Question 1

Before conducting research with a 4-year-old child about his or her speech acquisition, it is appropriate to gain:

Accepted Answer

A)  a signed informed consent form from the child. 
B)  verbal or written informed assent from the child. 
C)  ethical approval from the child. 
D)  verbal informed consent from the child. 
A)  a signed informed consent form from the child. 
B)  verbal or written informed assent from the child. 
C)  ethical approval from the child. 
D)  verbal informed consent from the child. B

Question 2

List five areas of foundation knowledge that support SLPs professional competence during an assessment.

Accepted Answer

1. Language development and disorders: Understanding typical language development and the various types of language disorders is essential for SLPs to accurately assess and diagnose communication difficulties in their clients.

2. Speech production and phonology: Knowledge of how speech sounds are produced and the patterns of speech sound errors helps SLPs identify and address articulation and phonological disorders during assessment.

3. Hearing and auditory processing: SLPs need to have a strong foundation in understanding the auditory system and how hearing loss or auditory processing difficulties can impact communication and language development.

4. Cognitive-communication disorders: Familiarity with the cognitive processes involved in communication, such as attention, memory, and problem-solving, is crucial for SLPs to assess and treat individuals with cognitive-communication disorders, such as those resulting from traumatic brain injury or dementia.

5. Assessment and diagnostic procedures: SLPs must have a solid understanding of assessment tools and procedures, including standardized tests, informal assessments, and observation techniques, in order to accurately evaluate their clients' communication abilities and make appropriate recommendations for intervention.

Question 3

Identify and critique case history questionnaires. As part of your critique, consider whether the case history questionnaires address the range of risk and protective factors addressed in

Accepted Answer

Case history questionnaires are an essential tool for gathering information about an individual's background, experiences, and potential risk and protective factors. However, it is important to critically evaluate these questionnaires to ensure that they effectively address the full range of relevant factors.

One common critique of case history questionnaires is that they may not adequately address the full range of risk and protective factors. For example, some questionnaires may focus primarily on demographic information and family history, while neglecting to inquire about other important factors such as social support, coping skills, and exposure to trauma or adversity. This limited scope can result in an incomplete understanding of the individual's experiences and potential risk factors.

In addition, case history questionnaires may also lack cultural sensitivity and fail to account for the unique experiences and challenges faced by individuals from diverse backgrounds. This can lead to a lack of understanding of the individual's cultural context and the potential impact of cultural factors on their risk and protective factors.

To address these limitations, it is important for case history questionnaires to be comprehensive and inclusive, addressing a wide range of risk and protective factors. This may involve incorporating questions about social support networks, coping strategies, exposure to trauma, and cultural background. Additionally, it is important for questionnaires to be culturally sensitive and inclusive, taking into account the diverse experiences and backgrounds of the individuals being assessed.

Overall, while case history questionnaires are a valuable tool for gathering information about an individual's background and potential risk and protective factors, it is important to critically evaluate and improve these questionnaires to ensure that they effectively address the full range of relevant factors and are culturally sensitive and inclusive.

Question 4

Dominic (5;2 years) is a monolingual English-speaking child and has velar fronting. He is undergoing a dynamic speech production assessment. This most likely means that the SLP is:

Accepted Answer

A)  evaluating Dominic's capacity to produce velars in a variety of linguistic environments, with a variety of cues. 
B)  collecting a baseline of Dominic's ability to produce velars in consonant singleton and consonant cluster contexts across word positions, on at least 10 words. 
C)  assessing Dominic's ability to perceive velar contrasts in words. 
D)  comparing Dominic's' production of velars in single-word versus conversational speech contexts. 
A)  evaluating Dominic's capacity to produce velars in a variety of linguistic environments, with a variety of cues. 
B)  collecting a baseline of Dominic's ability to produce velars in consonant singleton and consonant cluster contexts across word positions, on at least 10 words. 
C)  assessing Dominic's ability to perceive velar contrasts in words. 
D)  comparing Dominic's' production of velars in single-word versus conversational speech contexts.

