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Transgender clients electing to modify their voices to match their identity do not require an augmentative communication system. [Q2] Mr. Martinez experiences difficulty swallowing after his stroke. Janessa lives in Tucson, Arizona and demonstrates dialectal differences consistent with her home region of Nogales, Mexico. Anthony was diagnosed with a profound bilateral hearing loss. Which of the following clients exhibits a disorder for which a speech-language pathologist or audiologist might treat? 1. Only Mr. Martinez 2. Only Janessa 3. Anthony and Janessa 4. Mr. Martinez and Anthony [correct] [Feedback for Answer Choice 1] Mr. Martinez demonstrates a swallowing disorder secondary to his stroke. Speechlanguage pathologists are involved in treatment of swallowing disorders. [Feedback for Answer Choice 2] Dialectal differences are not communication disorders. [Feedback for Answer Choice 3] Janessa demonstrates a dialectal difference, which is not a communication disorder. [Feedback for Correct Answer 4] Mr. Martinez demonstrates a swallowing disorder secondary to his stroke. Speechlanguage pathologists are involved in treatment of swallowing disorders. Anthony was diagnosed with a profound bilateral hearing loss. Audiologists and/or speech-language pathologists are involved in treatment of hearing disorders. [Q3] Jaime demonstrates an impairment in the use of written symbol systems. Which of the following does he demonstrate? 1. A communication difference; not a disorder 2. A central auditory processing disorder 3. A speech disorder 4. A language disorder [correct] [Feedback for Answer Choice 1]

An impairment in comprehension or use of written symbol systems is a language disorder. [Feedback for Answer Choice 2] An impairment in comprehension or use of written symbol systems is a language disorder. A central auditory processing disorder is a deficit in processing of information from audible signals. [Feedback for Answer Choice 3] An impairment in comprehension or use of written symbol systems is a language disorder. A speech disorder refers to atypical production of speech sounds, interruption in the flow of speaking, or abnormal production and/or absences of voice quality. [Feedback for Correct Answer 4] An impairment in comprehension or use of written symbol systems is a language disorder. Learning Outcome 1.2: Discuss the roles of audiologists, speech-language pathologists, and speech, language, and hearing scientists. [Q1] Which of the following individuals has completed the minimum requirements to become an audiologist? 1. Ashley has completed a P hD in audiology, has completed an internship with a major tech company, and has applied for membership with A SHA 2. Idris has completed his master‟s degree in audiology and speech sciences, has completed his internship, and has applied for membership with ASHA 3. Pau has completed his A uD, professional experience, and has applied for state licensure 4. Kim has completed her AuD, professional experience, and passed her national exam [correct] [Feedback for Answer Choice 1] Ashley has not passed the national exam and it is unclear what her tech internship entailed. [Feedback for Answer Choice 2] Idris has not passed the national exam and he has not earned a doctoral degree in audiology. [Feedback for Answer Choice 3] Pau has not passed the national exam. [Feedback for Correct Answer 4]

Kim has fulfilled the credentials for audiologists, including a doctoral degree in audiology, professional experience, and passing of a national exam. Depending on where she works, a state license may also be needed. [Q2] Which of the following individuals has completed the minimum requirements to become a speech-language pathologist? 1. Nissa has completed a master‟s degree in communication sciences and disorders, has passed a national qualifying exam, and has secured an internship 2. Javier has completed a doctoral degree in communication sciences and disorders, has passed a national qualifying exam, and has secured an internship 3. Amaya has completed a doctoral degree in communication sciences and disorders, has completed her clinical fellowship year, and has applied for membership with AS HA 4. Remi has completed a master‟s degree in communication sciences and disorders, has completed his clinical fellowship year, and passed a national qualifying exam [correct] [Feedback for Answer Choice 1] Nissa has not completed her clinical fellowship year. [Feedback for Answer Choice 2] Javier has not completed his clinical fellowship year. A doctoral degree is not required to become a speech-language pathologist and so it is not considered a minimum requirement. [Feedback for Answer Choice 3] Amaya has not passed a national qualifying exam. A doctoral degree is not required to become a speech-language pathologist and so it is not considered a minimum requirement. [Feedback for Correct Answer 4] Remi has completed the minimum requirements required to become a speech-language pathologist. Depending on where he works, a state license may also be needed. [Q3] Which of the following professionals is most likely a speech scientist? 1. Arthur has a master‟s degree in speech-language pathology and specializes in treating motor speech disorders within his private practice setting 2. Elizabeth has a doctoral degree and works to develop computer-generated speech for individuals who have lost their natural speech due to amyotrophic lateral sclerosis [correct]

3. Santiago has a doctoral degree and studies how language disorders affect quality of life and community participation for individuals who have been diagnosed with aphasia after stroke 4. Mia has a bachelor‟s degree and works with a speech-language pathologist to provide treatment exclusively to children with speech sound disorders [Feedback for Answer Choice 1] Arthur is working clinically rather than as a scientist. There is no indication within Arthur‟s description that he conducts research or develops technology. [Feedback for Correct Answer 2] Elizabeth has a doctoral degree and develops technology relevant to speech disorders. [Feedback for Answer Choice 3] Santiago is a language scientist. [Feedback for Answer Choice 4] Based on this description, Mia is a speech-language pathology assistant. Learning Outcome 1.3: Explain how intervention services change through the lifespan. [Q1] Which of the following children is experiencing the most common disabling condition for children born in the United States? 1. Diego was identified with a visual impairment shortly after birth 2. Carlos was identified with physical problems that limited his movement at birth 3. Gina sustained a traumatic brain injury at birth 4. Daniel was born with a hearing loss [correct] [Feedback for Answer Choice 1] Although babies and toddlers may have visual impairments, hearing loss occurs more often than any other physical problem. [Feedback for Answer Choice 2] Although babies and toddlers may have physical problems that limit their movement, hearing loss occurs more often than any other physical problem. [Feedback for Answer Choice 3] Although babies and toddlers may sustain traumatic brain injuries at birth, hearing loss occurs more often than any other physical problem. [Feedback for Correct Answer 4] For children born in the United States, hearing loss occurs more often than any other physical problem.

[Q2] Which of the following statements shows support for this statement: Early intervention is highly valuable and may prevent later difficulties. 1. Alex is 2 years old. His family physician prefers a “wait and see” approach to language development and encourages the family to contact his school once he reaches kindergarten if they continue to believe he is having difficulty communicating 2. Viviana is 1 year, 9 months old. Her team has developed an individualized family service plan to support her needs related to her developmental disability and also includes supports for her entire family [correct] 3. Jacob is 2 years, 3 months old. His physician makes a referral because he is not meeting developmental milestones, but the family declines 4. Jesus is 2 years, 6 months old. His family knows that he will “grow out” of the concerns that others have brought up to them, including delayed speech, motor impairment, and lack of engagement with others [Feedback for Answer Choice 1] Waiting until a child attains/reaches school age is not providing early intervention. [Feedback for Correct Answer 2] Viviana‟s team provided individualized supports for her and her family early in life. [Feedback for Answer Choice 3] The family elected not to follow through on early intervention services recommended by the physician. [Feedback for Answer Choice 4] Waiting for a child to “grow out” of communication and motor concerns is not providing early intervention. [Q3] Hearing loss affects what percentage of older adults? 1. Hearing loss affects approximately 15% of older adults 2. Hearing loss affects less than 5% of older adults 3. Hearing loss affects at least 25% of older adults [correct] 4. Hearing loss affects 10% of older adults [Feedback for Answer Choice 1] Hearing loss affects at least 25% of older adults. [Feedback for Answer Choice 2] Hearing loss affects at least 25% of older adults. [Feedback for Correct Answer 3]

