Question 1

What are five reasons why data regarding the prevalence of speech sound disorders vary?

Accepted Answer

1. Diagnostic criteria: Different profes

Question 2

For children who are multilingual, it is true that:

Accepted Answer

A)  speaking more than one language is a cause of speech sound disorders in children. 
B)  speaking phonologically similar languages causes speech sound disorders in children. 
C)  speaking more than one language is not a cause of speech sound disorders in children. 
D)  speaking phonologically different languages causes speech sound disorders in children. 
A)  speaking more than one language is a cause of speech sound disorders in children. 
B)  speaking phonologically similar languages causes speech sound disorders in children. 
C)  speaking more than one language is not a cause of speech sound disorders in children. 
D)  speaking phonologically different languages causes speech sound disorders in children.

Question 3

As part of the Ottawa Language Study reported by Johnson, Beitchman, and Brownlie (2010) it was reported that:

Accepted Answer

A)  educational attainment was significantly higher for adults in the control group (i.e., no history of speech sound disorder or language impairment) compared to the adults with a history of speech sound disorder only and the adults with a history of language impairment. 
B)  educational attainment was significantly higher for adults in the control group (i.e., no history of speech sound disorder or language impairment) and adults with a history of speech sound disorder only compared to adults with language impairment (and possible concomitant speech sound disorder). 
C)  educational attainment was significantly higher for adults in the control group (i.e., no history of speech sound disorder or language impairment) and adults with a history of language impairment only compared to adults with speech sound disorder. 
D)  educational attainment was equivalent across the three groups studied: adults with no history of speech sound disorder or language impairment (control group), adults with a history of speech sound disorder only, and adults with a history of language impairment. 
A)  educational attainment was significantly higher for adults in the control group (i.e., no history of speech sound disorder or language impairment) compared to the adults with a history of speech sound disorder only and the adults with a history of language impairment. 
B)  educational attainment was significantly higher for adults in the control group (i.e., no history of speech sound disorder or language impairment) and adults with a history of speech sound disorder only compared to adults with language impairment (and possible concomitant speech sound disorder). 
C)  educational attainment was significantly higher for adults in the control group (i.e., no history of speech sound disorder or language impairment) and adults with a history of language impairment only compared to adults with speech sound disorder. 
D)  educational attainment was equivalent across the three groups studied: adults with no history of speech sound disorder or language impairment (control group), adults with a history of speech sound disorder only, and adults with a history of language impairment.

Question 4

Discuss how speech sound disorders can manifest in late childhood, adolescence and adulthood.

Accepted Answer

Speech sound disorders can manifest in l

Question 5

Define evidence-based practice and the three different types of evidence (external evidence, internal clinical evidence and internal patient/client evidence) used to make clinical decisions.

Accepted Answer

Evidence-based practice (EBP) is an appr

Question 6

Compared to typically developing children, school-aged children identified at 4 to 5 years as having difficulty talking and making speech sounds may experience:

Accepted Answer

A)  poorer peer relationships, significantly more instances of bullying, lower self-esteem, and less enjoyment of school. 
B)  enjoy school like their peers without speech sound disorders but experience more instances of bullying. 
C)  good peer relationships and no instances of bullying but lower self-esteem. 
D)  poorer peer relationships, lower self-esteem and less enjoyment of school but similar numbers of episodes of bullying to children. 
A)  poorer peer relationships, significantly more instances of bullying, lower self-esteem, and less enjoyment of school. 
B)  enjoy school like their peers without speech sound disorders but experience more instances of bullying. 
C)  good peer relationships and no instances of bullying but lower self-esteem. 
D)  poorer peer relationships, lower self-esteem and less enjoyment of school but similar numbers of episodes of bullying to children.

Question 7

The ratio of boys to girls with speech sound disorders is:

Accepted Answer

A)  1:1 - there is no difference in rates of SSD between boys and girls. 
B)  approximately 3:1 boys to girls. 
C)  approximately 2:1 boys to girls. 
D)  approximately 4:1 boys to girls. 
A)  1:1 - there is no difference in rates of SSD between boys and girls. 
B)  approximately 3:1 boys to girls. 
C)  approximately 2:1 boys to girls. 
D)  approximately 4:1 boys to girls.

Question 8

Doug (32 years) has a history of childhood speech sound disorder. He received speech-language pathology intervention as a young child. His speech is now intelligible to unfamiliar listeners. During an assessment task designed to stress Doug's speech production skill, you would expect that Doug:

Accepted Answer

A)  will have no speech difficulties. 
B)  may have subtle difficulties with polysyllabic words and tongue twisters, and may have errors on / , s, z/. 
C)  will be able to say polysyllabic words without error but may struggle with the speech sounds  , s, z/. 
D)  will have literacy difficulties. 
A)  will have no speech difficulties. 
B)  may have subtle difficulties with polysyllabic words and tongue twisters, and may have errors on / , s, z/. 
C)  will be able to say polysyllabic words without error but may struggle with the speech sounds  , s, z/. 
D)  will have literacy difficulties.

