal fold nodules. The ENT referred Max to his local school speech-language pathologist for a voice evaluation and treatment.

According to the case history completed by the family, Max is on soccer, baseball, and basketball teams, so is playing some sport every month of the year. He was in school chorus, which he enjoys, until he became too hoarse to sing. Max has a six-year-old sister with whom he (loudly) fights frequently. His family lives in a three-level house and Max often plays on the lower level while his parents are on the main level, so he talks and yells up and down the stairs.

Max drinks four to five caffeinated soft drinks between the time he gets home from school and the time he goes to bed. He goes to bed around 11:00 p.m. and is up by 6:00 a.m. to ride the bus to school. He shows no signs of acid reflux.

During the voice evaluation at the school, Max was noted to talk at a volume level that was uncomfortably loud in a 1:1 situation. He cleared his throat ten times within the hour-long evaluation session. His pitch was appropriate for his age and gender. His voice quality was perceived as hoarse/breathy. His was able to discriminate between loud and more appropriate volumes.

Your supervising SLP asks that you teach Max to speak in a confidential voice.  What does this mean?
- Teach Max to speak only when absolutely necessary
- Teach Max to speak only in a whisper
- Teach Max to speak in a quiet, easy, breathy voice
- Teach Max to take 1-hour breaks each morning and afternoon during which he does not speak at all
A: Teach Max to speak in a quiet, easy, breathy voice

Q: Reagan is a 5 year old girl with a history of cleft lip and palate.  She underwent lip and palate repair, but continue to demonstrate nasal distortions of sounds.  Your supervising SLP has told you that Reagan's distortions of the /t, d/ and /n/ sounds are obligatory distortions, meaning that Reagan produces the sounds in the correct place in her mouth, but that her abnormal structure results in the distortions.  Based on this information you know that ______________________.
- these errors will not respond to speech therapy
- these errors will require speech therapy
- these errors will not respond to surgical intervention.
- these errors are the result of an oronasal fistula
A: these errors will not respond to speech therapy

Q: Reagan is a 5 year old girl with a history of cleft lip and palate.  She underwent lip and palate repair, but continue to demonstrate nasal distortions of sounds.  Your supervising SLP said that Reagan demonstrates some compensatory errors as a result of her difficulty completely closing the velopharyngeal port.  You know that compensatory errors are errors in which __________________________.
- Reagan produces the sound with incorrect articulatory placement
- Reagan produces the sound with incorrect voicing
- Reagan produces the sound with nasal distortion because of structural deficits
- Reagan omits the sound
A: Reagan produces the sound with incorrect articulatory placement

Q: Reagan is a 5 year old girl with a history of cleft lip and palate.  She underwent lip and palate repair, but continue to demonstrate nasal distortions of sounds.  Reagan will be having another surgery to help correct the velopharyngeal incompetence that results in these nasal distortions.  Which of the following is true regarding Reagan's speech after this surgery?
- Reagan might still have hypernasality or nasal emission if she does not use the velum and pharyngeal walls properly.
- Reagan might still have compensatory errors resulting in nasal emission.
- Reagan might still need speech therapy to correct compensatory errors.
A: (a choice with no text)

Q: Reagan is a 5 year old girl with a history of cleft lip and palate.  She underwent lip and palate repair, but continue to demonstrate nasal distortions of sounds.  Following her surgery to correct her velopharyngeal incompetence, Reagan continued to demonstrate some nasal emission which your supervising SLP said were compensatory errors.  This means that Reagan's structures were adequate, but that she had to learn how to produce sounds without nasal emission.  The SLP wrote a treatment plan that used a(n) __________________ to help Reagan hear the nasal emission that occurred in her speech.
- listening tube
- pharyngeal flap
- blood pressure cuff
- obturator
A: listening tube

Q: Max is a 10-year-old boy who has had a history of hoarseness for the past year. His hoarseness has gradually been getting worse. He was examined by an ENT, who noted small bilateral vocal fold nodules. The ENT referred Max to his local school speech-language pathologist for a voice evaluation and treatment.
According to the case history completed by the family, Max is on soccer, baseball, and basketball teams, so is playing some sport every month of the year. He was in school chorus, which he enjoys, until he became too hoarse to sing. Max has a six-year-old sister with whom he (loudly) fights frequently. His family lives in a three-level house and Max often plays on the lower level while his parents are on the main level, so he talks and yells up and down the stairs.
Max drinks four to five caffeinated soft drinks between the time he gets home from school and the time he goes to bed. He goes to bed around 11:00 p.m. and is up by 6:00 a.m. to ride the bus to school. He shows no signs of acid reflux.
During the voice evaluation at the school, Max was noted to talk at a volume level that was uncomfortably loud in a 1:1 situation. He cleared his throat ten times within the hour-long evaluation session. His pitch was appropriate for his age and gender. His voice quality was perceived as hoarse/breathy. His was able to discriminate between loud and more appropriate volumes.
After the evaluation, the SLP and SLPA met with Max and his parents about the results of the evaluation, and about the desired results of therapy.

What is a vocal traumatic behavior which may cause phonotrauma that Max demonstrates?
Feedback: yelling, throat clearing

Q: Max is a 10-year-old boy who has had a history of hoarseness for the past year. His hoarseness has gradually been getting worse. He was examined by an ENT, who noted small bilateral vocal fold nodules. The ENT referred Max to his local school speech-language pathologist for a voice evaluation and treatment.