Hearing loss affects at least 25% of older adults. [Feedback for Answer Choice 4] Hearing loss affects at least 25% of older adults. Learning Outcome 1.4: Describe how evidence-based practice influences clinical decisions. [Q1] Which speech-language pathologist (SLP) is most closely following principles of evidence-based practice? 1. Eleonora makes sure to follow social media posts of social media influencers as this is an efficient way for her to learn more information 2. Josiah understands that the field of speech-language pathology is slow to evolve, so he makes sure to continue to use the strategies he learned in graduate school 11 years ago 3. Victoria frequently seeks out new information regarding therapy techniques and reviews relevant meta-analyses when they are released [correct] 4. John realizes that research studies do not translate to clinical practice and instead seeks information from private vendors [Feedback for Answer Choice 1] Professional, peer-reviewed journals are the best source of clinical evidence. In studies employing meta-analysis, research on a topic is ranked according to the strength of the data and then examined to see the statistical trends. [Feedback for Answer Choice 2] The expert SLP or audiologist continually seeks new therapeutic information to improve efficacy. [Feedback for Correct Answer 3] Professional, peer-reviewed journals are the best source of clinical evidence. In studies employing meta-analysis, research on a topic is ranked according to the strength of the data and then examined to see the statistical trends. [Feedback for Answer Choice 4] Professional, peer-reviewed journals are the best source of clinical evidence. In studies employing meta-analysis, research on a topic is ranked according to the strength of the data and then examined to see the statistical trends. [Q2] Effectiveness is the probability that a treatment will work under what type of conditions? 1. Optimal conditions 2. Laboratory conditions

3. Average conditions [correct] 4. Controlled research conditions [Feedback for Answer Choice 1] Efficacy is the probability of benefit from an intervention under optimal intervention conditions. [Feedback for Answer Choice 2] Effectiveness is the probability of benefit from an intervention method under average, real-world conditions. [Feedback for Correct Answer 3] Effectiveness is the probability of benefit from an intervention method under average, real-world conditions. [Feedback for Answer Choice 4] Effectiveness is the probability of benefit from an intervention method under average, real-world conditions. [Q3] Clinical decision making is based on a combination of: 1. How fast progress can be made and the physician‟s prescription for specific techniques 2. Efficacious, effective, and efficient treatment techniques 3. Scientific evidence, clinical experience, and client needs [correct] 4. Meta-analyses and statistical trends [Feedback for Answer Choice 1] Clinical decision making is informed by a combination of scientific evidence, clinical experience, and client needs. [Feedback for Answer Choice 2] Clinical decision making is informed by a combination of scientific evidence, clinical experience, and client needs. [Feedback for Correct Answer 3] Clinical decision making is informed by a combination of scientific evidence, clinical experience, and client needs. [Feedback for Answer Choice 4] Clinical decision making is informed by a combination of scientific evidence, clinical experience, and client needs.

Learning Outcome 1.5: Outline the history of changing attitudes toward individuals with communication disabilities over the centuries and legislation over the past several decades. . [Q1] The field of audiology expanded dramatically in the 1940s due to: 1. The discovery that age-related hearing loss was a significant public health concern 2. The passage of the Individuals with Disabilities Education Act (I DEA) 3. Noise-induced hearing loss experienced by veterans [correct] 4. The Civil Rights movement, which advanced the rights of those with hearing loss, as well as other populations [Feedback for Answer Choice 1] Audiology experienced a boom in the 1940s due to World War II veterans who were experiencing noise-induced hearing loss. [Feedback for Answer Choice 2] Audiology experienced a boom in the 1940s due to World War II veterans who were experiencing noise-induced hearing loss. [Feedback for Correct Answer 3] Audiology experienced a boom in the 1940s due to World War II veterans who were experiencing noise-induced hearing loss. The passage of IDEA occurred in 1990. [Feedback for Answer Choice 4] Audiology experienced a boom in the 1940s due to World War II veterans who were experiencing noise-induced hearing loss. The Civil Rights movement occurred in the 1960s. [Q2] Which law originally mandated that a free and appropriate public education must be provided for all handicapped children between ages 5 and 21? 1. Individuals with Disabilities Education Act (1990) 2. Reauthorization of the Individuals with Disabilities Education Act (2004) 3. Education of the Handicapped Amendments 4. Education for All Handicapped Children Act [correct] [Feedback for Answer Choice 1] IDEA (1990) Reauthorized and renamed the original law. It addressed the multicultural nature of the United States. [Feedback for Answer Choice 2]

The reauthorization of IDEA (2004) established birth-6 programs as well as new early intervention services. [Feedback for Answer Choice 3] The Education of the Handicapped Amendments extended the age of those served to cover children between birth and 5 years of age. [Feedback for Correct Answer 4] The Education for All Handicapped Children originally mandated that a free and appropriate public education must be provided for all handicapped children between ages 5 and 21. [Q3] Which of the following refers to a positive movement amongst those with disabilities to organize and express pride in their identity and self-advocacy? 1. Civil Rights Movement 2. Disability Rights Movement [correct] 3. American Coalition of Citizens with Disabilities 4. The Person-First Movement [Feedback for Answer Choice 1] The Civil Rights Movement began in the 1960s and was not specific to those with disabilities. The Disability Rights Movement is a positive movement amongst those with disabilities to organize and express pride in their identity and self-advocacy. [Feedback for Correct Answer 2] The Disability Rights Movement is a positive movement amongst those with disabilities to organize and express pride in their identity and self-advocacy. [Feedback for Answer Choice 3] The American Coalition of Citizens with Disabilities was created in 1974 and led to a variety of federal mandates. The Disability Rights Movement is a positive movement amongst those with disabilities to organize and express pride in their identity and selfadvocacy. [Feedback for Answer Choice 4] The Person-First Movement does not exist, but some communities have recently begun advocating against person-first terminology, particularly when it pertains to autism.

