Speech Development & Norms
In Oller's stages of infant phonological development, reduplicated babbling precedes
A. nonreduplicated or variegated babbling.
B. expansion
C. cooing
D. phonation.
A. In Oller's stages of infant phonological development, reduplicated babbling precedes nonreduplicated or variegated babbling.
A child comes to you for an evaluation. According to her mother, Sharma has a history of middle ear infections. Her mother reports that Sharma is quite difficult to understand. For example, according to her mother, she says things like gak/dak and kou/tou. This child is manifesting the phonological pattern of
A. fronting
B. stridency deletion
C. backing
D. glottal replacement.
C. A child who says things like gAk/dak and kou/tou is manifesting the phonological pattern of backing
A clinician evaluates the speech of a 5-year-old child with a phonological delay. The child is not intel- ligible to her kindergarten teacher or her peers and is placed in therapy to improve her intelligibility. Assuming that this child uses the phonological process of consonant-cluster reduction, which of the following is the word you would most likely put on a word list used for treatment?.
A. Bus
B. Stopped
C. Rich
D. Lassie
B. Stopped is the only word in the list that contains a consonant cluster
A 5-year-old child, Crystal S., is brought to you for an evaluation of her speech. The family speaks only English in the home. According to Crystal's mother, Crystal ""loves to talk but most people have trouble understanding her." As you play with Crystal informally, you estimate that she is approximately 50%- 60% intelligible. You conduct an oral peripheral evaluation, which reveals that she does not have any anatomical or physiological anomalies that would explain why she is so unintelligible. You also conduct in-depth assessment in other areas to determine the nature of her unintelligibility and to determine therapy goals
You discover through your assessment that there are some sounds that Crystal consistently misarticulates. For example, she usually makes a t/k substitution (e.g-, teal/key). You want to know if she can produce /k/ in isolation. You show her how to produce /k/ by giving her a model, and you tell her, "Watch me make the /k/ sound. Then you do it just like I did." When you are doing this, you are assessing Crystal's
A. phonological knowledge
B. receptive phonology skills
C. overall intelligibility
D. stimulability
D. You are assessing Crystal's stimulability for the /k/ sound by evaluating whether she can imitate your model C. Activities that focus on helping the child attend to the initial sound in target words are targeting alliteration skills
You are serving a preschool attended by 50 children. Most of them are 4 years old, and their parents are highly involved because they are trying to prepare their children for kindergarten. A father is concerned about Justin, his 4-and-a-half-year-old son. Justin is highly intelligible, but his father reports that he has difficulty with consonant clusters in words like spring, street, and squirrel. You tell the father that at 4-and-a-half, it is natural for Justin to have difficulties with words with consonant clusters. However, according to developmental norms, he should have little difficulty with which of the following consonants because many 4-year-olds have mastered them?
A. Clusters gl, fl, pl
B. Clusters pr, br, tr
C. Clusters kst, Ik, nd
D. Clusters sp, st, sk
D. Clusters sp, st, sk. Developmental norms indicate that these clusters have been mastered by most 4-year-old children. Other, more complex clusters, especially those containing three consonants (e.g, spr, skr), tend to be mastered at later ages
A child is referred to you by his preschool teacher. This child, Damien, is 4 years 3 months old and has transferred from out of state. In his previous state, he was reportedly assessed by an SLP who recom- mended that he receive intervention before kindergarten. According to the report from the previous clinician, Damien uses the phonological patterns of gliding, consonant-cluster reduction, stopping, re- duplication, and final-consonant deletion. Your assessment confirms the presence of these phonological patterns. You would begin treatment by addressing
A. final-consonant deletion.
B. gliding
C. consonant-cluster reduction
D, reduplication.
D. Reduplication is the earliest of the listed phonological patterns to be phased out. In typically developing children, reduplication is usually phased out approximately 2 years 4 months of age.
The therapy technique of phonetic placement is used a teach or establish.
A. auditory discrimination.
B. stimulability.
C, production of a phoneme isolation.
D, minimal pair contrasts.
C. Phonetic placement is used when a client cannot imitate the modeled production of a phoneme such as /s/ or /r/. The clinician uses a combination of verbal instructions and physical guidance to show the client how to produce the phoneme in isolation.
A 5-year-old child, Crystal S., is brought to you for an evaluation of her speech. The family speaks only English in the home. According to Crystal's mother, Crystal ""loves to talk but most people have trouble understanding her." As you play with Crystal informally, you estimate that she is approximately 50%- 60% intelligible. You conduct an oral peripheral evaluation, which reveals that she does not have any anatomical or physiological anomalies that would explain why she is so unintelligible. You also conduct in-depth assessment in other areas to determine the nature of her unintelligibility and to determine therapy goals:
You find that Crystal uses a number of phonological patterns. One of those patterns is stopping. You know this when you hear her make such substitutions as
A. bae/baet
B. tov/sov
C. r^z/r^sh
D. pet/pest
B. If Crystal says tov/sov, she is demonstrating the phonological pattern of stopping
A 4-year-old girl, Serena, is referred to your early intervention program by her father, Dave. Dave says that at preschool, some children don't understand what Serena is saying. You screen Serena and find that she is able to accurately produce a number of sounds. Which sound would a 4-year-old likely NOT be able to produce yet?