According to the case history completed by the family, Max is on soccer, baseball, and basketball teams, so is playing some sport every month of the year. He was in school chorus, which he enjoys, until he became too hoarse to sing. Max has a six-year-old sister with whom he (loudly) fights frequently. His family lives in a three-level house and Max often plays on the lower level while his parents are on the main level, so he talks and yells up and down the stairs.

Max drinks four to five caffeinated soft drinks between the time he gets home from school and the time he goes to bed. He goes to bed around 11:00 p.m. and is up by 6:00 a.m. to ride the bus to school. He shows no signs of acid reflux.

During the voice evaluation at the school, Max was noted to talk at a volume level that was uncomfortably loud in a 1:1 situation. He cleared his throat ten times within the hour-long evaluation session. His pitch was appropriate for his age and gender. His voice quality was perceived as hoarse/breathy. His was able to discriminate between loud and more appropriate volumes.

Based on the case history, what behavior does Max demonstrate that contributes to poor vocal hygiene (not a behavior that cause phonotrauma)?
- Yelling
- Drinking large amounts of caffeinated beverages
- Acid reflux
- Speaking loudly
A: Drinking large amounts of caffeinated beverages

Q: Max is a 10-year-old boy who has had a history of hoarseness for the past year. His hoarseness has gradually been getting worse. He was examined by an ENT, who noted small bilateral vocal fold nodules. The ENT referred Max to his local school speech-language pathologist for a voice evaluation and treatment.

According to the case history completed by the family, Max is on soccer, baseball, and basketball teams, so is playing some sport every month of the year. He was in school chorus, which he enjoys, until he became too hoarse to sing. Max has a six-year-old sister with whom he (loudly) fights frequently. His family lives in a three-level house and Max often plays on the lower level while his parents are on the main level, so he talks and yells up and down the stairs.

Max drinks four to five caffeinated soft drinks between the time he gets home from school and the time he goes to bed. He goes to bed around 11:00 p.m. and is up by 6:00 a.m. to ride the bus to school. He shows no signs of acid reflux.

During the voice evaluation at the school, Max was noted to talk at a volume level that was uncomfortably loud in a 1:1 situation. He cleared his throat ten times within the hour-long evaluation session. His pitch was appropriate for his age and gender. His voice quality was perceived as hoarse/breathy. His was able to discriminate between loud and more appropriate volumes.

The SLP has decided that Max would benefit from Resonant Voice Treatment.  Which of the following techniques would you most likely implement with Max in treatment?
- Focus on production of nasal sounds and words with nasal sounds
- Produce voice with the vocal folds barely touching
- Train a "forward focus" of the voice vs. focus in the throat
A: (a choice with no text)

Q: Max is a 10-year-old boy who has had a history of hoarseness for the past year. His hoarseness has gradually been getting worse. He was examined by an ENT, who noted small bilateral vocal fold nodules. The ENT referred Max to his local school speech-language pathologist for a voice evaluation and treatment.

According to the case history completed by the family, Max is on soccer, baseball, and basketball teams, so is playing some sport every month of the year. He was in school chorus, which he enjoys, until he became too hoarse to sing. Max has a six-year-old sister with whom he (loudly) fights frequently. His family lives in a three-level house and Max often plays on the lower level while his parents are on the main level, so he talks and yells up and down the stairs.

Max drinks four to five caffeinated soft drinks between the time he gets home from school and the time he goes to bed. He goes to bed around 11:00 p.m. and is up by 6:00 a.m. to ride the bus to school. He shows no signs of acid reflux.

During the voice evaluation at the school, Max was noted to talk at a volume level that was uncomfortably loud in a 1:1 situation. He cleared his throat ten times within the hour-long evaluation session. His pitch was appropriate for his age and gender. His voice quality was perceived as hoarse/breathy. His was able to discriminate between loud and more appropriate volumes. Max was able to sustain /s/ for an average of 19.5 seconds and /z/ for an average of 7.2 seconds.  What is is s:z ratio?
- 2.7
- 0.37
- 140.4
A: 2.7

Q: Max is a 10-year-old boy who has had a history of hoarseness for the past year. His hoarseness has gradually been getting worse. He was examined by an ENT, who noted small bilateral vocal fold nodules. The ENT referred Max to his local school speech-language pathologist for a voice evaluation and treatment.
According to the case history completed by the family, Max is on soccer, baseball, and basketball teams, so is playing some sport every month of the year. He was in school chorus, which he enjoys, until he became too hoarse to sing. Max has a six-year-old sister with whom he (loudly) fights frequently. His family lives in a three-level house and Max often plays on the lower level while his parents are on the main level, so he talks and yells up and down the stairs.
Max drinks four to five caffeinated soft drinks between the time he gets home from school and the time he goes to bed. He goes to bed around 11:00 p.m. and is up by 6:00 a.m. to ride the bus to school. He shows no signs of acid reflux.
During the voice evaluation at the school, Max was noted to talk at a volume level that was uncomfortably loud in a 1:1 situation. He cleared his throat ten times within the hour-long evaluation session. His pitch was appropriate for his age and gender. His voice quality was perceived as hoarse/breathy. His was able to discriminate between loud and more appropriate volumes.
After the evaluation, the SLP and SLPA met with Max and his parents about the results of the evaluation, and about the desired results of therapy.

