Articulation and Phonological Disorders
Exam Answer Key
Course Introduction
Articulation and Phonological Disorders explores the nature, assessment, and treatment of speech sound disorders in children and adults. The course examines the distinction between articulation disorders difficulties in physically producing speech sounds and phonological disorders, which involve predictable, rule-based errors affecting groups of sounds. Students will learn to analyze speech samples, apply standardized assessment tools, and develop individualized intervention strategies based on current evidence-based practices. Additionally, the course addresses the etiologies, developmental characteristics, multicultural considerations, and clinical management of these disorders within a broader framework of communication development.
Recommended Textbook
Articulation and Phonological Disorders Speech Sound Disorders in Children 7th Edition by John
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11 Chapters
281 Verified Questions
281 Flashcards
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Chapter 1: Introduction to the Study of Speech Sound Disorders
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30 Verified Questions
30 Flashcards
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Sample Questions
Q1) What is the difference between anticipatory coarticulation and retentive coarticulation? Provide an example of each.
Answer: Anticipatory happens before it's required appearance e.g., nasalization of /i/ in the word "neat") . e.g., nasalization of /q/ in the word "can") and retentive happens after it's required appearance
Q2) Allophones are variations of how phonemes are produced.
A)True
B)False
Answer: True
Q3) What are two allophones of the phoneme /p/? Give specific examples. Answer: Answers can vary, but unaspirated /p/ as in "pet" and aspirated /p/ as in final "cap" are two common ones.
Q4) Coarticulation has no contribution in a clinical context.
A)True
B)False Answer: False
Q5) Name four primary articulators. Answer: Tongue, lips, jaw, and velopharynx
Page 3
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Chapter 2: Normal Aspects of Articulation
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28 Verified Questions
28 Flashcards
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Sample Questions
Q1) A common set of theories that focus on the input signal and output signal of speech production are referred to as:
A) Psycholinguistic theories
B) Behaviorist models
C) Sonority hypothesis
D) Lexicon models
Answer: A
Q2) A model of speech acquisition that has roots in Pavlov and Skinner and utilizes operant conditioning is:
A) Nonlinear Phonology
B) Skinnerian Theory
C) Behaviorist Model
D) Sonority Hypothesis
Answer: C
Q3) The anatomical location of the larynx changes as babies grow.
A)True
B)False
Answer: True
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Chapter 3: Speech Sound Acquisition
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20 Verified Questions
20 Flashcards
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Sample Questions
Q1) Cleft lip always results in a speech sound disorder.
A)True
B)False
Answer: False
Q2) The most common type of speech sound disorder has:
A) A genetic origin
B) A psycholinguistic origin
C) No known origin
D) A motoric origin
Answer: C
Q3) Name two kinds of amplification that children/ adults with hearing loss may receive. Answer: Hearing aids and cochlear implants
Q4) Discuss two possible disorders with which speech sound disorders may co-occur. What are the probable causes of this co-morbidity?
Answer: It is suggested that children with SSD possibly, due to reduced intelligibility, overcompensate by straining the vocal mechanism SSD comes first). Conversely, it is plausible that a voice disorder causes limited or inadequate feedback necessary for appropriate speech sound development voice disorder comes first).
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Chapter 4: Classification and Comorbidity in Speech Sound Disorders
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26 Verified Questions
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Sample Questions
Q1) Children with SSD often struggle with reading and spelling. Interestingly, children with SSD have often exhibited the same errors in their spelling as they do in their speech. Discuss why this may be?
Q2) Frenum clipping is very rarely recommended for in individuals with ankyloglossia.
A)True
B)False
Q3) Tongue thrust only has to do with swallowing.
A)True
B)False
Q4) Children with missing teeth will always have a lisp.
A)True
B)False
Q5) The number of speech sound errors in children has been shown to decrease from first through fourth grade due to:
A) Attrition
B) Matriculation
C) Attention
D) Maturation
Q6) Discuss the top-down versus bottom-up theories of speech production.
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Chapter 5: Factors Related to Speech Sound Disorders
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Sample Questions
Q1) An audiological screening can be completed in two ways:
A) Pure tone screening and contrast testing
B) Masking and discrimination screening
C) Pure tone screening and impedance screening
D) Discrimination screening and articulation screening
Q2) Speech perception testing should be done on all individuals with a speech sound disorder.
A)True
B)False
Q3) Name two common standardized single-word phonological/articulation assessments.
Q4) If a parent reports that a child is able to hear normally, a hearing screening is not necessary.
A)True
B)False
Q5) Speech screenings that do not have a set pass/fail criteria and are typically developed by the clinician are called:
A) Formal speech screenings
B) Informal speech screenings
C) Relational speech screenings
D) Dependent speech screenings
Page 7
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Chapter 6: Phonological Assessment Procedures
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Sample Questions
Q1) A child produces the word "ski" like "key". This is an example of:
A) Final consonant deletion
B) Cluster reduction
C) Initial consonant deletion
D) Metathesis
Q2) If a child has multiple sounds in error, clinicians should examine the speech sample for patterns.