A. /r/
B. /d/
C. /b/
D. /n/
A. A 4-year-old should be able to produce /d/, /b/, /n/ as these are considered early developing sounds, However, /r/ is frequently developed when children are older (eg- 5-7 years)
A 3-year-old child is receiving therapy for remediation of several phonological patterns. She very frequently says things like tar/kar, dov/gov, and ti/ki. 'These productions show that she is using the phonological pattern of
A. fronting
B. glottal replacement.
C. stopping
D. prevocalic voicing
A. tar/kar, do/go, and ti/ki all reflect the child's use of the phonological pattern of fronting of velars.
The articulation therapy approach that emphasizes the syllable as the basic unit of speech production and heavily uses the concept of phonetic environment is
A. McDonald's sensorimotor approach
B. the maximal contrast approach
C. the metaphon approach.
D. an Riper's traditional approach,
A. The articulation therapy approach that emphasizes the syllable as the basic unit of speech production and heavily uses the concept of phonetic environment is McDonald's sensorimotor approach
A 5-year-old child, Crystal S., is brought to you for an evaluation of her speech. The family speaks only English in the home. According to Crystal's mother, Crystal ""loves to talk but most people have trouble understanding her." As you play with Crystal informally, you estimate that she is approximately 50%- 60% intelligible. You conduct an oral peripheral evaluation, which reveals that she does not have any anatomical or physiological anomalies that would explain why she is so unintelligible. You also conduct in-depth assessment in other areas to determine the nature of her unintelligibility and to determine therapy goals:
In your therapy with Crystal, you are targeting phonological awareness skills (among other things). Two. target sounds in therapy are /k/ and /g/, You carry out activities that focus on helping Crystal attend to the initial sound in target words. For example, you have her play a "fishing" game where she catches "fish" with words that begin with /k/ or /g/. After she catches a fish, she puts it into the appropriate pond." You are targeting which specific phonological awareness skills?
A. Rhyming
B. Syllable segmentation
C. Alliteration
D, Syllabication
C. Activities that focus on helping the child attend to the initial sound in target words are targeting alliteration skills
You are working as a clinician in a private clinic. A father brings his son, Johnny, age 4-and-a-half years for an evaluation. According to his father, Johnny is "hard to understand, and sometimes the kids at preschool make fun of him.” The pediatrician has told Johnny's father that Johnny will "outgrow this speech problem on his own," but the father wants to make sure that this advice is correct. Johnny will be starting kindergarten in 6 months, when he turns 5 years of age, and his father wants to be sure that Johnny speaks as intelligibly as possible so that he will not be teased in elementary school. When you evaluate Johnny, you find that he has θ//s, t/f, w/r, d//ð, and j/l substitutions. You decide to place him in therapy. You would begin therapy by addressing the
A. VL th/s substitution.
B. t/f substitution.
C. w/r substitution.
D. d/ð substitution.
B. The /f/ sound is developed earlier than the /s/, /r/, VL /th/, and /l/ sounds. Thus, beginning therapy by addressing the t/f substitution would be the best approach.
Cyrus. an SLP in private practice, receives a referral of a 5-year-old boy named Tommy, The boy calls himself "Kommy" consistently, Cyrus notices that Tommy also says his grandma likes "key" with sugar in it to sip in a nice cup. Tommy is using the phonological pattern of
A. coalescence
B. backing
C. metathesis
D. consonant harmony
B. If a child makes a k/t substitution, he is using the phonological pattern of backing
Which one of the following is false regarding dental deviations?
A. Skeletal malocclusion refers to deviations shape and dimensions of the mandible and maxilla
B. Dental malocclusion refers to deviations in the positioning of individual teeth.
C. In class I malocclusion, the arches themselves are generally aligned properly; however, some individual teeth are misaligned.
D. In class II malocclusion, the maxilla is receded and the mandible is protruded
D. The maxilla is receded and the mandible protruded in class II malocclusion. In class I malocclusion, the maxilla is protruded and the mandible receded.
Amanda is a 7-year-old with childhood apraxia of speech (CAS). She is frustrated in school because it is hard for her to be understood in class and on the playground; you estimate that she is approximately 60% intelligible. You have just finished graduate school, and Amanda is your first client with CAS:
When conducting therapy with her, it will be important to remember to
A. use multimodal cueing and tasks that move up in a hierarchical manner.
B. focus primarily on phonological awareness and auditory discrimination skills.
C.teach her sign language to supplement speech.
D, focus most of the intervention on listening skills
A. Use multimodal cueing and tasks that move up in a hierarchical manner. Although students with CAS can benefit from intervention focusing on listening and phonological awareness skills, the most important priority is to use multimodal cueing and hierarchical tasks.