What is a behavior that could be substituted for the vocally traumatic behavior which causes phonotrauma that you identified in the previous question.
Feedback: e.g., yelling - clapping, stomping foot at games; using a walkie talkie at home, going into the room to talk to parents. throat clearing - take a drink of water, swallow hard

Q: Max is a 10-year-old boy who has had a history of hoarseness for the past year. His hoarseness has gradually been getting worse. He was examined by an ENT, who noted small bilateral vocal fold nodules. The ENT referred Max to his local school speech-language pathologist for a voice evaluation and treatment.
According to the case history completed by the family, Max is on soccer, baseball, and basketball teams, so is playing some sport every month of the year. He was in school chorus, which he enjoys, until he became too hoarse to sing. Max has a six-year-old sister with whom he (loudly) fights frequently. His family lives in a three-level house and Max often plays on the lower level while his parents are on the main level, so he talks and yells up and down the stairs.
Max drinks four to five caffeinated soft drinks between the time he gets home from school and the time he goes to bed. He goes to bed around 11:00 p.m. and is up by 6:00 a.m. to ride the bus to school. He shows no signs of acid reflux.
During the voice evaluation at the school, Max was noted to talk at a volume level that was uncomfortably loud in a 1:1 situation. He cleared his throat ten times within the hour-long evaluation session. His pitch was appropriate for his age and gender. His voice quality was perceived as hoarse/breathy. His was able to discriminate between loud and more appropriate volumes.
After the evaluation, the SLP and SLPA met with Max and his parents about the results of the evaluation, and about the desired results of therapy.
How is the SLP most likely to characterize Max's disorder?
- An organic disorder caused by vocal abuse
- An organic disorder caused by environmental toxins
- A functional disorder caused by vocal behaviors which cause phonotrauma
- A functional disorder cause by a neurologic disorder
A: A functional disorder caused by vocal behaviors which cause phonotrauma

Q: A child whose speech consists of errors affecting sound classes likely should be placed in Stage ____.
- 1
- 2
- 3
- 4
A: 3

Q: Cody is a 6 year-old boy who you see for articulation therapy twice weekly.  You reviewed his data with your supervising SLP during your weekly conference today.  Before you started his treatment, Cody was 0% accurate producing /l/ in spontaneous speech.  The spontaneous speech sample obtained prior to starting therapy is called a __________________.
A: pretest

Q: Cody is a 6 year-old boy who you see for articulation therapy twice weekly.  You reviewed his data with your supervising SLP during your weekly conference today.  Before you started his treatment, Cody was 0% accurate producing /l/ in spontaneous speech.  You have provided therapy for the /l/ sound in spontaneous sentences for the past two weeks with good progress seen in treatment.  The SLP would like you to obtain a second spontaneous speech sample and determine how accurate Cody is producing /l/ in spontaneous speech now, following treatment.  This is a _______________.
A: posttest

Q: Cody is a 6 year-old boy who you see for articulation therapy twice weekly.  Each week, at the end of Cody's treatment session, you present 10 /l/ words which have not been used in treatment and track his ability to produce /l/ in those untrained words.  This is a(n) __________________.
- intelligibility test
- word probe
- severity rating scale
- stimulability test
A: word probe

Q: What does the acronym EBP stand for?
A: evidence-based practice

Q: Which of the following statements regarding treatment is not correct?
- Treatment early in life promotes connections between brain cells before selective elimination is completed.
- Treatment balances differences between the brain and the enviroment.
- Treatment throughout life promotes growth and elaboration of connections between brain cells.
- Treatment late in life promotes regeneration of brain cell connections that were eliminated by chronic progressive neurological disorders.
A: Treatment late in life promotes regeneration of brain cell connections that were eliminated by chronic progressive neurological disorders.

Q: Define long-term goal.
Feedback: A long-term goal is the speech behaviors a person must demonstrate to end treatment.

Q: Define short-term goal.
Feedback: Short-term goals are the steps, each typically lasting from a few weeks to several months, through which long-term goals are achieved.

Q: Junie is a 5 year-old Kindergarten girl who recently transferred to your school from a neighboring district.  The school secretary has given you her file and your supervising SLP has asked you to review the IEP in preparation for your weekly meeting to discuss the students at your school.  On Junie's goal page, the previous SLP wrote, "When engaged in spontaneous, conversational speech in the regular education classroom, Junie will produce the "sh, ch" and "dg" sounds with 90% accuracy in 2 consecutive observations."  This is a _______________.
- long-term goal
- present level of performance
- behavioral objective
- summary of performance
A: long-term goal

Q: Junie is a 5 year-old Kindergarten girl who recently transferred to your school from a neighboring district.  The school secretary has given you her file and your supervising SLP has asked you to review the IEP in preparation for your weekly meeting to discuss the students at your school.  On Junie's goal page, the previous SLP wrote, "When engaged in spontaneous, conversational speech in the regular education classroom, Junie will produce the "sh, ch" and "dg" sounds with 90% accuracy in 2 consecutive observations."  The underlined portion is the _________________.
- conditions statement
- performance statement
- criterion statement
- present level of functional performance
A: conditions statement

Q: Junie is a 5 year-old Kindergarten girl who recently transferred to your school from a neighboring district.  The school secretary has given you her file and your supervising SLP has asked you to review the IEP in preparation for your weekly meeting to discuss the students at your school.  On Junie's goal page, the previous SLP wrote, "When engaged in spontaneous, conversational speech in the regular education classroom, Junie will produce the "sh, ch" and "dg" sounds with 90% accuracy in 2 consecutive observations."  The underlined portion is the _________________.
- conditions statement
- performance statement
- criterion statement
- functional level of performance
A: performance statement