Question 9

State two important roles that siblings can play with children with speech sound disorders?

Accepted Answer

Siblings can play a significant role in

Question 10

List five types of speech errors that adolescents or adults with a history of childhood speech sound disorder might display in their speech.

Accepted Answer

1. Substitution errors: This occurs when

Question 11

Temperament(s) that serve as protective factors regarding the identification of speech and language difficulties in children include:

Accepted Answer

A)  reactive temperament. 
B)  persistent and sociable temperaments. 
C)  sociable and reactive temperament. 
D)  persistent and reactive temperament. 
A)  reactive temperament. 
B)  persistent and sociable temperaments. 
C)  sociable and reactive temperament. 
D)  persistent and reactive temperament.

Question 12

Discuss the pros and cons of pacifier use then justify your own position on pacifier use, in light of recent research on the topic.

Accepted Answer

Pacifiers have been a topic of debate am

Question 13

Interview two adults (with no or limited knowledge about speech sound disorders in children or personal experience with speech sound disorders in children) to explore their attitudes about speech sound disorders in children. Compare and contrast their attitudes with published research on the attitudes of adults towards children and adolescence with speech sound disorders (see

Accepted Answer

Sure, I can help with that. Here are the

Question 14

Caleb's speech can be difficult to understand. He is 4;4 years and his preschool teacher suspects that he has a speech sound disorder. This means that Caleb has:

Accepted Answer

A)  a problem remembering words in everyday conversation. 
B)  difficulty perceiving, phonologically representing and/or articulating speech, impacting his speech intelligibility and acceptability. 
C)  a genetic syndrome. 
D)  a structural problem with his ears or palate requiring further investigation. 
A)  a problem remembering words in everyday conversation. 
B)  difficulty perceiving, phonologically representing and/or articulating speech, impacting his speech intelligibility and acceptability. 
C)  a genetic syndrome. 
D)  a structural problem with his ears or palate requiring further investigation.

Question 15

Based on research by Barr, McLeod and Daniel (2008), siblings of children with speech sound disorders:

Accepted Answer

A)  may feel jealousy, resentment, worry and concern about their brother or sister with a speech sound disorder. 
B)  are not usually impacted by their brother or sister with a speech sound disorder. 
C)  may feel anxious that they cannot understand their brother or sister and so avoid interacting with them. 
D)  can feel frustrated and annoyed that they cannot understand their brother or sister and so avoid supporting them when in need. 
A)  may feel jealousy, resentment, worry and concern about their brother or sister with a speech sound disorder. 
B)  are not usually impacted by their brother or sister with a speech sound disorder. 
C)  may feel anxious that they cannot understand their brother or sister and so avoid interacting with them. 
D)  can feel frustrated and annoyed that they cannot understand their brother or sister and so avoid supporting them when in need.

Question 16

Discuss the possible educational, social, and occupational impacts of childhood speech sound disorders.

Accepted Answer

Childhood speech sound disorders can hav

Question 17

What is the difference between the definition of speech sound disorders by the International Expert Panel on Multilingual Children's Speech (2012) (as used in McLeod & Baker, 2017) and the definition of speech sound disorder in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) developed by the American Psychiatric Association (2013)?

Accepted Answer

The International Expert Panel on Multil

Question 18

Prevalence reports about speech sound disorders vary because of differences in the:

Accepted Answer

A)  age range of the children studied, definitions of speech sound disorders, data collection methods, procedures for sampling children, and cut-points used on a standardized test. 
B)  statistical procedures for calculating prevalence. 
C)  the qualifications of the researchers determining prevalence. 
D)  inclusion or exclusion of incidence data. 
A)  age range of the children studied, definitions of speech sound disorders, data collection methods, procedures for sampling children, and cut-points used on a standardized test. 
B)  statistical procedures for calculating prevalence. 
C)  the qualifications of the researchers determining prevalence. 
D)  inclusion or exclusion of incidence data.

Question 19

Discuss two reasons why some children with speech sound disorders do not receive speech-language pathology services, and propose possible solutions that could address each reason.

Accepted Answer

There are several reasons why some child

Question 20

Discuss the challenges that parents can experience when raising a child with a speech sound disorder and the possible impact of a childhood speech sound disorder on their family.

Accepted Answer

Raising a child with a speech sound diso

What are five reasons why data regarding the prevalence of speech sound disorders vary?