Question 5

If a screening assessment tool is promoted as having good sensitivity, this means it has:

Accepted Answer

A)  the ability to identify the absence of a speech sound disorder in a child who does not have a speech sound disorder. 
B)  the ability to identify the presence of a speech sound disorder in a sensitive and shy child. 
C)  the ability to identify the presence of a speech sound disorder in a child who has a speech sound disorder. 
D)  the ability to identify the absence of a speech sound disorder in a sensitive and shy child. 
A)  the ability to identify the absence of a speech sound disorder in a child who does not have a speech sound disorder. 
B)  the ability to identify the presence of a speech sound disorder in a sensitive and shy child. 
C)  the ability to identify the presence of a speech sound disorder in a child who has a speech sound disorder. 
D)  the ability to identify the absence of a speech sound disorder in a sensitive and shy child.

Question 6

Define the term cultural competence.

Accepted Answer

Cultural competence refers to the abilit

Question 7

Comment on the possible clinical implications of many standardized speech assessment tools and procedures being been normed on WEIRD populations, where WEIRD stands for Western, Educated, Industrialized, Rich, and Democratic (Henrich, Heine, & Norenzayan, 2010).

Accepted Answer

The possible clinical implications of ma

Question 8

The type of assessment that always has consistent test materials, consistent procedures for test administration, and consistent scoring rules is:

Accepted Answer

A)  a standardized assessment. 
B)  an informal assessment. 
C)  a criterion-reference assessment. 
D)  a dynamic assessment. 
A)  a standardized assessment. 
B)  an informal assessment. 
C)  a criterion-reference assessment. 
D)  a dynamic assessment.

Question 9

Choose two different types of assessments (e.g., standardized and informal; norm-referenced and criterion-referenced; screening and diagnostic; static and dynamic assessments) then compare and contrast the benefits and limitations of each type.

Accepted Answer

Two different types of assessments are s

Question 10

The three key elements to building cultural competence included:

Accepted Answer

A)  self-awareness, self-reflection, and cultural humility. 
B)  adaptation of speech-language pathology services; using translators; being multilingual. 
C)  self-awareness, self-reflection, and cultural humility; knowledge of culture and language; adaptation of services. 
D)  knowledge of culture and language; adaptation of services; use of translators. 
A)  self-awareness, self-reflection, and cultural humility. 
B)  adaptation of speech-language pathology services; using translators; being multilingual. 
C)  self-awareness, self-reflection, and cultural humility; knowledge of culture and language; adaptation of services. 
D)  knowledge of culture and language; adaptation of services; use of translators.

Question 11

An awareness of the potential biases and assumptions that you bring to assessments and interactions with children and families who are different from you reflects:

Accepted Answer

A)  empathy and sensitivity. 
B)  cultural competence. 
C)  professional integrity. 
D)  ethical conduct. 
A)  empathy and sensitivity. 
B)  cultural competence. 
C)  professional integrity. 
D)  ethical conduct.

Question 12

How could a family of a child with a speech sound disorder be involved in an assessment, including pre-assessment planning?

Accepted Answer

The family of a child with a speech soun

Question 13

A multidisciplinary team could be described as:

Accepted Answer

A)  professionals working independently within their own discipline-specific parameters. 
B)  professionals working in a coordinated organizational structure to identify a child's areas of need and sharing the responsibility for the child's outcomes across the team. 
C)  professionals working across disciplines in a team, with team members expanding their traditional roles. 
D)  professionals typically work together in a joint manner providing integrated services to families such that discipline boundaries do not exist. 
A)  professionals working independently within their own discipline-specific parameters. 
B)  professionals working in a coordinated organizational structure to identify a child's areas of need and sharing the responsibility for the child's outcomes across the team. 
C)  professionals working across disciplines in a team, with team members expanding their traditional roles. 
D)  professionals typically work together in a joint manner providing integrated services to families such that discipline boundaries do not exist.

Question 14

How could you involve the child and his or her siblings (or friends) in an assessment, so as to better understand the child and the impact of his or her suspected speech sound disorder on day-to-day activities and participation?