Q: Junie is a 5 year-old Kindergarten girl who recently transferred to your school from a neighboring district.  The school secretary has given you her file and your supervising SLP has asked you to review the IEP in preparation for your weekly meeting to discuss the students at your school.  On Junie's goal page, the previous SLP wrote, "When engaged in spontaneous, conversational speech in the regular education classroom, Junie will produce the "sh, ch" and "dg" sounds with 90% accuracy in 2 consecutive observations."  The underlined portion is the _________________.
- conditions statement
- performance statement
- criterion statement
- functional level of performance
A: criterion statement

Q: Junie is a 5 year-old Kindergarten girl who recently transferred to your school from a neighboring district.  The school secretary has given you her file and your supervising SLP has asked you to review the IEP in preparation for your weekly meeting to discuss the students at your school.  On Junie's goal page, the previous SLP wrote, "When engaged in spontaneous, conversational speech in the regular education classroom, Junie will produce the "sh, ch" and "dg" sounds with 90% accuracy in 2 consecutive observations."  The goal area being addressed is ___________.
- facilitating mastery of late-acquired consonants
- teaching pronunciation of literary and scientific vocabulary
- increasing phonological awareness
- reducing accent and dialect
A: facilitating mastery of late-acquired consonants

Q: Select the TWO major factors that are basis of a specific goal for an individual child.
- Time constraints
- Child's perceived speech needs
- Clinician's theoretical perspective
- Developmental norms
A: Child's perceived speech needs; Clinician's theoretical perspective

Q: Cassie is a 3 year-old girl who receives articulation therapy.  She correctly produces the /h, w, p, b, m, t/ and /d/ sounds correctly.  Her SLP has written a short-term goal for Cassie to produce /s/ and /z/ correctly in imitation.  The SLP is selecting the treatment sounds based on the ______________________.
- least knowledge method
- most knowledge method
- developmental norms for /s/ and /z/
- cognitive development theory
A: least knowledge method

Q: Cassie is a 3 year-old girl who receives articulation therapy.  She correctly produces the /h, w, p, b, m, t/ and /d/ sounds correctly.  Her SLP has written a short-term goal for Cassie to produce /s/ and /z/ correctly in imitation.  When beginning treatment, you work cooperatively with the SLP.  The SLP has Cassie produce her /t/ sound as fast as she can, then try to hold it out to produce the /s/ sound.  You are using a __________________ technique to establish Cassie's /s/ sound.
- imitation
- emerging sound
- key word
- phonetic placement and shaping
A: phonetic placement and shaping

Q: Cassie is a 3 year-old girl who receives articulation therapy.  She correctly produces the /h, w, p, b, m, t/ and /d/ sounds correctly.  Her SLP has written a short-term goal for Cassie to produce /s/ and /z/ correctly in imitation.  The SLP has decided not to address any of Cassie's other error sounds until this goal is met.  She is ___________________.
- training deep
- training wide
- training long
- training fast
A: training deep

Q: Cassie is a 3 year-old girl who receives articulation therapy.  She correctly produces the /h, w, p, b, m, t/ and /d/ sounds correctly.  Her SLP has written a short-term goal for Cassie to produce /s/ and /z/ correctly in imitation with 80% accuracy.  The SLP has based her decision about when to change sounds/goals on ____________________.
- time
- percentage
- location
- quality
A: percentage

Q: Cassie is a 3 year-old girl who receives articulation therapy.  She correctly produces the /h, w, p, b, m, t/ and /d/ sounds correctly.  Her SLP has written a short-term goal for Cassie to produce /s/ and /z/ correctly in imitation.  You provide services to Cassie and have worked on eliciting correct production of /s/, but have not worked directly on /z/.  You are playing dolls with Cassie in therapy one day and when she puts her doll down for a nap she produces the /z/ sound, as if the doll is snoring.  Cassie is demonstrating _______________________.
- linguistic generalization
- generalization to other settings
- generalization to other persons
- maintenance
A: linguistic generalization

Q: Cassie is a 3 year-old girl who receives articulation therapy.  She correctly produces the /h, w, p, b, m, t/ and /d/ sounds correctly.  Her SLP has written a short-term goal for Cassie to produce /s/ and /z/ correctly in imitation.  Cassie's mother comes to speech therapy with her every other week.  You and your supervising SLP teach Cassie's mother how to cue her production of speech sounds and send "speech assignments" home with her.  This will help Cassie to _______________________.
- generalize productions to other persons and settings
- maintain clinical gains after dismissal from therapy
A: (a choice with no text)

Q: Define stimulability.
Feedback: Stimulability means a child demonstrates capacity to produce the sound.

Q: Gino is a 6 year-old boy who receives services for a speech sound disorder.  He produces the following errors: -t/st, -m/sm, p-/pl, -t/sk, n-/nd.  You observe the SLP providing Gino's first treatment sessions.  During treatment, she provides structure and focuses on Gino's ability to produce targets in isolation.  She models the sound, Gino attempts to imitate it 5 times.  She provides feedback after each attempt, then she allows Gino to take a turn in the "Pop the Pig" game that he likes.  The SLP is using the _______________ treatment structure.
A: drill play

Q: Speech sound problems appear to be ________ factors in limiting expressive vocabulary development in toddlers.
- nonexistent
- minor
- moderate
- major
A: major

Q: At which stage or stages in speech sound development is facilitative talk most often used?
A: Stage 2 and Stage 3

Q: Toby is a 7 year-old 2nd grade student with errors producing the /l, r, s/ and /z/ sounds.  When working with him, in therapy, you show him a pictures of a rock, a sock and a lock.  You model the words and ask Toby to imitate your productions.  You are using a _________________ therapy talk techinque.
A: minimal pairs