For children who are multilingual, it is true that:

As part of the Ottawa Language Study reported by Johnson, Beitchman, and Brownlie (2010) it was reported that:

Discuss how speech sound disorders can manifest in late childhood, adolescence and adulthood.

Define evidence-based practice and the three different types of evidence (external evidence, internal clinical evidence and internal patient/client evidence) used to make clinical decisions.

Compared to typically developing children, school-aged children identified at 4 to 5 years as having difficulty talking and making speech sounds may experience:

The ratio of boys to girls with speech sound disorders is:

Doug (32 years) has a history of childhood speech sound disorder. He received speech-language pathology intervention as a young child. His speech is now intelligible to unfamiliar listeners. During an assessment task designed to stress Doug's speech production skill, you would expect that Doug:

State two important roles that siblings can play with children with speech sound disorders?

List five types of speech errors that adolescents or adults with a history of childhood speech sound disorder might display in their speech.

Temperament(s) that serve as protective factors regarding the identification of speech and language difficulties in children include:

Discuss the pros and cons of pacifier use then justify your own position on pacifier use, in light of recent research on the topic.

Caleb's speech can be difficult to understand. He is 4;4 years and his preschool teacher suspects that he has a speech sound disorder. This means that Caleb has:

Based on research by Barr, McLeod and Daniel (2008), siblings of children with speech sound disorders:

Discuss the possible educational, social, and occupational impacts of childhood speech sound disorders.

Prevalence reports about speech sound disorders vary because of differences in the:

Discuss two reasons why some children with speech sound disorders do not receive speech-language pathology services, and propose possible solutions that could address each reason.

Discuss the challenges that parents can experience when raising a child with a speech sound disorder and the possible impact of a childhood speech sound disorder on their family.

Classification, Causes, and Co-Occurrence

Articulatory Foundations of Speech

Transcription of Speech

Theoretical Foundations of Childrens Speech

Childrens Speech Acquisition

Assessment Preparation, Purpose, and Types

Assessment of Childrens Speech

Analysis of Childrens Speech

Goal Setting

Intervention Principles and Plans

Intervention Procedures and Evaluation

Phonological Intervention Approaches

Articulatory and Motor Speech Intervention Approaches

Evidence-Based Practice in Practice

Individual Children With Speech Sound Disorders: Case Studies

Filters

Exam 1: Children With Speech Sound Disorders

What are five reasons why data regarding the prevalence of speech sound disorders vary?

For children who are multilingual, it is true that:

As part of the Ottawa Language Study reported by Johnson, Beitchman, and Brownlie (2010) it was reported that:

Discuss how speech sound disorders can manifest in late childhood, adolescence and adulthood.

Define evidence-based practice and the three different types of evidence (external evidence, internal clinical evidence and internal patient/client evidence) used to make clinical decisions.

Compared to typically developing children, school-aged children identified at 4 to 5 years as having difficulty talking and making speech sounds may experience:

The ratio of boys to girls with speech sound disorders is:

Doug (32 years) has a history of childhood speech sound disorder. He received speech-language pathology intervention as a young child. His speech is now intelligible to unfamiliar listeners. During an assessment task designed to stress Doug's speech production skill, you would expect that Doug:

State two important roles that siblings can play with children with speech sound disorders?

List five types of speech errors that adolescents or adults with a history of childhood speech sound disorder might display in their speech.

Temperament(s) that serve as protective factors regarding the identification of speech and language difficulties in children include:

Discuss the pros and cons of pacifier use then justify your own position on pacifier use, in light of recent research on the topic.

Caleb's speech can be difficult to understand. He is 4;4 years and his preschool teacher suspects that he has a speech sound disorder. This means that Caleb has:

Based on research by Barr, McLeod and Daniel (2008), siblings of children with speech sound disorders:

Discuss the possible educational, social, and occupational impacts of childhood speech sound disorders.

Prevalence reports about speech sound disorders vary because of differences in the:

Discuss two reasons why some children with speech sound disorders do not receive speech-language pathology services, and propose possible solutions that could address each reason.

Discuss the challenges that parents can experience when raising a child with a speech sound disorder and the possible impact of a childhood speech sound disorder on their family.

Classification, Causes, and Co-Occurrence

Articulatory Foundations of Speech

Transcription of Speech

Theoretical Foundations of Childrens Speech

Childrens Speech Acquisition

Assessment Preparation, Purpose, and Types

Assessment of Childrens Speech

Analysis of Childrens Speech

Goal Setting

Intervention Principles and Plans

Intervention Procedures and Evaluation

Phonological Intervention Approaches

Articulatory and Motor Speech Intervention Approaches

Evidence-Based Practice in Practice

Individual Children With Speech Sound Disorders: Case Studies

Filters