(b) Chapter 1 Application Exercises Application Exercise 1.1: Role of the SLP

Learning Outcome 1.2: Discuss the roles of audiologists, speech-language pathologists, and speech, language, and hearing scientists. Reference: Case Study: Mike (see pages 2, 19, and 20) [Q1] Use Case Study: Mike (pages 2, 19, and 20) to answer the following question: What difficulties did Mike experience? [Q1 Model Response] Mike experienced tremor, slurred speech, difficulty swallowing, and short-term memory impairment. [Q2] Use Case Study: Mike (pages 2, 19, and 20) to answer the following question: What strategies did his speech-language pathologist use to help him? [Q2 Model Response] Mike‟s speech-language pathologist found that if he gripped his hand, tremors would reduce and speech and swallowing would improve. [Q3] Use Case Study: Mike (pages 2, 19, and 20) to answer the following question: Although Mike‟s abilities declined over time, how could his case be considered successful? [Q3 Model Response] Through therapy with his SLP, Mike was able to hold on to the communication skills he had. Because of the nature of his health condition, improvement was not expected. His quality of life was enhanced through the intervention he was provided. Application Exercise 1.2: Description of communication and swallowing disorders and their impact Learning Outcome 1.1: Describe communication disorders. Reference: Patient description of Ken (see italicized text on page 4) [Q1] Use patient description of Ken (see italicized text on page 4) to answer the following question: Describe Ken‟s initial symptoms of Parkinson disease. [Q1 Model Response]

Ken initially experienced a slight muscle twitch in his hands that occurred periodically. Over time, it become more consistent. [Q2] Use patient description of Ken (see italicized text on page 4) to answer the following question: What were Ken‟s communication and swallowing impairments? [Q2 Model Response] After his diagnosis of Parkinson disease, he experienced speech difficulties and dementia. This in turn affected his language and reduced him to single word utterances. Eating and swallowing were challenging. [Q3] Use patient description of Ken (see italicized text on page 4) to answer the following question: How did Ken‟s communication and swallowing impairments impact his family? [Q3 Model Response] The patient description notes that after Ken retired, his home care was a family responsibility. He refused some therapeutic interventions. He was noted to never lose his sense of humor, which can be a positive factor. Application Exercise 1.3: Evidence-based clinical decision making Learning Outcome 1.4: Describe how evidence-based practice influences clinical decisions. Reference: Client description of Ling Yun (see italicized text on page 15) [Q1] Use client description of Ling Yun (see italicized text on page 15) to answer the following question: What was Ling Yun‟s family‟s reaction to his language disorder diagnosis? [Q1 Model Response] His family initially blamed his preschool SLP for having a misunderstanding of cultural differences. [Q2] Use client description of Ling Yun (see italicized text on page 15) to answer the following question: How was Ling Yun‟s SLP able to help his family understand his language disorder?

[Q2 Model Response] Ling Yun‟s SLP gained the family‟s trust by being knowledgeable about multilingual development and being sensitive to their concerns. [Q3] Use client description of Ling Yun (see italicized text on page 15) to answer the following question: How did an understanding of evidence-based practices affect Ling Yun‟s communication outcomes? [Q3 Model Response] If the SLP had not been knowledgeable about multilingual development, he would not have achieved the outcomes he did: After about a year and a half of speech-language therapy services, Ling Yun no longer has a language disorder.

(c) Chapter 1 Test Items 1. “Atypical production of speech sounds, interruption in the flow of speaking, or abnormal production and/or absence of voice quality” is the definition of a a. speech disorder. b. language disorder. c. hearing disorder. d. central auditory processing disorder. 2. “Impairment in comprehension and/or use of spoken, written, and/or other symbol systems” is the definition of a a. speech disorder. b. language disorder. c. hearing disorder. d. central auditory processing disorder. 3. “A result of impaired sensitivity of the auditory system” is the definition of a a. speech disorder. b. language disorder. c. hearing disorder. d. central auditory processing disorder. 4. “Deficits in the processing of information from audible signals” is the definition of a a. speech disorder.

b. language disorder. c. hearing disorder. d. central auditory processing disorder. 5. Attempts taught by SLPs to compensate and facilitate for impaired communication using various methods. a. Dialectal variation b. Autmentative/alternative communication c. Multilingualism d. Holistic approaches to evaluation 6. The professionals who measure hearing and identify, assess, manage, and prevent disorders of hearing and balance are a. audiometers. b. hearing aid dispensers. c. audiologists. d. aural rehabilitation professionals. 7. The professionals who identify, assess, treat, and prevent expressive and receptive communication disorders, as well as provide services for swallowing disorders and dialect modification are a. speech correctionists. b. speech-language pathologists. c. speech teachers. d. speech scientists. 8. The professionals who extend knowledge of human communication processes and disorders and usually hold doctorate degrees are a. audiologists. b. speech, language, and hearing scientists. c. speech-language pathologists. d. speech-language pathology assistants. 9. The entry-level degree for an audiologist is currently a. bachelor‟s degree in audiology. b. master‟s degree in audiology. c. doctoral degree (A uD, PhD, or EdD in audiology). d. associate‟s degree in audiology and speech sciences.

10. The degree required for speech-language pathologists to earn the ASHA CCC is currently a. associate‟s degree. b. bachelor's degree. c. master‟s degree. d. bachelor‟s degree plus a teaching certificate. 11. On average, in the United States, a. 1 in 7 people has a disability. b. 1 in 15 people has a disability. c. 1 in 27 people has a disability. d. 1 in 50 people has a disability. 12. Almost half of all SLPs are employed a. in school systems. b. in healthcare. c. in private practice. d. in school systems, healthcare, and private practice combined. 13. A clinician seeks to provide therapy services in a way that provides quick and maximum functional gains. Which of the following evidence-based principles is this most closely referring to? a. Effectiveness b. Efficiency c. Efficacy d. Value-based intervention 14. How many Americans sustain a traumatic brain injury each year? a. 500,000–750,000 b. 1.5–2 million c. 2–4 million d. 6–7 million 15. Hearing loss may affect at least a. 25% of adults over age 65. b. 50% of adults over age 65. c. 75% of adults over age 65. d. 90% of adults over age 65.

16. The best source(s) of clinical evidence is/are a. company websites. b. magazine articles. c. peer-reviewed journals. d. clinical experience of seasoned professionals. 17. Audiology experienced a boom in which decade due to WWII veterans who were experiencing noise-induced hearing loss. a. The 1910s b. The 1920s c. The 1940s d. The 1950s 18. The first professional journal related to communication was called a. The Voice. b. Speech Correction. c. Journal of the National Association of Teachers of Speech. d. Speech. 19. Which organization was the precursor to ASHA? a. The National Education Association b. The American Academy of Speech Correction c. American Coalition of Citizens with Disabilities d. The Education for All Handicapped Children Agency 20. Audiology become a profession in a. the 1890s. b. the 1920s. c. the 1940s. d. the 1950s. 21. What are the differences among the concepts of “impairment,” “disability,” and “handicap?” 22. Explain how people with disabilities have been treated throughout history. 23. What is a communication disorder? 24. What is telepractice? 25. What do speech, language, and hearing scientists do?

26. In addition to the entry-level degree, what else do audiologists need in terms of credentials? 27. In addition to the entry-level degree, what else do SLPs need in terms of credentials? 28. What are the assumptions of evidence-based practice? 29. What are some of the key features of the Disability Rights Movement? 30. What are the three key elements of efficacy? 31. What are some factors that affect clinical decision making? 32. Compare and contrast the principles of “efficacy” and “effectiveness.” 33. Name and briefly describe four federal mandates affecting people with disabilities.