Q: Toby is a 7 year-old 2nd grade student with errors producing the /l, r, s/ and /z/ sounds.  When practicing production of these sounds in single words, you ask Toby to monitor his own productions.  As he practices, he uses stampers, stamping a happy face for correct productions and a sad face for incorrect productions.  You do not tell him which stamper to use.  You are using a _________________ therapy talk technique.
A: self-correction

Q: Toby is a 7 year-old 2nd grade student with errors producing the /l, r, s/ and /z/ sounds.  Toby's /s/ and /z/ errors are lateral distortions of the sounds.  When you begin each therapy session, you first have Toby practice his correct /s/ and /z/ sounds, then produce them with lateral airflow and again correctly.  Which therapy talk technique are you using with Toby?
- minimal pairs
- self-correction
- similar sound
- old way/new way
A: old way/new way

Q: Toby is a 7 year-old 2nd grade student with errors producing the /l, r, s/ and /z/ sounds.  If you were going to use a similar sounds therapy talk technique with Toby, which word pair would you most likely present?  Think about Toby's target sounds and the technique.
- jump/pump
- red/bed
- lie/why
- suit/sight
A: lie/why

Q: You provide speech and language therapy services for Ella a 2 year-old girl whose speech is minimally intelligible.  One of Ella's short-term goals is to produce /k/ and /g/ sounds in the initial position of single words in imitation with 80% accuracy.  She currently substitutes /t/ for /k/.  Ella's favorite thing to do in treatment is to play with dolls  Describe how you would make a strategic error during play with Ella to facilitate her production of /k/ in the word "kiss."  Describe the activity, including what you would do and what you would say.

Q: You provide speech and language therapy services for Ethan, a 3 year-old boy whose speech is minimally intelligible.  One of Ethan's short-term goals is to produce /f/ and /v/ sounds in the initial position of single words in imitation with 80% accuracy.  He currently substitutes /b/ for /f/. Describe what you would do for bombardment with Ethan during a therapy session.

Q: You provide speech and language therapy services for Ethan, a 3 year-old boy whose speech is minimally intelligible.  One of Ethan's short-term goals is to produce /f/ and /v/ sounds in the initial position of single words in imitation with 80% accuracy.  He currently substitutes /b/ for /f/.  While Ethan is playing with cars, he likes them to go fast.  Ethan is taking the cars and pushing them hard so they roll across the floor.  Write two sentences you could use for parallel talk with Ethan.

Q: Bert is an 8 year-old 3rd grade student who has difficulty producing /ʃ, ʒ, tʃ/ and /dʒ/.  Describe a metaphor that you could use for the /tʃ/ sound with Bert.

Q: Bert is an 8 year-old 3rd grade student who has difficulty producing /ʃ, ʒ, tʃ/ and /dʒ/.  When attempting to elicit correct production of one of Bert's target sounds, you describe it by telling Bert that he needs to turn on his voice, and push his tongue flat up against the roof of his mouth just behind the bump.  You also tell him that the sound is very short or quick.  Which sound are you describing to Bert?
- /ʃ/
- /ʒ/
- /dʒ/
- /tʃ/
A: /dʒ/

Q: Lacey is a 4 year-old preschool student with difficulty producing /l/ sounds.  Describe a metaphor that you could use when introducing this sound for Lacey.  Consider Lacey's age to be sure the metaphor is likely to make sense to Lacey.

Q: Lacey is a 4 year-old preschool student with difficulty producing /f, v, s, z, k, g, r/ and /l/ sounds.  When assisting her to produce sounds correctly, you provide the touch cue pictured below.  Which sound are you most likely cueing?
- /f/
- /s/
- /r/
- /k/
A: /k/

Q: Lacey is a 4 year-old preschool student with difficulty producing /f, v, s, z, k, g, r/ and /l/ sounds.  When assisting her to produce sounds correctly, you provide the touch cue pictured below.  Which sound are you most likely cueing?
- /v/
- /r/
- /z/
- /l/
A: /l/

Q: Lacey is a 4 year-old preschool student with difficulty producing /f, v, s, z, k, g, r/ and /l/ sounds.  Lacey is not yet stimulable for production of the /g/ sound.  Write a description of the /g/ sound that you could use to help Lacey understand how this sound is made.  Consider Lacey's age and place, manner, and voicing in your description.

Q: Lacey is a 4 year-old preschool student with difficulty producing /f, v, s, z, k, g, r/ and /l/ sounds.  Lacey is not yet stimulable for production of the /f/ sound.  Write a description of the /f/ sound that you could use to help Lacey understand how this sound is made.  Consider Lacey's age and place, manner, and voicing in your description.

Q: Lacey is a 4 year-old preschool student with difficulty producing /f, v, s, z, k, g, r/ and /l/ sounds.  Describe a touch cue that you could use to assist Lacey with her production of /v/.

Q: List at least one clinical purpose of talking to a child or a student about speech.
Feedback: Examples: introducing new treatment sounds, prompting speech from a child ,, and promoting self-monitoring skills.

Q: What is a metaphor?  Give an example of a metaphor for /t/.
Feedback: Metaphors compare some aspect of speech to something with which the child is familiar. One of the many possible metaphors for /s/ is the snake sound.

Q: What is a touch cue?  Give an example of a touch cue for /k/ and /g/.
Feedback: Touch cues draw a child's attention to production characteristics of sounds *typically, the place of production. A child, for example, might be instructed to touch the lips for bilabial oral stops.

Q: What is the purpose of descriptions and demonstrations in speech sound therapy?
Feedback: Descriptions and demonstrations heighten a child's awareness of selected characteristics of speech.