Accepted Answer

One way to involve the child and his or

Question 15

Approximately how many of the world's population speak more than one language?

Accepted Answer

A)  25% 
B)  33% 
C)  50% 
D)  75% 
A)  25% 
B)  33% 
C)  50% 
D)  75%

Question 16

Of the following assessments, the least useful tool for measuring intervention outcome would be:

Accepted Answer

A)  a standardized articulation screening assessment tool. 
B)  single-word probe of the specific phonological processes targeted in intervention. 
C)  parent completed speech intelligibility rating scale. 
D)  Focus on the Outcomes of Children Under Six (FOCUS) (Thomas-Stonell et al., 2012). 
A)  a standardized articulation screening assessment tool. 
B)  single-word probe of the specific phonological processes targeted in intervention. 
C)  parent completed speech intelligibility rating scale. 
D)  Focus on the Outcomes of Children Under Six (FOCUS) (Thomas-Stonell et al., 2012).

Question 17

Examine the possible benefits and limitations of a 90-minute initial speech pathology assessment with a 7-year-old child referred because of concerns about reduced speech intelligibility.

Accepted Answer

The 90-minute initial speech pathology a

Question 18

Emily (6; 4years) is to have a detailed descriptive assessment. This type of assessment would be most useful for:

Accepted Answer

A)  determining whether Emily does or does not have a speech sound disorder. 
B)  deciding whether Emily would benefit from intervention, and if so, what goals to work on. 
C)  identifying whether Emily has made progress over the course of a block of intervention. 
D)  describing Emily's areas of strength and difficulty, and how Emily functions in the context of her daily life. 
A)  determining whether Emily does or does not have a speech sound disorder. 
B)  deciding whether Emily would benefit from intervention, and if so, what goals to work on. 
C)  identifying whether Emily has made progress over the course of a block of intervention. 
D)  describing Emily's areas of strength and difficulty, and how Emily functions in the context of her daily life.

Question 19

A large community would like to conduct mass-level population speech screening of each 4-year-old. This would best be undertaken by:

Accepted Answer

A)  SLPs only using a diagnostic assessment tool. 
B)  doctors, community nurses, or teachers using a diagnostic assessment tool. 
C)  SLPs only using a direct speech screening assessment tool. 
D)  doctors, community nurses, or teachers using a screening assessment tool. 
A)  SLPs only using a diagnostic assessment tool. 
B)  doctors, community nurses, or teachers using a diagnostic assessment tool. 
C)  SLPs only using a direct speech screening assessment tool. 
D)  doctors, community nurses, or teachers using a screening assessment tool.

Question 20

The Dynamic Evaluation of Motor Speech Skill (DEMSS) (Strand, McCauley, Weigand, Stoeckel, & Baas, 2013) involves:

Accepted Answer

A)  assessing a child's ability to produce consonants and consonant clusters in different linguistic environments and with different levels of cues. 
B)  assessing a preschooler's proficiency to learn to speak English given auditory models for imitation and phonetic cues. 
C)  assessing a child's responses to cues and facilitation in syllables and utterances of increasing length. 
D)  assessing the articulation accuracy, word and syllable structure inventories, and prosodic abilities of children with suspected childhood apraxia of speech using a standardized test. 
A)  assessing a child's ability to produce consonants and consonant clusters in different linguistic environments and with different levels of cues. 
B)  assessing a preschooler's proficiency to learn to speak English given auditory models for imitation and phonetic cues. 
C)  assessing a child's responses to cues and facilitation in syllables and utterances of increasing length. 
D)  assessing the articulation accuracy, word and syllable structure inventories, and prosodic abilities of children with suspected childhood apraxia of speech using a standardized test.

Before conducting research with a 4-year-old child about his or her speech acquisition, it is appropriate to gain:

List five areas of foundation knowledge that support SLPs professional competence during an assessment.