A)True
B)False
Q3) If an individual feels handicapped vocationally or socially by a speech sound disorder, he/ she should:
A) Seek out speech therapy
B) Learn to adapt to the speech sound disorder
C) Read about speech sound disorders
D) Try not to speak in public
Q4) A child between the ages of 2.5 and 3 years who is unintelligible is typically recommended for services.
A)True
B)False
Q5) Name the three ways that intelligibility can be measured.
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Chapter 7: Determining the Need for Intervention and Target Selection
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Sample Questions
Q1) When a child generalizes the correct production of the /s/ sound with an auditory model to correct production of the /s/ sound with a picture cue, that is called:
A) Response generalization
B) Across-sound generalization
C) Across-linguistic unit generalization
D) Stimulus generalization
Q2) All children who are dismissed from speech sound intervention have achieved mastery and retention of the skills.
A)True
B)False
Q3) A list of words that contain a child's target speech sound but are never directly targeted in therapy is called a:
A) Norm-referenced measure
B) Generalization probe
C) Horizontal approach
D) Direct target
Q4) All parents are always good generalization partners.
A)True
B)False
9
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Chapter 8: Remediation Procedures
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Sample Questions
Q1) Articulation and phonology are two sides to the same coin.
A)True
B)False
Q2) The three categories of motor learning principles are:
A) Prepractice goals, principles of practice, and principles of feedback
B) Prepractice goals, principles of learning, and principles of movement
C) Principles of learning, principles of generalization, and principles of motor movement
D) Principles of motor, principles of learning, and principles of language.
Q3) If a clinician says "listen to how I make this sound. Watch my mouth. Now you say it!", the clinician is trying to get the client to ___________.
A) Imitate the sound
B) Identify the sound
C) Place his articulators correctly
D) Shape the sound
Q4) Describe the three steps in the core vocabulary approach.
Q5) Describe how to use the technique "shaping" in order to achieve a correct /s/ production with your client.
Q6) Name two different perceptual training activities.
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Chapter 9: Motor-Based Treatment Approaches
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24 Verified Questions
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Sample Questions
Q1) A clinician who is working with a child with comorbid speech and language disorders would be inclined to use a _________________ approach.
A) Maximal oppositions
B) Whole language
C) Cycles
D) Minimal pairs
Q2) What are three of the four recommended primary targets in the cycles approach?
Q3) The naturalistic approach focuses on improving:
A) Intelligibility
B) Vocabulary
C) Motor movements
D) Phonological awareness
Q4) Minimal contrast therapy may focus on perception and production.
A)True
B)False
Q5) The cycles approach focuses on one speech sound until mastery is achieved.
A)True
B)False
Q6) Describe a typical treatment session that uses the cycles approach.
Page 11
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Chapter 10: Linguistically-Based Treatment Approaches
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23 Verified Questions
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Sample Questions
Q1) For individuals who speak multiple languages, there is little phonological influence of one language on another.
A)True
B)False
Q2) Why is it important to gather syllabic, prosodic, segmental, and developmental information during an assessment of children who speak a language other than English?
Q3) An approach that suggests that SLPs target phonological skills that would be useful across both languages is called the:
A) Cross-linguistic approach
B) Cycles approach
C) Multi-linguistic approach
D) Bilingual approach
Q4) In many Asian languages, meaning is conveyed by a combination of phonemes and:
A) Tones
B) Clicks
C) Syllables
D) Segments
Q5) What are some factors that contribute to dialect?
Page 12
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Chapter 11: Phonological Awareness: Description,
Assessment, and Intervention
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24 Verified Questions
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Sample Questions
Q1) Intervention for phonological awareness for children with SSD should encompass three main areas in order to achieve reading success:
A) Speech sound production, oral language, reading fluency
B) Reading comprehension, listening comprehension, phoneme segmentation
C) Speech sound production, auditory discrimination, rhyming
D) Speech sound production, phonological awareness, letter knowledge
Q2) Preschool aged children should be taught phonological awareness to a mastery level.
A)True
B)False
Q3) Jenny is a fourth grade girl who has been in speech therapy for a speech sound disorder since Kindergarten. Her teacher tells you that Jenny struggles with spelling and basic decoding. These struggles are really holding Jenny back from progressing in the fourth grade curriculum, since most of it requires reading to learn. You begin to incorporate some phonological awareness activities into your intervention sessions. You notice that Jenny struggles with all levels of phonological awareness abilities including rhyming). Is it appropriate to work on phonological awareness with this student? Why or why not?
Answers to
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