Speech Pathology Practice
Solved Exam Questions
Course Introduction
Speech Pathology Practice is a course designed to equip students with the foundational knowledge and clinical skills necessary to assess, diagnose, and treat communication and swallowing disorders across the lifespan. The curriculum integrates theoretical understanding of speech, language, voice, fluency, and swallowing with practical, hands-on experience in real-world clinical settings. Students learn to apply evidence-based intervention strategies, develop individualized therapy plans, and work collaboratively within multidisciplinary teams to support diverse client populations. Emphasis is placed on ethical practice, cultural competence, and reflective professional development, preparing students for effective practice as speech-language pathologists.
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
Source URL: https://quizplus.com/study-set/3744 Page 2
Chapter 1: Introduction to the Study of Speech Sound Disorders
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30 Verified Questions
30 Flashcards
Source URL: https://quizplus.com/quiz/74616
Sample Questions
Q1) Discuss how coarticulation affects speech production. How is this clinically useful to SLPs working with children who have a speech sound disorder?
Answer: Answers will vary but students should indicate a knowledge of phonemic contexts and how this happens in normal speakers. Additionally, this happens in children with speech sound disorders and can be used to facilitate correct production of sounds during treatment.
Q2) Coarticulation has no contribution in a clinical context.
A)True
B)False
Answer: False
Q3) Discuss the differences between consonants and vowels.
Answer: Answers will vary, but students should discuss the open vocal tract that is characteristic of vowels whereas consonants have a constriction at some point along the vocal tract.
Q4) What is the difference between fricatives and affricates?
Answer: Fricatives have continuous airflow whereas affricates start out like fricatives but then have a constriction of the vocal tract like a stop.
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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) 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/.
Q2) Define intelligibility and discuss how intelligible a parent should expect a 2-year-old to be compared to a 3-year-old.
Answer: Intelligibility refers to how well the speech of an individual can be understood by communication partners. A 2 year old should be understood by his/ her parent 80% of the time. A 3 year old should be understood by his/ her parent nearly all of the time and should be understood by strangers 80% of the time.
Q3) 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.
Q4) 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) __________ is an impairment in motor programming, specific to speech sound production.
A) Apraxia
B) Dysarthria
C) Microglossia
D) Aphasia
Answer: A
Q2) Dysarthria is a neuromotor disorder that only affects the articulatory system.
A)True
B)False
Answer: False
Q3) Name two kinds of amplification that children/ adults with hearing loss may receive. Answer: Hearing aids and cochlear implants
Q4) The connection between speech sound disorders and stuttering may be:
A) Linguistic
B) Psycholinguistic
C) Cognitive
D) Motoric
Answer: D
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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) In order to appropriately assess speech perception abilities, clinicians should examine: The specific phonemes in error, the context in which they are produced, motoric abilities, and ___________.
A) Expressive vocabulary
B) Nonverbal Intelligence
C) Receptive vocabulary
D) Letter knowledge
Q2) The most common speech sound error seen in individuals with tongue thrust is:
A) /w/ for /r/ substitutions
B) Fronting
C) Backing
D) Sibilant distortions
Q3) Children with missing teeth will always have a lisp.
A)True
B)False
Q4) Tongue thrust will always affect dentition.
A)True
B)False
Page 6
Q5) What are the three ways that tongue thrust can present?
Q6) Name three roles of speech perception in speech production abilities.
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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) Contextual testing allows clinicians to examine any phonological or morphological environments in which the child might have to produce the target phoneme
A)True
B)False
Q2) 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
Q3) You are performing an oral mechanism examination. Discuss the preliminary steps you will take to prepare for the exam i.e., what tools and supplies will you need?) and at least 4 anatomical structures that you will assess, and how. Be specific.
Q4) What are three factors that SLPs should consider when selecting a phonological assessment?
Q5) Narrow transcription should be used for all phonological assessments.
A)True B)False
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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) Target selection is a critical piece to beginning treatment for children with speech sound disorders. There are 5 important factors to consider. Choose four of these factors and discuss how each one affects target selection.