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  You and your supervising SLP see Jesse together for his first session and obtain a baseline measure of his disfluencies.  The SLP and Jesse visit with each other for 8 minutes.  You record the conversation and review the video after the session and find that Jesse spoke for 4 minutes and 32 seconds.  He produced a total of 500 syllables.  He prolonged sounds on 20 syllables, repeated syllables on 18 syllables and blocked sounds on 6 syllables.  What would be the percent of syllables stuttered in Jesse's sample?
A: 8.8%

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  Jesse’s father is concerned that Jesse’s stuttering means that he is not as verbal as other children. Is this a valid concern? Why or why not?
- Yes. Studies have shown that individuals who stutter also demonstrate a language disorder more frequently.
- No. Studies have shown that individuals who stutter have language skills that are equal to or better than people who are fluent.
A: No. Studies have shown that individuals who stutter have language skills that are equal to or better than people who are fluent.

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  After obtaining a baseline sample, the SLP directs you to work with Jesse to establish light articulatory contacts on initial sounds in single words. Which of the following techniques would be least appropriate to address this goal?
- Use contrast drills to increase awareness of soft vs. hard articulatory contacts.
- Introduce the concept of "turtle talk."
- Practice purposefully repeating the initial sounds in words.
- Have the Jesse self-monitor his use of interjections as avoidance behaviors.
A: Use contrast drills to increase awareness of soft vs. hard articulatory contacts.

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  Your supervisor asks you to send home a weekly “Talking Tip” for Jesse’s parents. What is one 2 tip you could send home for Jesse's parents to implement when communicating with Jesse?

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  After obtaining a baseline measure, the SLP asks you to teach Jesse to use pull-outs to modify his stuttering behavior.  What is a pull-out?
- A technique in which the client pushes through the stuttering moment
- A technique in which the client eases the word out and gently moves on to the rest of the word
- A technique in which the client pauses after stuttering, then says the word again in an easier manner
- A technique in which the SLPA teaches the client about the structures and systems used in speech production
A: A technique in which the client eases the word out and gently moves on to the rest of the word

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  You and your supervising SLP see Jesse together for his first session and obtain a baseline measure of his disfluencies.  The SLP and Jesse visit with each other for 8 minutes.  You record the conversation and review the video after the session and find that Jesse spoke for 4 minutes and 32 seconds.  He produced a total of 500 syllables.  He prolonged sounds on 20 syllables, repeated syllables on 18 syllables and blocked sounds on 6 syllables. How many disfluencies per minute did Jesse produce (round to the nearest 10th)?
A: 9.71

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  Until you receive Jesse’s speech file from his previous school, you will not know what types of primary stuttering behaviors and secondary behaviors he exhibits. Which of the following is most likely to be a secondary behavior that Jesse could demonstrate in his stuttering?
- use of interjections to avoid stuttering
- increased participation in classroom discussions
- refusal to participate in academic activities
- purposeful slow rate of speech
A: use of interjections to avoid stuttering

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  Until you receive Jesse’s speech file from his previous school, you will not know what types of primary stuttering behaviors and secondary behaviors he exhibits. Which of the following would be types of disfluencies that Jesse might exhibit that would be considered stuttering (not normal disfluencies)?
- hesitations
- interjections
- repetitions of sounds of syllables
- repetitions of phrases
A: repetitions of sounds of syllables

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  Jesse’s parents have extremely high expectations of him. He is the oldest grandson on both sides of the family, and is expected to join the family law practice someday. Jesse’s father is adamant that Jesse must be perfectly fluent as soon as possible. Do you think perfect fluency will be the goal of therapy? Why or why not?

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  Your supervising SLP has asked that you work on modifying the stuttering moment with Jesse in his treatment sessions.  Jesse produces the sentence, "I do-do-do-don't like to play soccer."  What would you model for Jesse to modify his disfluency?
- Easy prolongation of the "o" in "don't."
- Increased articulatory effort/tension on the "n" in "don't."
- Production of the entire sentence at a rate of one word per second.
- Deep abdominal breathing prior to speaking the sentence.
A: Easy prolongation of the "o" in "don't."

Q: Parker is a 5 year-old girl who demonstrates t/k substitutions.  He attends Kindergarten at Gold Valley Elementary School and has received speech therapy for three months. You are the SLPA in this school, and your supervising SLP has just assigned Parker to your caseload.

In your weekly meeting with your SLP, you review Parker’s IEP and treatment notes.  The supervising SLP tells you that Parker is able to produce /k/ correctly when he lays on his back and tries to say "coo."  This technique is called ________________.
- shaping
- modeling
- phonetic placement
- discrete trial training
A: phonetic placement

Q: Define phonetic placement.
Feedback: Phonetic placement teaches articulatory postures (typically, tongue and lip positions) for speech production.

Q: Define shaping.
Feedback: Shaping uses a sound a student can already produce (either a speech error or another sound) to learn a new sound.