When a child makes errors like (ou/fou and butf/buf, this is called
A. assimilation.
B. epenthesis
C. affrication
D. consonant harmony
C. If a child makes errors like chou/shou and buch/bush, this is called affrication In the pattern of affrication, a fricative is replaced by an affricate
Which one of the following is false regarding treatment of children with SSDs?
A. In maximal contrast therapy, also known as the maximal opposition approach, the selected word pairs contain maximum numbers of phonemic contrasts (eg., pack-stack).
B. Hodson and Paden's cycles approach involves treating children with phonological disorders in cycles in which the child is trained to a criterion of mastery for error patterns such as final-consonant deletion and fronting.
C. Van Riper's approach focuses on phonetic placement, auditory discrimination perceptual training, and drill-like repetition and practice at increasingly complex motor levels until target phonemes are produced correctly in spontaneous conversation.
D. minimal pair contrast therapy, the clinician uses pairs of words that differ by only feature; of the paired words, one is the one target word in which the sound is produced' correctly and the other is the child, ıncorrect production.
B. In Hodson and Paden's cycles approach, children are not trained to a criterion of mastery for error patterns. Rather, the clinician introduces correct patterns, gives the child limited practice with production of those patterns, and moves on to other error patterns.
Amanda is a 7-year-old with childhood apraxia of speech (CAS). She is frustrated in school because it is hard for her to be understood in class and on the playground; you estimate that she is approximately 60% intelligible. You have just finished graduate school, and Amanda is your first client with CAS:
When you are listening to Amanda speak, you notice the presence of intermittent hypernasality that is somewhat unpredictable. There is also nasal emission on some consonants. These phenomena occur because:
A. Amanda probably has a shortened velum secondary to CAS.
B. Amanda's velum is weak and you will need to conduct oral motor exercises to strengthen it.
C. Amanda has impaired motor programming ming of the velum resulting in incompetent velar movement
D. Amanda may have a partial submucous cleft palate.
C. Amanda has impaired motor programming of the velum resulting in incompetent velar movement. This results in intermittent hypernasality and nasal emissions on some consonants
You are evaluating Vladimir, a 3-year-old boy who is moderately unintelligible. His phonetic inventory includes the phonemes /t, d, m, n, p, b/. He manifests the phonological pattern of final-consonant deletion. In therapy, the most appropriate target word to focus on would be
A. path.
B. horse.
C. map
D. whistle
C. The child's phonetic inventory includes the phonemes /t, d, m, n, p, b/, so if he is deleting final consonants, you want the target word to end with a sound that is in his phonetic inventory. Ihe words path, horse, and whistle end in consonants that are not in the child's phonetic inventory, so they are inappropriate treatment targets
Amanda is a 7-year-old with childhood apraxia of speech (CAS). She is frustrated in school because it is hard for her to be understood in class and on the playground; you estimate that she is approximately 60% intelligible. You have just finished graduate school, and Amanda is your first client with CAS:
Amanda has come back from a beach vacation with her parents, and excitedly tells you that-she built a “thand castle" on the beach. Amanda has just manifested which type of articulation error?
A. Addition
B. Distortion
C.Coalescence
D. Substitution
D. Saying "thand" instead of "sand" represents a sound substitution.
A first-grade teacher refers a child, Pieter, to Daniel, an SLP. The teacher tells Daniel that Pieter "doesn't pronounce some of his sounds correctly" and the teacher is concerned. Daniel conducts a screening of Pieter's articulation. The results of this screening will help Daniel know -
A . whether he should create a treatment program for Pieter
B. whether he should adopt a wait-and-see approach to see whether Pieter spontaneously neously outgrows his speech issues,
C. whether to move on to a formal assessment to gather more in-depth information about Pieter's speech skills
D. whether he should refer Pieter to a self-contained special day class for students with more in-depth special needs
C. The purpose of a screening is to ascertain whether a more in-depth, formal assessment is needed for a particular child.
Ariel, a 5-year-old with a speech sound disorder, needs intervention to address phonological awareness skills as well as articulation. Andy, the clinician, works with her on tasks such as the following: "Ariel, I am going to say some sounds. Can you tell me what word these sounds make? M-o-s-t." Andy has just addressed Ariel's skills in the area of
A. alliteration
B. syllabication.
C. phoneme blending,
D. phonic identification
C. This is phoneme blending, a task which requires a child to listen to a word broken down into its individual sounds and then blend it back together again to produce the whole word.
Shontae is a 6-year-old child with dysarthria of speech secondary to cerebral palsy. You can expect that
A. labiodental fricatives will be the easiest sounds for her to produce.
B. stops, glides, and nasals will be easier for her to produce than fricatives, affricates, and liquids.
C. there is a strong possibility that her intelligibility will be impacted by hoarseness.
D. she will not show voicing errors when she produces sounds.
B Stops, glides, and nasals will be easier for her to produce than fricatives, affricates, and liquids