(d) Chapter 1 Test Answer Key 1. A (see page 4, section titled “Communication Disorders”) 2. B (see pages 4–5, section titled “Communication Disorders”) 3. C (see page 5, section titled “Communication Disorders”) 4. D (see page 5, section titled “Communication Disorders”) 5. B (see page 5, section titled “Communication Disorders”) 6. C (see page 6, section titled “Audiologists”) 7. B (see page 8, section titled “Speech-Language Pathologists”) 8. B (see page 10, section titled “Speech, Language, and Hearing Scientists”) 9. C (see page 7, section titled “Credentials for Audiologists”) 10. C (see page 9, section titled “Credentials for Speech-Language Pathologists”) 11. A (see page 12, section titled “Service Through the Lifespan”) 12. A (see page 13, section titled “Service Through the Lifespan”) 13. B (see page 16, section titled “Evidence-Based practice”) 14. B (see page 13, section titled “Service Through the Lifespan”) 15. A (see page 13, section titled “Service Through the Lifespan”) 16. C (see page 15, section titled “Evidence-Based Practice”) 17. C (see page 18, section titled “Communication Disorders in Historical Perspective”) 18. A (see page 18, section titled “Communication Disorders in Historical Perspective”) 19. B (see page 18, section titled “Communication Disorders in Historical Perspective”) 20. B (see page 18, section titled “Communication Disorders in Historical Perspective”)

21. Answers may vary but should include some of the following information (see page 3, Introduction): An impairment is a biological or physiological condition that involves the loss of physical, social, or cognitive functioning. This can lead to disability or a restriction in ability to perform a function as a result of the impairment. According to the A DA, a disability is a “physical or mental impairment that substantially limits one or more major life activity.” This may or may not lead to a handicap, which is a social disadvantage that accrues to the individual with an impairment or a disability, often in the form of barriers that can prevent an individual from reaching a goal or a person‟s potential. 22. Answers will vary, but should include some of the following points (see page 17, section titled “Communication Disorders in Historical Perspective”): Children who were malformed or had obvious physical disabilities were sometimes abandoned. Older adults were sometimes abandoned, deprived of food, or killed when they could no longer contribute. Some people with disabilities were considered to have special powers. In the late 1700s to early 1800s, individuals were classified and grouped according to their disorder so that they could be helped. Special residences for individuals with deafness, blindness, mental illness, and intellectual limitations were established, although they were often little more than warehouses providing no services other than what was necessary to keep residents alive. 23. Answers will vary, but should include some of the following points (see page 4, section titled “Communication Disorders”): A communication disorder impairs the ability to both receive and send and also process and comprehend concepts or verbal, nonverbal, and graphic information. A communication disorder may affect hearing, language, and/or speech processes; may range from mild to profound severity; and may be developmental or acquired. One or a combination of communication disorders may be presented by an individual and may result in a primary disability or may be secondary to other disabilities. 24. Answers will vary, but should include some of the following points (see page 6, section titled “The Professionals and Their Roles”): Provision of speech and language assessment and intervention via the Internet. The COVID pandemic caused a shift to telepractice in many areas of service. 25. Answers will vary, but should include some of the following points (see pages 10–11, section titled “What Speech, Language, and Hearing Scientists Do”): Speech scientists may be involved in basic research exploring anatomy, physiology, and physics of speech-sound production. Investigate the causes, prevention, and treatment of various speech impairments. Development of computer-generated speech. Language scientists may investigate the ways children learn language. Conduct cross-cultural studies of language and communication. Study how languages are changing. Examine language disabilities and the nature of language disorders in children and adults. Hearing scientists investigate the nature of sound, noise, and hearing. They may help develop equipment for hearing assessment.

Develop techniques for testing infants or those with physical or psychological impairments. Develop and improve assistive listening devices. Concerned with conservation of hearing and limiting environmental noise. 26. Answers may vary but should include the following information (see page 7, section titled “Credentials for Audiologists”): Educational requirements are 3–5 years of professional education beyond the bachelor‟s degree ASHA CCC-A: Requires doctorate, professional experience, national exam. States require audioligists to obtain a state license. The requirements for state licensure tend to be the same or similar to the ASHA standards. 27. Answers may vary, but should include some of the following points (see page 9, section titled “Credentials for Speech-Language Pathologists”): SLPs have a master‟s or doctoral degree. ASHA CCC-SLP: Requires master‟s degree or doctorate, completion of a moitored clinical fellowship year, and successful completion of a national qualifying exam. Ongoing professional development must be demonstrted. Individual states have licensure laws for SLPs. Most states accept a person with an ASHA CCC-SLP as having met state licensure requirements. 28. Answers may vary, but should include the following information (see page 14, section titled “Evidence-Based Practice): Clinical skill grows from experience and current available data. The SLP or audiologist seeks new therapeutic information to improve efficacy. 29. Answers may vary but should include some of the following information (see page 19, section titled “Communication Disorders in Historical Perspective”): In recent years, there has been a positive movement among those with disabilities to organize and to express pride in their identity and self-advocacy. This has been called the Disability Rights Movement and mirrors other civil rights actions. This movement and burgeoning organizations it spawns are often modeled on the community of those with deafness, often called the Deaf Community. Although selfadvocacy is not always possible for those with severe disorders, many groups have coalesced within different disorders, such as individuals with high functioning autism spectrum disorder. These groups, in turn, can offer a voice to their community. Some communities see the person-first designation to be demeaning and an attempt to hide their disroder, claiming instead older terms, such as identifying as an “autistic person.” 30. Answers should include the following information (see page 15, section titled “Evidence-Based Practice”): It refers to an identified population, not specific individuals. The treatment should be focused and the population should be clearly identified. The research should be conducted under optimal intervention conditions, although actual clinical conditions may be less than idea.

Dr. Sarah A. Dachtyl

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Section 2.01

Table of Contents

Chapter 2: Typical and Disordered Communication

Learning Objective Quizzes

Application Exercises

Test Items

Test Answer Key

Section 2.02 Chapter 2: Typical and Disordered Communication (a) Chapter 2 Learning Objective Quizzes Learning Objective 2.1: Explain the role of culture and environment in human communication. [Q1] Janessa is a child attending school in the United States and is an English learner. Statistically, approximately what percentage of children are English learners? 1. Approximately 10% [correct] 2. Approximately 25% 3. Approximately 30% 4. Approximately 40% [Feedback for Correct Answer 1] Approximately 10% of children are considered English learners. [Feedback for Answer Choice 2] Approximately 10% of children are considered English learners; 25% is too high. [Feedback for Answer Choice 3] Approximately 10% of children are considered English learners; 30% is too high. [Feedback for Answer Choice 4] Approximately 10% of children are considered English learners; 40% is too high. [Q2] As a speech-language pathologist (SLP), Sarah ensures that she carefully considers the communication environment, which consists of: 1. cultural competence and cultural humility. 2. socioeconomic status, geographical background, and ability. 3. the location, people, and events in which communication occurs. [correct] 4. age, gender, and location. [Feedback for Answer Choice 1] The communication environment consists of the location, people, and events in which communication occurs. Cultural competence and cultural humility are skills that individuals possess. [Feedback for Answer Choice 2] 1 Copyright © 2024, 2019, 2015 by Pearson Education, Inc. All rights reserved.