Q: Phonetic placement and shaping techniques are rigid procedures that must be followed exactly.
- True
- False
A: False

Q: The SLP has the client say /s/ while moving his tongue so that it is between his upper and lower front teeth. The SLP is attempting to __________________________________.
- shape /θ/ from /s/
- shape /g/ from /k/
- teach phonetic placement of /s/
- shape /s/ from /t/
A: shape /θ/ from /s/

Q: Eli is a four year-old boy who was evaluated by your supervising SLP and found to have highly unintelligible speech with multiple articulation errors.  The SLP would like to use an approach that emphasizes family involvement in treatment and allows the family to take over Eli's treatment during the summer break when he will not be receiving direct speech-language therapy services.  Which approach are you most likely to use?
- Traditional Approach
- Parents and Children Together (PACT)
- Cycles Approach
- Morphosyntax Intervention
A: Parents and Children Together (PACT)

Q: Eli is a four year-old boy who was evaluated by your supervising SLP and found to have highly unintelligible speech with multiple articulation errors.  The SLP has identified several error patterns in Eli's speech productions and has decided to use an approach that addresses multiple error patterns, but only one at a time.  She has provided you with a schedule for the next month of therapy with Eli.  It indicates that Eli will be seen 3 times/week.  In week 1 you will target final consonant deletion.  In week 2 you will target reduplication and in week 3 you will target fronting.  In week four you will return to final consonant deletion.  Which approach is the SLP most likely using?
- Cycles Approach
- Speech Assessment and Interactive Learning System (SAILS)
- Responsivity Education/Prelinguistic Milieu Teaching (RE/PMT)
- PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets)
A: Cycles Approach

Q: Eli is a four year-old boy who was evaluated by your supervising SLP and found to have highly unintelligible speech with multiple articulation errors. When planning Eli's treatment, the SLP has decided to use some of the sound elicitation approaches that are typical of the Traditional approach, and address phonological processes in a cyclical fashion as if using the Cycles approach.  She has decided not to spend time on auditory bombardment (part of the Cycles approach).  Which statement best describes the SLP's decision?
- This is acceptable. Many SLPs incorporate components of different treatment approaches into an individualized treatment program for articulation.
- This is not acceptable. When choosing a treatment program, it is important to focus only on one treatment approach so that you don't confuse the client.
- This is acceptable. Research has shown that multiple treatment programs must be used to effectively treat a speech sound production disorder.
- This is not acceptable. Components of linguistic and behavioral approaches cannot be combined into one treatment plan.
A: This is acceptable. Many SLPs incorporate components of different treatment approaches into an individualized treatment program for articulation.

Q: Eli is a four year-old boy who was evaluated by your supervising SLP and found to have highly unintelligible speech with multiple articulation errors. The SLP has assigned Eli to your caseload.  As you read Eli's IEP you see the following annual goal, "When producing short, spontaneous sentences in the speech/language treatment setting, Eli will produce word-final consonants with 60% accuracy in 2 consecutive sessions."  Eli's progress notes indicate that he currently produces word-final consonants in consonant-vowel-consonant (CVC) words after a model with 70% accuracy.  Write a behavioral objective for Eli's next treatment session with you.

Q: Eli is a four year-old boy who was evaluated by your supervising SLP and found to have highly unintelligible speech with multiple articulation errors. The SLP has assigned Eli to your caseload.  As you read Eli's IEP you see the following annual goal, "When producing short, spontaneous sentences in the speech/language treatment setting, Eli will produce word-final consonants with 60% accuracy in 2 consecutive sessions."  Eli's progress notes indicate that he currently produces word-final consonants in consonant-vowel-consonant (CVC) words after a model with 70% accuracy. What error pattern is being addressed in Eli's treatment?
- Consonant Cluster Reduction
- Week Syllable Deletion
- Final Consonant Deletion
A: Final Consonant Deletion

Q: Eli is a four year-old boy who was evaluated by your supervising SLP and found to have highly unintelligible speech with multiple articulation errors. The SLP has assigned Eli to your caseload.  As you read Eli's IEP you see the following annual goal, "When producing short, spontaneous sentences in the speech/language treatment setting, Eli will produce word-final consonants with 60% accuracy in 2 consecutive sessions."  Eli's progress notes indicate that he currently produces word-final consonants in consonant-vowel-consonant (CVC) words after a model with 70% accuracy.  The SLP has asked you to prepare several home program or practice activities for Eli to assist him with carryover of his new articulation skills.  Describe one home practice activity that you could use with Eli.

Q: Rebecca is a 8 year old girl who demonstrates an articulation disorder with w/r and w/l sound substitutions. She attends Silver Mound Elementary School and has received speech therapy for three months. You are the SLPA in this school, and your supervising SLP has just assigned Rebecca to your caseload. Which of the following treatment approaches might the SLP ask that you use with Rebecca?
- Van Riper Approach
- Sign Language
- Core Vocabulary
- Metaphon Therapy
A: Van Riper Approach

Q: Alicia is a 5 year 6 month old girl who demonstrates t/k and d/g sound substitutions. She attends kindergarten at Redwood Springs Elementary School and has received speech therapy for three months. You are the SLPA in this school, and your supervising SLP has just assigned Rebecca to your caseload. The SLP has informed you that Alicia currently is able to discriminate between the SLP's correct and incorrect productions, but she is unable to produce the /k/ and /g/ sounds in isolation.  If the traditional therapy approach is being used, what will the SLP recommend that you do next with Alicia?
- train production of /k/ and /g/ in isolation
- identify a key word in which Rebecca produces /k/ and /g/ correctly
- identify a facilitating context in which Rebecca produces /k/ or /g/ correctly
A: train production of /k/ and /g/ in isolation

Q: Rebecca is a 5 year 6 month old girl who demonstrates t/k and d/g sound substitutions. She attends kindergarten at Silver Mound Elementary School and has received speech therapy for three months. You are the SLPA in this school, and your supervising SLP has assigned Rebecca to your caseload.  As you begin working on Rebecca's productions of /g/ in single words, she has asked that you develop a list of minimal pairs to use in therapy with Rebecca.  Develop a list of 5 minimal pairs that could be used to address Rebecca's production of /g/ in single words.