Q2) Name the two reasons phonological patterns are useful.
Q3) If a child says "da" for "dog", that is an example of final consonant deletion.
A)True
B)False
Q4) Teachers and peers have been shown to show different expectations/ feelings towards individuals with speech sound disorders.
A)True
B)False
Q5) Describe the phonological pattern "coalescence" and give an example.
Q6) Working on earlier developing speech sounds will result in system wide phonological change.
A)True
B)False
Q7) Discuss the two ways in which "developmentally appropriateness" can be determined.
Q8) 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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26 Verified Questions
26 Flashcards
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Sample Questions
Q1) Discuss both sides of the argument for targeting nonstimulable and/ or later developing sounds.
Q2) Name three of four factors that contribute to a child progressing to the maintenance phase of therapy. .
Q3) There are clearly delineated dismissal criteria for SLPs to use with all clients who have speech sound errors.
A)True
B)False
Q4) Across-situational generalization should be facilitated as soon as:
A) The client is ready to be dismissed
B) The client can produce the sound at the word level
C) The client begins therapy
D) The client shows signs of across-sound generalization
Q5) Children with multiple speech sound errors will have different treatment goals and generalization expectations compared to children with single speech sound errors. A)True
B)False
Q6) Define across-sound generalization.
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Chapter 8: Remediation Procedures
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28 Verified Questions
28 Flashcards
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Sample Questions
Q1) Contrast training never involves the sound that the child is producing in error.
A)True
B)False
Q2) Name two different perceptual training activities.
Q3) The core vocabulary approach is likely best suited for children in which disordered population:
A) Childhood apraxia of speech CAS)
B) Autism
C) Persistent speech sound disorders
D) Articulation and language disorders
Q4) Treatment for childhood apraxia of speech is best conducted in one long therapy session per week.
A)True
B)False
Q5) All clients begin the stages of treatment continuum:
A) At the beginning - with establishment
B) At the level most appropriate to their current skills
C) In the middle - with generalization
D) Towards the end - with maintenance
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Chapter 9: Motor-Based Treatment Approaches
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24 Verified Questions
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Sample Questions
Q1) Which of the following therapy approaches focuses on the characteristics of speech sounds including how and where the sounds are produced:
A) Minimal pairs
B) Metaphon
C) Maximal oppositions
D) Core vocabulary
Q2) The cycles approach focuses on one speech sound until mastery is achieved.
A)True
B)False
Q3) The most common linguistic-based treatment approach is minimal pairs. A)True
B)False
Q4) Provide four sets of minimal pairs two initial and two final) to use in therapy for a child who substitutes /t/ for /k/.
Q5) Describe a typical treatment session that uses the cycles approach.
Q6) A whole-language approach to treatment may help children with speech sound disorders generalize their skills into other linguistic contexts. A)True
B)False
Page 12
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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) Why is it important to gather syllabic, prosodic, segmental, and developmental information during an assessment of children who speak a language other than English?
Q2) What are some factors that contribute to dialect?
Q3) Though many factors contribute to dialect, geographical location is the most prominent.
A)True
B)False
Q4) General American English, Southern White Standard, Caribbean English, and African American English are all examples of an):
A) Accents
B) Dialects
C) Language difference
D) Language disorder
Q5) The likelihood of misdiagnosis increases if SLPs are not aware of the dialect a child is speaking.
A)True
B)False
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Page 13
Chapter 11: Phonological Awareness: Description,
Assessment, and Intervention
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24 Verified Questions
24 Flashcards
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Sample Questions
Q1) What are the three prevalent models of phonological awareness intervention?
Q2) The alphabetic principle refers to the systematic relationships that exist between:
A) Morphemes and graphemes
B) Graphemes and phonemes
C) Suprasegmentals and phonemes
D) Syllables and graphemes
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
Q4) What are three things parents can do at home to foster phonological awareness in preschool children?
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