The communication environment consists of the location, people, and events in which communication occurs. Socioeconomic status, geographical background, and ability are specific to individuals. [Feedback for Correct Answer 3] The communication environment consists of the location, people, and events in which communication occurs. [Feedback for Answer Choice 4] The communication environment consists of the location, people, and events in which communication occurs. Age and gender are specific to individuals. [Q3] Louis studies how such variables as cultural identity, setting, and participants affect communication and its success or failure. His field of study is called: 1. psycholinguistics. 2. speech science. 3. sociology. 4. sociolinguistics. [correct] [Feedback for Answer Choice 1] The study of how variables such as cultural identity, setting, and participants affect communication and its success or failure is called sociolinguistics. [Feedback for Answer Choice 2] The study of how variables such as cultural identity, setting, and participants affect communication and its success or failure is called sociolinguistics. [Feedback for Answer Choice 3] The study of how variables such as cultural identity, setting, and participants affect communication and its success or failure is called sociolinguistics. [Feedback for Correct Answer 4] The study of how variables such as cultural identity, setting, and participants affect communication and its success or failure is called sociolinguistics. Learning Objective 2.2: Describe the different aspects of human communication. [Q1] Jason is a child who can produce all of the phonemes in the English language. Approximately how many phonemes can he produce? 1. 19 2. 26

3. 37 4. 43 [correct] [Feedback for Answer Choice 1] There are approximately 43 phonemes in the English language. Nineteen is too few. [Feedback for Answer Choice 2] There are approximately 43 phonemes in the English language. Twenty-six is too few. There are 26 letters in the English alphabet. [Feedback for Answer Choice 3] There are approximately 43 phonemes in the English language. Thirty-seven is too few. [Feedback for Correct Answer 4] There are approximately 43 phonemes in the English language. [Q2] Samira is a speech-language pathology student, and she is learning to transcribe phonemes in a special alphabet. What is that alphabet called? 1. The National Phoneme Alphabet 2. The Comprehensive Phoneme Alphabet 3. The International Phonetic Alphabet [correct] 4. The Intensive Phoneme Alphabet [Feedback for Answer Choice 1] The alphabet used to transcribe phonemes is called the International Phonetic Alphabet (IPA). [Feedback for Answer Choice 2] The alphabet used to transcribe phonemes is called the International Phonetic Alphabet (IPA). [Feedback for Correct Answer 3] The alphabet used to transcribe phonemes is called the International Phonetic Alphabet (IPA). [Feedback for Answer Choice 4] The alphabet used to transcribe phonemes is called the International Phonetic Alphabet (IPA). [Q3] When writing evaluation reports, Carolee always make sure to comment on the rate and rhythm of her clients‟ speech. This is referred to as:

1. prosody. [correct] 2. melody. 3. harmonics. 4. frequency. [Feedback for Correct Answer 1] The rate and rhythm of speech is called prosody. [Feedback for Answer Choice 2] The rate and rhythm of speech is called prosody. Melody is a musical term. [Feedback for Answer Choice 3] The rate and rhythm of speech is called prosody. Harmonics are multiples of the fundamental frequency. [Feedback for Answer Choice 4] The rate and rhythm of speech is called prosody. Frequency is the number of vibrations per unit of time. Learning Objective 2.3: Demonstrate how communication disorders may be classified, including the names and frequency of occurrence of different types of communication disorders. [Q1] Raina‟s speech reflects the region where she was raised. This is referred to as a/an: 1. disorder. 2. congenital difference. 3. acquired impairment. 4. dialect. [correct] [Feedback for Answer Choice 1] Speech that reflects the region in which an individual was raised is a dialect. Dialects are not disorders. [Feedback for Answer Choice 2] Speech that reflects the region in which an individual was raised is a dialect. Dialects are not referred to as congenital. [Feedback for Answer Choice 3] Speech that reflects the region in which an individual was raised is a dialect. Dialects are not impairments. [Feedback for Correct Answer 4]

Speech that reflects the region in which an individual was raised is a dialect. [Q2] While in graduate school, Brenda was most fascinated with the cognitive and theoretical concepts of the nature, production, and rules for producing and combining speech sounds in language. This area of study is called: 1. semantics. 2. phonology. [correct] 3. morphology. 4. syntax. [Feedback for Answer Choice 1] Phonology is the cognitive and theoretical concepts of the nature, production, and rules for producing and combining speech sounds in language. Semantics refers to the meaning of language. [Feedback for Correct Answer 2] Phonology is the cognitive and theoretical concepts of the nature, production, and rules for producing and combining speech sounds in language. [Feedback for Answer Choice 3] Phonology is the cognitive and theoretical concepts of the nature, production, and rules for producing and combining speech sounds in language. Morphology involves the structure of words. [Feedback for Answer Choice 4] Phonology is the cognitive and theoretical concepts of the nature, production, and rules for producing and combining speech sounds in language. Syntax is how words are arranged in a sentence and the ways in which one word may affect another. [Q3] Julia‟s family pursues the most effective communication intervention for their daughter, who is deaf. Which of the following will they choose? 1. Speech only 2. Auditory training 3. Total communication [correct] 4. Alternative and augmentative communication [Feedback for Answer Choice 1] Total communication is considered the most effective intervention for deafness. Speech only is not a specific treatment. [Feedback for Answer Choice 2] 5 Copyright © 2024, 2019, 2015 by Pearson Education, Inc. All rights reserved.

Total communication is considered the most effective intervention for deafness. Auditory training may be helpful but is not the most effective intervention. [Feedback for Correct Answer 3] Total communication is considered the most effective intervention for deafness. [Feedback for Answer Choice 4] Total communication is considered the most effective intervention for deafness. Alternative and augmentative communication is not an effective intervention for deafness. [Q4] Mr. Vasquez experiences pain associated with swallowing. He most likely has: 1. dysphagia. [correct] 2. dysphonia. 3. dysthymia. 4. dysfluency. [Feedback for Correct Answer 1] Difficulty swallowing is called dysphagia. Swallowing may be associated with pain, or swallowing may be impossible. [Feedback for Answer Choice 2] Difficulty swallowing is called dysphagia. Dysphonia is a term related to voice, or phonation. [Feedback for Answer Choice 3] Difficulty swallowing is called dysphagia. Dysthymia is a term related to mood. [Feedback for Answer Choice 4] Difficulty swallowing is called dysphagia. Dysfluency is a term related to stuttering. [Q5] Jenna is a 4-year-old girl who has been diagnosed with autism spectrum disorder (A S D). She is not in the majority because: 1. ASD is two times more prevalent in males than in females. 2. ASD is three times more prevalent in males than in females. 3. ASD is four times more prevalent in males than in females. [correct] 4. ASD is five times more prevalent in males than in females. [Feedback for Correct Answer 1]

ASD is four times more prevalent in males than in females. The discrepancy in this answer choice is not large enough. [Feedback for Answer Choice 2] ASD is four times more prevalent in males than in females. The discrepancy in this answer choice is not large enough. [Feedback for Answer Choice 3] ASD is four times more prevalent in males than in females. [Feedback for Answer Choice 4] ASD is four times more prevalent in males than in females. The discrepancy in this answer choice is too large. Learning Objective 2.4: Describe in general the assessment and intervention process. [Q1] Kristi is a speech-language pathologist in the public schools. When she receives referrals, she often conducts screenings in order to: 1. diagnose the communication disorder. 2. determine whether a problem exists. [correct] 3. develop a prognosis. 4. satisfy the requirements of the Individuals with Disabilities Education Act (I DEA). [Feedback for Answer Choice 1] The purpose of screening is to determine whether a problem exists, not to diagnose a communication disorder. [Feedback for Correct Answer 2] The purpose of screening is to determine whether a problem exists. [Feedback for Answer Choice 3] The purpose of screening is to determine whether a problem exists, not to develop a prognosis. [Feedback for Answer Choice 4] The purpose of screening is to determine whether a problem exists, not to satisfy the requirements of the IDEA. [Q2] A test-teach-retest procedure was used in an evaluation for Joaquin, a child with a suspected communication impairment. This method falls under the category of: 1. dynamic assessment. [correct] 2. criterion-referenced assessment. 7 Copyright © 2024, 2019, 2015 by Pearson Education, Inc. All rights reserved.

