Assessment and Treatment of Speech Sound Disorders
Midterm Exam
Course Introduction
This course provides an in-depth exploration of the theories, assessment techniques, and intervention strategies for speech sound disorders in children and adults. Students will study the nature and classification of articulation and phonological disorders, with an emphasis on evidence-based practice. The course covers standardized and non-standardized assessment tools, differential diagnosis, and the impact of cultural and linguistic diversity on evaluation. Students will also learn to design individualized treatment plans, implement therapeutic approaches, and monitor progress to optimize communication outcomes for clients with speech sound disorders.
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) The phoneme /k/ has a bilabial placement.
A)True
B)False
Answer: False
Q2) Name four primary articulators.
Answer: Tongue, lips, jaw, and velopharynx
Q3) 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
Q4) Coarticulation that occurs before the actual sound is produced is called:
A) Preparatory
B) Anticipatory
C) Regulatory
D) Retentive
Answer: B
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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) Natural phonology contributed to the SLP field specifically by introducing the idea of:
A) Moraic theory
B) Representational phonology
C) Segmental phonology
D) Phonological processes or patterns
Answer: D
Q2) A popular index of speech production is calculated by dividing the number of consonants that the child produces and dividing it by the number of possible consonants. What is this index called?
Answer: Percent of consonants correct or PCC.
Q3) 5-years-old is the age at which it is expected that all children will have mastered the production of all vowels.
A)True
B)False
Answer: False
Q4) Give three examples of commonly seen speech sound errors/ substitutions.
Answer: Taken from Table 3.10 some common errors are /w/ for /r/, /f/ for voiceless th, and /b/ for /v/.
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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) Dysarthria is a neuromotor disorder that only affects the articulatory system.
A)True
B)False
Answer: False
Q2) Name three genetic disorders that are related to speech sound disorders.
Answer: Down Syndrome, Fragile X, Beckwith-Wiedemann Syndrome, and galactosemia
Q3) 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).
Q4) The tongue is an adaptable muscle that can compensate even when part of it is surgically removed.
A)True
B)False
Answer: True
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Chapter 4: Classification and Comorbidity in Speech Sound Disorders
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26 Verified Questions
26 Flashcards
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Sample Questions
Q1) Ankyloglossia refers to:
A) An enlarged tongue
B) A short frenum
C) A long tongue
D) A partially removed tongue
Q2) Tongue thrust only has to do with swallowing.
A)True
B)False
Q3) Discuss the factors that have contributed to the mixed findings in the literature regarding whether or not otitis media with effusion OME) is related to speech sound disorders.
Q4) Name three roles of speech perception in speech production abilities.
Q5) Tongue thrust will always affect dentition.
A)True
B)False
Q6) Significantly more males have a speech sound disorder compared to females. A)True
B)False
Q7) Discuss the link between language and phonology. What areas of language are most closely related to phonological disorders? Page 6
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Page 7
Chapter 5: Factors Related to Speech Sound Disorders
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26 Verified Questions
26 Flashcards
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Sample Questions
Q1) When assessing the phonological systems of young infants and toddlers, clinicians should:
A) Not assess children this young
B) Conduct independent phonological analyses
C) Conduct dependent phonological analyses
D) Rely solely on parent report
Q2) Formal speech screenings are typically developed by a clinician with no specific criteria for passing or failing.
A)True
B)False
Q3) By the age of 24 months, children should have approximately ____ words and be able to _____________.
A) 100 Name all letters of the alphabet
B) 75 . Combine two words into phrases
C) 50 . Combine two words into phrases
D) 50 Name all letters of the alphabet
Q4) Discuss the pros and cons of spontaneous conversational speech samples compared to single-word speech samples. Which should a clinician choose?
Q5) Name two common standardized single-word phonological/articulation assessments.