Q: Rebecca is a 5 year 6 month old girl who demonstrates t/k and d/g sound substitutions. She attends kindergarten at Silver Mound Elementary School and has received speech therapy for three months. You are the SLPA in this school, and your supervising SLP has assigned Rebecca to your caseload. If the SLP wanted to use a Maximal Oppositions approach to treatment with Rebecca, which word pair would not appear on Rebecca's list of word pairs?
- dog - doll
- gouhl - fool
- goo - shoo
- bag - batch
A: dog - doll

Q: A treatment approach cannot be used until a firm research base is established.
- True
- False
A: False
Feedback: False. When providing clinical services in an area in which few research studies exist—for example, care of infants with medical needs, or service provision to children in a developing country—treatment often cannot be postponed while a clinician waits for a firm research base to become established. Indeed, the opposite situation is more typical: a new clinical population appears, a clinician attempts to provide the best treatment possible, and based on these experiences, the need for additional research becomes apparent. In such a circumstance, a clinician needs to recognize the limitations of the research base on which treatment is based and convey that information to caregivers.

Q: What belief is held in common within all treatment approaches?
Feedback: All treatment approaches attempt to manipulate a child’s environment to facilitate learning.

Q: When using an approach, it is essential to adhere to it exactly, without modification.
- True
- False
A: False
Feedback: False. Approaches may either be used “as is” or, as occurs far more often, be modified and adapted to fit the clinical needs of a particular child.

Q: Zachary began articulation therapy as an 8 year-old boy in the 2nd grade at your school.  Initially he qualified for speech/language therapy services as a student with an articulation disorder affecting production of the /l/ and /r/ sounds.  Zachary is now 9 and in the 3rd grade.  You have used the Paired Stimuli approach with him throughout the course of his treatment.  Zachary is currently working on production of /l/ and /r/ in narratives and conversational speech.  Zachary's classroom teacher has indicated that he has difficulty comprehending what he reads in the regular education classroom.  When you and the SLP meet to discuss Zachary's progress, she indicates that she would like to change his treatment so that therapy focuses on interactive storybook reading in which you use modeling, expansions, and expatiations when reading stories of Zachary's choice with him.  Which technique is the SLP most likely to use?
- Enhanced Milieu Teaching with Phonological Empahsis
- Core Vocabulary
- Dynamic Systems and Whole Language Intervention
- Van Riper Approach
A: Dynamic Systems and Whole Language Intervention

Q: Zachary is an 8 year-old boy who is in the 2nd grade at your school.  He recently qualified for speech/language therapy services as a student with an articulation disorder affecting production of the /l/ and /r/ sounds.  During his assessment, the SLP noted that Zachary is able to correctly produce the /r/ sound in the word "read." When you and the supervising SLP meet, it is decided that the Paired-Stimuli (Key Word) Approach will be attempted with Zachary.  In this approach, the word "read" will be Zachary's ___________________.
A: key word

Q: Zachary is an 8 year-old boy who is in the 2nd grade at your school.  He recently qualified for speech/language therapy services as a student with an articulation disorder affecting production of the /l/ and /r/ sounds.  During his assessment, the SLP noted that Zachary is able to correctly produce the /r/ sound in the word "read."  He is not able to produce /r/ in any other words. When you and the supervising SLP meet, it is decided that the Paired-Stimuli (Key Word) approach will be attempted with Zachary. Which of the following techniques will be used in Zachary's therapy?
- Place pictures of Zachary's training words around a picture of his key word and practice production.
- Practice the /r/ sound in a variety of syllable contexts in phonetic drills.
- Address phonological awareness skills with words containing the /r/ sound.
- Address Zachary's production of word-final /r/ in contexts in which the error results in verb tense and noun/verb agreement errors.
A: Place pictures of Zachary's training words around a picture of his key word and practice production.

Q: Describe 1 activity that could be used in speech production treatment with toddlers.  Name/describe the activity.  Also include the toys/materials (e.g., a bug puzzle) you would use and what the target performance (production of initial /b/) of the toddler would be.  Do not use my example.  Write your activity description in complete sentences.

Q: Describe 1 activity that could be used in speech production treatment with early grade school student.  Name/describe the activity.  Also include the materials (e.g., /s/ picture card deck), you would use, and what the target performance (production of /s/ in all word positions) of the student would be.  Do not use my example.  Write your activity description in complete sentences.

Q: Marcus is a freshman in high school with a developmental disability.  He receives academic instruction in the resource room (SPED room), but is with his age-level peers for PE, Music and a Nutrition and Wellness class.  Next week in Nutrition and Wellness, Marcus' class will be making cookies to take to local residents in the long-term care center (nursing home) nearby.  Marcus is in charge of reading the recipe to the other 3 members in his group during this activity.  Describe an activity that you could do in treatment this week with Marcus to help him be more successful with his role in the group next week.  Where would you complete this activity if you wanted to promote generalization of Marcus' speech production skills to a new setting?

Q: Speech treatment activities need to be carried out exactly as planned, without modification, even if the client does not participate, in order to be scientifically valid.
- True
- False
A: False

Q: Speech treatment should be provided separate from language treatment; the two types of treatment should not be provided in the same activity or session.
- True
- False
A: False

Q: What is the purpose of treatment activities?
- A treatment activity is the mechanism through which clinical change is achieved.
- A treatment activity is the speech behavior a person must demonstrate to end treatment.
- A treatment activity is the procedure used to determine if a speech production evaluation is warranted.
- A treatment activity is the description of place, manner, and voicing of consonant phonemes.
A: A treatment activity is the mechanism through which clinical change is achieved.