3. standardized assessment. 4. norm-referenced tests. [Feedback for Correct Answer 1] Dynamic assessment includes probing to explore a client‟s ability to modify behavior, as in a test-teach-retest paradigm. [Feedback for Answer Choice 2] Dynamic assessment includes probing to explore a client‟s ability to modify behavior, as in a test-teach-retest paradigm. Criterion-referenced assessments evaluate a client‟s strengths and weaknesses with regard to particular skills and do not make comparisons to other children. [Feedback for Answer Choice 3] Dynamic assessment includes probing to explore a client‟s ability to modify behavior, as in a test-teach-retest paradigm. Standardized assessments utilize normative data. [Feedback for Answer Choice 4] Dynamic assessment includes probing to explore a client‟s ability to modify behavior, as in a test-teach-retest paradigm. Norm-referenced tests yield scores that are used to compare a client with a sample of similar individuals. [Q3] Kendra, a medical SLP, always ensures that she collects baseline data, which is essential for: 1. insurance reimbursement. 2. determining the likelihood that generalization will occur. 3. determining behavior modification candidacy. 4. determining a client‟s progress and the success of treatment. [correct] [Feedback for Answer Choice 1] Baselines are essential in determining a client‟s progress and the success of a treatment program. There are multiple necessary elements for insurance reimbursement for services. [Feedback for Answer Choice 2] Baselines are essential in determining a client‟s progress and the success of a treatment program. There is no specific relationship between baseline data and likelihood of generalization. [Feedback for Answer Choice 3] Baselines are essential in determining a client‟s progress and the success of a treatment program, not for determining candidacy for use of behavior modification techniques. 8 Copyright © 2024, 2019, 2015 by Pearson Education, Inc. All rights reserved.

[Feedback for Correct Answer 4] Baselines are essential in determining a client‟s progress and the success of a treatment program. [Q4] Mrs. Zheng is struggling to generalize the skills she learned in therapy and in processing her feelings related to the stroke she experienced 6 months ago. In order to support both of these needs, her therapist appropriately recommended she: 1. be discharged from therapy. 2. participate in therapy alone and without family involvement. 3. consider joining a support group. [correct] 4. participate in therapy that is solely focused on behavior modification. [Feedback for Answer Choice 1] Support groups can provide an avenue to practice what has been learned in therapy, share feelings about the disability, and maintain communication skills once formal treatment has been terminated. Discharge from therapy at this time would not address her needs. [Feedback for Answer Choice 2] Support groups can provide an avenue to practice what has been learned in therapy, share feelings about the disability, and maintain communication skills once formal treatment has been terminated. Family involvement is an important element of many treatment plans. [Feedback for Correct Answer 3] Support groups can provide an avenue to practice what has been learned in therapy, share feelings about the disability, and maintain communication skills once formal treatment has been terminated. [Feedback for Answer Choice 4] Support groups can provide an avenue to practice what has been learned in therapy, share feelings about the disability, and maintain communication skills once formal treatment has been terminated. A sole focus on behavior modification would not address all her needs.

(b) Chapter 2 Application Exercises Application Exercise 2.1: Describe pragmatics, or language use. Learning Objective 2.2: Describe the different aspects of human communication. Reference: Pearson e-Text Video Example 2.2 [Q1] Use Pearson e-Text Video Example 2.2 to answer the following question: According to this video, what is pragmatics? [Q1 Model Response] Pragmatics answers the question “Why,” as in why people use language the way they do. It is the study of the choices we make when we use language, the reasons for those choices, and the effects of those choices. [Q2] Use Pearson e-Text Video Example 2.2 to answer the following question: According to this video, what are some potential reasons for language use choices that we make? [Q2 Model Response] Our choices may have something to do with context, meaning, emphasis, vocabulary, or relationship to the communication partner or person we are referencing. [Q3] Use Pearson e-Text Video Example 2.2 to answer the following question: According to this video, what can the choices we make in addressing someone reveal? [Q3 Model Response] It can reveal our history with a person. Pragmatics can answer the question of why we used a nickname rather than formally addressing the individual. Every language choice has a reason. Application Exercise 2.2: Describe stuttering, a speech disorder. Learning Objective 2.3: Demonstrate how communication disorders may be classified, including the names and frequency of occurrence of different types of communication disorders. Reference: Pearson e-Text Video Example 2.2 [Q1] Use Pearson e-Text Video Example 2.4 to answer the following question: 10 Copyright © 2024, 2019, 2015 by Pearson Education, Inc. All rights reserved.

According to this video, what is stuttering? [Q1 Model Response] Stuttering is the interruption of the forward flow of speech caused by blocks, insertions, and repetitions. [Q2] Use Pearson e-Text Video Example 2.4 to answer the following question: According to this video, what are secondary behaviors? [Q2 Model Response] They are behaviors that accompany stuttering, such as head jerks, head nods, and eye blinks. [Q3] Use Pearson e-Text Video Example 2.4 to answer the following question: According to this video, how does stuttering impact an individual‟s life? [Q3 Model Response] Speech interruptions affect the flow of speech, behavior, emotions, and ability to communicate within the individual‟s environment. Application Exercise 2.3: Describe standardized assessments. Learning Objective 2.4: Describe in general the assessment and intervention process. Reference: Pearson e-Text Video Example 2.5 [Q1] Use Pearson e-Text Video Example 2.5 to answer the following question: According to this video, what are two ways that standardized tests measure performance? [Q1 Model Response] Some standardized tests measure scores in relation to other test takers, and others measure performance on how well test takers meet predetermined criteria. [Q2] Use Pearson e-Text Video Example 2.5 to answer the following question: According to this video, what is a percentile? Give an example. [Q2 Model Response]

If an individual is in the 70th percentile, 70% of test takers scored below them. If they score in the 30th percentile, 70% of test takers score above them. [Q3] Use Pearson e-Text Video Example 2.5 to answer the following question: According to this video, what are two ways that standardized tests could measure the wrong things? [Q3 Model Response] Standardized tests could measure the wrong things if they are given the wrong job or aren‟t designed properly. This reduces reliability and validity, which are important features of standardized tests. [Q4] Use Pearson e-Text Video Example 2.5 to answer the following question: According to this video, what are some barriers students might experience when taking standardized tests? [Q4 Model Response] Barriers could include test anxiety, reading challenges, and unfamiliar cultural references. Each of these could cause a student to perform more poorly than they might otherwise. [Q5] Use Pearson e-Text Video Example 2.5 to answer the following question: According to this video, what is the broken thermometer analogy for illustrating the concepts of reliability and validity? [Q5 Model Response] An unreliable thermometer gives you a different reading each time you take your temperature, whereas a reliable but invalid thermometer is consistently 10 degrees too hot.