8
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Chapter 6: Phonological Assessment Procedures
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26 Verified Questions
26 Flashcards
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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) A child's ability to be understood in conversational speech is referred to as:
A) Intelligence
B) Severity
C) Intelligibility
D) Clarity
Q3) Working on earlier developing speech sounds will result in system wide phonological change.
A)True
B)False
Q4) If a child says "da" for "dog", that is an example of final consonant deletion.
A)True
B)False
Q5) Name the three ways that intelligibility can be measured.
Q6) Describe the phonological pattern "coalescence" and give an example.
Q7) Name the two reasons phonological patterns are useful.
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Chapter 7: Determining the Need for Intervention and Target Selection
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Sample Questions
Q1) Generalization probes should include all words targeted in treatment.
A)True
B)False
Q2) Describe the different ways that clinical change can happen, outside of direct effects of treatment. You should discuss the extraneous factors that can be controlled and how they can be controlled) and those that cannot.
Q3) When a child is receiving treatment for a speech sound disorder, any change observed must be the result of the that treatment only.
A)True
B)False
Q4) All parents are always good generalization partners.
A)True
B)False
Q5) The horizontal approach is a goal attack strategy in which multiple phonemes are targeted within each treatment session.
A)True
B)False
Q6) Define across-sound generalization.
Page 10
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Chapter 8: Remediation Procedures
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Sample Questions
Q1) Describe the three steps in the core vocabulary approach.
Q2) Tactile feedback may include placing an oral appliance in the client's mouth to provide a landmark for correct articulation.
A)True
B)False
Q3) Which famous researcher/ SLP developed the "traditional approach" to articulation therapy:
A) Wayne Secord
B) Charles Van Riper
C) Martin Van Ramtin
D) Noam Chomsky
Q4) Describe how to use the technique "shaping" in order to achieve a correct /s/ production with your client.
Q5) Discuss the importance of high quality evidence levels in research designs. How does this affect practicing SLPs?
Q6) Describe the three types of principles of motor learning.
Q7) What are the three phases of a common treatment continuum?
Q8) Name two different perceptual training activities.
Q9) What are three examples of visual feedback?
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Chapter 9: Motor-Based Treatment Approaches
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Sample Questions
Q1) The cycles approach focuses on one speech sound until mastery is achieved.
A)True
B)False
Q2) A whole-language approach to treatment may help children with speech sound disorders generalize their skills into other linguistic contexts.
A)True
B)False
Q3) Linguistic based therapy approaches are recommended for:
A) Children with 1-2 sounds consistently in error
B) Children who are nonverbal
C) Children with multiple speech sound errors
D) Children with hearing loss
Q4) One of the eight activities used in a cycles approach treatment session is:
A) Vocabulary review
B) Spelling probe
C) Phonological awareness activities
D) Oral motor exercises.
Q5) The multiple oppositions approach targets several sound contrasts at one time.
A)True
B)False
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Chapter 10: Linguistically-Based Treatment Approaches
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23 Verified Questions
23 Flashcards
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Sample Questions
Q1) In many Asian languages, meaning is conveyed by a combination of phonemes and:
A) Tones
B) Clicks
C) Syllables
D) Segments
Q2) The best therapy approach to use for individuals who are bilingual is:
A) Minimal pairs
B) Maximal oppositions
C) Language-based
D) To adapt whatever approach you select to the particular languages
Q3) What are some factors that contribute to dialect?
Q4) 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
Q5) Word final consonant cluster reduction, deletion of /r/, substitution of f/ , and metathesis are all common features of what dialect?
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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) Phonological awareness assessments can be used to establish phonological awareness skills, determine contributing factors to reading difficulties, and:
A) Assess expressive language
B) Diagnose a speech sound disorder
C) Monitor progress of phonological awareness intervention
D) Examine grapheme knowledge
Q2) 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
Q3) Phonological awareness should be targeted in preschool only.
A)True
B)False
Q4) What are the three prevalent models of phonological awareness intervention?
Page 14
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