(c) Chapter 2 Test Items 1. Which of the following is the most accurate definition of the term “communication?” a. It is an exchange between senders and receivers. b. It is another word for speech. c. It is the process of self-expression. d. It is the exclusively human quality to talk to other humans. 2.

is how cultural identity, setting, and participants influence communication. a. Metalinguistics b. Sociolinguistics c. Psycholingustics d. Multiculturalism

3. Grammar refers to a. the rules of a language. b. the recognition by a native speaker of whether something is said “right” or “wrong.” c. only the sound system of a language. d. the process of producing the acoustic representation of language. 4. Form consists of a. phonology, morphology, and syntax. b. semantics, syntax, and pragmatics. c. phonology, phonotactic rules, and morphology. d. free morphemes, bound morphemes, and syntax. 5.

is how words are arranged in a sentence and the ways in which one word may affect another. a. Syntax b. Semantics c. Morphology d. Pragmatics

d. morphology and phonology. 7. Use consists of a. syntax and semantics. b. pragmatics. c. semantics. d. morphology and phonology. 8.

is how and why we use language; it varies with culture. a. Syntax b. Communication c. Speech d. Pragmatics

9. Voice can reveal things about the speaker and the message. is a listener‟s perception of how high or low a sound is, is the basic tone that an individual uses most of the time, and is the pitch movement within an utterance. a. Habitual pitch, pitch, intonation b. Intonation, pitch, habitual pitch c. Pitch, intonation, habitual pitch d. Pitch, habitual pitch, intonation 10. About two-third of human meaning exchange is a. verbal. b. vocal. c. nonverbal. d. nonvocal. 11.

refer to how you look, your clothes, your possessions, and your general appearance. a. Kinesics b. Proxemics c. Artifacts d. Tactiles

12.

d. Tactiles 13.

refer to the physical distance between people as it affects communication. a. Kinesics b. Proxemics c. Tactiles d. Chronemics

14.

refer to touching behaviors. a. Kinesics b. Proxemics c. Tactiles d. Chronemics

15.

is the cause or origin of a problem, and may be used to classify a communication problem. a. Dialect b. Etiology c. Congenital disorder d. Transmission

16.

disorders are present at birth, whereas disorders are the result of illness, accident, or environmental circumstances later in life. a. Etiological, dialectal b. Genetic, accidental c. Congenital, acquired d. Primary, secondary

17.

is a speech disorder caused by paralysis, weakness, or poor coordination of the speech musculature. a. Dysarthria b. Apraxia c. Dysphagia d. Stuttering

18.

is a speech disorder that is due to neuromotor programming difficulties. a. Dysarthria

b. Dysphagia c. Aphasia d. Apraxia 19. In disorders of affected.

, the smooth, uninterrupted flow of speech is

a. Articulation b. Voice c. Language d. Fluency 20.

is the term for excessive yelling, screaming, or loud singing. It can result in hoarseness or another voice disorder. a. Vocal hygiene b. Vocal abuse c. Vocal strain d. Vocal exertion

21. Difficulty swallowing is called a. apraxia. b. dysarthria. c. dysphagia. d. aphasia. 22. What are the ways in which hearing loss can be categorized? a. Severity, laterality, and type b. Minimal or complete c. Pre-existing or acquired d. Location, degree, and impact 23. A hearing loss that is caused by damage to the outer or middle ear. a. Conductive b. Sensorineural c. Mixed d. Central 24. A hearing loss that is due to problems with the inner ear and/or auditory nerve. a. Conductive b. Sensorineural 16 Copyright © 2024, 2019, 2015 by Pearson Education, Inc. All rights reserved.

c. Mixed d. Central 25.

is the actual production of speech sounds. a. Dictation b. Morphology c. Phonology d. Articulation

26. What percentage of the U.S. population has a communication disorder? a. 1% b. 4% c. 9% d. 17% 27.

distinguish(es) an individual‟s difficulties from the broad range of possible problems. a. Etiological factors b. Genetic markers c. Predisposing causes d. Diagnosis

28.

refers to working with a client for a time to obtain a clearer picture of strengths and weaknesses. a. Response to intervention b. Constraint-induced therapy c. Diagnostic therapy d. The cycles approach

29. A prognosis is a. an informed prediction of an outcome. b. a trigger for a disorder. c. a factor that continues to add to a problem. d. the background information gathered prior to testing. 30.

tests yield scores that are used to compare a client with a sample of similar individuals. a. Dynamic assessment b. Criterion-referenced

c. Norm-referenced d. Authentic assessments tests evaluate a client‟s strengths and weaknesses with

31. regard to particular skills. a. Dynamic assessment b. Criterion-referenced c. Norm-referenced

d. Authentic assessments 32. Baseline data is a. a measurement of the client‟s accuracy before beginning intervention. b. the data from a normative sample. c. test scores from norm-referenced tests. d. unnecessary for determining progress. 33. In incidental teaching, a. the SLP provides a stimulus and reinforces the response if it is correct. b. the parent is responsible for providing therapeutic intervention after instruction. c. the SLP follows the client‟s lead and teaches along the way. d. the child is encouraged to learn language skills from other children in the environment. 34. Describe auditory processing disorders. Include symptoms and etiology. 35. Compare and contrast cultural competence and cultural humility. 36. What does it mean that languages are generative and dynamic? 37. Name the three primary components of language. 38. Briefly explain how phonology and phontactic rules differ. 39. Briefly define morphology, morphemes, free morphemes, and bound morphemes. 40. Two aspects of speech include articulation and fluency. Briefly describe both. 41. Briefly (in 6–10 sentences) explain communication through the lifespan. Be sure to touch on how infants learn language, cultural considerations, and how we end up being competent communicators. 42. Briefly describe disorders of form and potential etiologies. 43. Briefly describe disorders of content and potential etiologies. 44. Briefly describe disorders of use. 45. Provide definitions and/or examples of the following: fillers, hesitations, repetitions, and prolongations. 18 Copyright © 2024, 2019, 2015 by Pearson Education, Inc. All rights reserved.

46. What is stuttering? 47. What are some habits that can affect normal voice production? 48. What is deafness? 49. Compare and contrast incidence and prevalence. 50. What are two possible causes of disorders of form? 51. Briefly explain why the term “typical” might be preferable to “normal.” 52. Name four factors that influence intervention. 53. What are five objectives of intervention? 54. What is the A, B, C, and D of behavioral objectives? 55. What are the functions of support groups for communication disorders? 56. If therapy has been effective, the client is successful in what four areas? 57. Briefly describe the follow-up and maintenance process.

(d) Chapter 2 Test Answer Key 1. A (see page 21, Introduction) 2. B (see page 22, section titled “The Role of Culture and the Environment”) 3. A (see page 25, section titled “Language”) 4. A (see page 25, section titled “Form”) 5. A (see page 26, section titled “Form”) 6. C (see page 26, section titled “Content”) 7. B (see page 26, section titled “Use”) 8. D (see page 26, section titled “Use”) 9. D (see page 29, section titled “Voice”) 10. C (see page 29, section titled “Nonverbal Communication”) 11. C (see page 29, section titled “Artifacts”) 12. A (see page 29, section titled “Kinesics”) 13. B (see page 30, section titled “Proxemics”) 14. C (see page 30, section titled “Kinesics”) 15. B (see page 34, section titled “Communication and Swallowing Disorders”) 16. C (see page 34, section titled “Communication and Swallowing Disorders”) 17. A (see page 36, section titled “Disorders of Articulation”) 18. D (see page 36, section titled “Disorders of Articulation”) 19. D (see page 36, section titled “Disorders of Fluency”) 20. B (see page 37, section titled “Disorders of Voice”) 21. C (see page 38, section titled “Swallowing Disorders”) 22. A (see page 38, section titled “Hard of Hearing”) 23. A (see page 38, section titled “Hard of Hearing”) 24. B (see page 38, section titled “Hard of Hearing”) 25. D (see page 36, section titled “Disorders of Articulation”) 26. D (see page 40, section titled “Estimates of Prevalence”) 27. D (see page 43, section titled “Defining the Problem”) 28. C (see page 44, section titled “Assessment Goals”) 29. A (see page 45, section titled “Assessment Goals”) 30. C (see page 46, section titled “Assessment Procedures”) 31. B (see page 46, section titled “Assessment Procedures”) 20 Copyright © 2024, 2019, 2015 by Pearson Education, Inc. All rights reserved.

32. A (see page 48, section titled “Baseline Data”) 33. C (see page 49, section titled “Incidental Teaching”) 34. Answers may vary, but should include the following points (see page 38, section titled “Auditory Processing Disorders”): Individuals with APD may have normal hearing but difficulty understanding speech. Difficulty keeping up with conversation, understanding speech in less-than-optimal listening conditions, discriminating and identifying speech sounds, and integrating what they hear with nonverbal aspects of communication. Etiology is often unknown, but can be due to tumor, disease, or brain injury. May coexist with other disorders. 35. Answers may vary, but should include the following points (see page 23, section titled “Cultural Identity”): Cultural competence is understanding, appreciating, and responding appropriately to a full range of diversity dimensions that you and clients and families bring to an interaction. Cultural humility is recognition that to be truly effective we must recognize that learning and self-reflection are lifelong, that power imbalances exist and must be addressed, and that institutions must be accountable. 36. Answers may vary, but should include the following points (see page 25, section titled “Language”): Generative means that each utterance is freshly created. Dynamic means that languages change over time. 37. Answers should include the following information (see page 25, section titled “Language”): Form, content, and use 38. Answers may vary, but should include the following points (see page 25, section titled “Form”): Phonology is the sound system of a language, whereas phonotactic rules specify how sounds may be arranged in words. 39. Answers may vary, but should include the following points (see page 26, section titled “Form”): Morphology involves the structure of words. Morphemes are the smallest grammatical units of a language. Free morphemes may stand alone as words. Bound morphemes change the meaning of the original words and can only be attached to free morphemes. 40. Answers may vary, but should include the following points (see pages 27–28, sections titled “Articulation” and “Fluency”): Articulation is the actual production of speech sounds. Fluency is the smooth, forward flow of speech. 41. Answers may vary, but should include the following points (see pages 30 and 33, section titled “Communication Through the Lifespan”): 21 Copyright © 2024, 2019, 2015 by Pearson Education, Inc. All rights reserved.

Infants must first learn the rudiments of communication and begin to master speech. The early establishment of communication between children and caregivers fosters the development of speech and language, which influence the quality of communication. This is fostered by physical, cognitive, and social development. The key to becoming a communicator is being treated as one. The process of learning speech and language is a social one that occurs through interactions of children and the people in their environment. In different cultures, the type of child-caregiver interaction, the model of language presented to the child, and the expectations for the child differ, but each is sufficient for the learning of the language of the culture. Every person‟s speech and language continues to change until the end of life. A competent communicator continues to adapt to changes in the language and in the communication process. 42. Answers may vary, but should include the following points (see page 35, section titled “Disorders of Form”): Errors in sound use constitute a disorder of phonology. Incorrect use of past tense or plural markers is an example of a disorder of morphology. Syntactical errors include incorrect word order and run-on sentences. May be due to sensory limitations, perceptual difficulties, limited exposure to correct models, or neurological disorders. The cause may also not be apparent. 43. Answers may vary, but should include the following points (see page 35, section titled “Disorders of Content”): Limited vocabulary, misuse of words, or word-finding problems. Difficulty understanding and using abstract language. A persistent pattern of avoiding naming objects and referring isntead to “the thing” is another indication of a disorder of content. May be due to limited experience, concrete learning style, stroke, head trauma, or certain illnesses with cognitive impairment. 44. Answers may vary, but should include the following points (see pages 35–36, section titled “Disorders of Use”): Pragmatic language problems may be related to limited or unacceptable conversational, social, and narrative skills; deficits in spoken vocabulary; and/or immature or disordered phonology, morphology, and syntax. Might include difficulty staying on topic, providing inappropriate or incongruent responses to questions, or continually interrupting the conversational partner. 45. Answers may vary, but should include the following points (see pages 36–37, section titled “Disorders of Fluency”): Fillers: “er,” “um,” “ya know.” Hesitations: unexpected pauses. Repetitions: Sounds, syllables, or words are repeated, as in “g-g-g-go.” Prolongations: Excessively long duration, as in “wwwwwwell.” 46. Answers may vary, but should include the following points (see page 37, section titled “Disorders of Fluency”): When these speech behaviors (fillers, hesitations, repetitions, prolongations) exceed or are qualitatively different from the norm or are accompanied by excessive tension, 22 Copyright © 2024, 2019, 2015 by Pearson Education, Inc. All rights reserved.

struggle, and fear. 47. Answers may vary, but should include the following points (see page 37, section titled “Disorders of Voice”): Physical tension, coughing, throat clearing, smoking, and drinking alcohol can disrupt normal voice production. 48. Answers may vary, but should include the following points (see page 38, section titled “Deafness”): When a person‟s ability to perceive sound is limited to such an extent that the auditory channel is not the primary sensory input for communication. It may be congenital or acquired. 49. Answers may vary, but should include the following points (see page 40, section titled “Estimates of Prevalence”): Incidence refers to the number of new cases of a disease or disorder in a particular time period. Prevalence is the number or percentage of people within a specified population who have a particular disorder or condition at a given point in time. 50. Answers may vary, but should include the following points (see page 35, section titled “Disorders of Form”): May be due to sensory limitations, perceptual difficulties, limited expsure to correct models, or neurological disorders. The cause may also not be apparent. 51. Answers may vary, but should include the following points (see pages 39–40, section titled “What is „Normal‟?”): Variability is the norm. Typical is a better term than “normal” when we mean “like most others of the same age and group.” 52. Answers may vary, but should include the following points (see page 47, section titled “Intervention with Communication and Swallowing Disorders”): Nature and severity of the disorder, the age and status of the client, environmental considerations, and personal/cultural characteristics of the client and clinician. 53. Answers may vary, but should include the following points (see page 48, section titled “Objectives of Intervention”): The client should show improvement and this should generalize. What has been learned should be largely automatic. The client must be able to self-monitor. The client should make optimum progress in the minimum amount of time. Intervention should be sensitive to the personal and cultural characteristics of the client. 54. Answers may vary, but should include the following points (see page 49, section titled “Behavioral Objectives”): Actor: Who is expected to do the behavior? Behavior: What is the observable and measurable behavior? Condition: What is the context or condition of the behavior? Degree: What is the targeted degree of success? 55. Answers may vary, but should include the following points (see page 50, section 23 Copyright © 2024, 2019, 2015 by Pearson Education, Inc. All rights reserved.