Identify and critique case history questionnaires. As part of your critique, consider whether the case history questionnaires address the range of risk and protective factors addressed in

Dominic (5;2 years) is a monolingual English-speaking child and has velar fronting. He is undergoing a dynamic speech production assessment. This most likely means that the SLP is:

If a screening assessment tool is promoted as having good sensitivity, this means it has:

Define the term cultural competence.

Comment on the possible clinical implications of many standardized speech assessment tools and procedures being been normed on WEIRD populations, where WEIRD stands for Western, Educated, Industrialized, Rich, and Democratic (Henrich, Heine, & Norenzayan, 2010).

The type of assessment that always has consistent test materials, consistent procedures for test administration, and consistent scoring rules is:

Choose two different types of assessments (e.g., standardized and informal; norm-referenced and criterion-referenced; screening and diagnostic; static and dynamic assessments) then compare and contrast the benefits and limitations of each type.

The three key elements to building cultural competence included:

An awareness of the potential biases and assumptions that you bring to assessments and interactions with children and families who are different from you reflects:

How could a family of a child with a speech sound disorder be involved in an assessment, including pre-assessment planning?

A multidisciplinary team could be described as:

How could you involve the child and his or her siblings (or friends) in an assessment, so as to better understand the child and the impact of his or her suspected speech sound disorder on day-to-day activities and participation?

Approximately how many of the world's population speak more than one language?

Of the following assessments, the least useful tool for measuring intervention outcome would be:

Examine the possible benefits and limitations of a 90-minute initial speech pathology assessment with a 7-year-old child referred because of concerns about reduced speech intelligibility.

Emily (6; 4years) is to have a detailed descriptive assessment. This type of assessment would be most useful for:

A large community would like to conduct mass-level population speech screening of each 4-year-old. This would best be undertaken by:

The Dynamic Evaluation of Motor Speech Skill (DEMSS) (Strand, McCauley, Weigand, Stoeckel, & Baas, 2013) involves:

Children With Speech Sound Disorders

Classification, Causes, and Co-Occurrence

Articulatory Foundations of Speech

Transcription of Speech

Theoretical Foundations of Childrens Speech

Childrens Speech Acquisition

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 7: Assessment Preparation, Purpose, and Types

Before conducting research with a 4-year-old child about his or her speech acquisition, it is appropriate to gain:

List five areas of foundation knowledge that support SLPs professional competence during an assessment.

Identify and critique case history questionnaires. As part of your critique, consider whether the case history questionnaires address the range of risk and protective factors addressed in

Dominic (5;2 years) is a monolingual English-speaking child and has velar fronting. He is undergoing a dynamic speech production assessment. This most likely means that the SLP is:

If a screening assessment tool is promoted as having good sensitivity, this means it has:

Define the term cultural competence.

Comment on the possible clinical implications of many standardized speech assessment tools and procedures being been normed on WEIRD populations, where WEIRD stands for Western, Educated, Industrialized, Rich, and Democratic (Henrich, Heine, & Norenzayan, 2010).

The type of assessment that always has consistent test materials, consistent procedures for test administration, and consistent scoring rules is:

Choose two different types of assessments (e.g., standardized and informal; norm-referenced and criterion-referenced; screening and diagnostic; static and dynamic assessments) then compare and contrast the benefits and limitations of each type.

The three key elements to building cultural competence included:

An awareness of the potential biases and assumptions that you bring to assessments and interactions with children and families who are different from you reflects:

How could a family of a child with a speech sound disorder be involved in an assessment, including pre-assessment planning?

A multidisciplinary team could be described as:

How could you involve the child and his or her siblings (or friends) in an assessment, so as to better understand the child and the impact of his or her suspected speech sound disorder on day-to-day activities and participation?

Approximately how many of the world's population speak more than one language?

Of the following assessments, the least useful tool for measuring intervention outcome would be:

Examine the possible benefits and limitations of a 90-minute initial speech pathology assessment with a 7-year-old child referred because of concerns about reduced speech intelligibility.

Emily (6; 4years) is to have a detailed descriptive assessment. This type of assessment would be most useful for:

A large community would like to conduct mass-level population speech screening of each 4-year-old. This would best be undertaken by:

The Dynamic Evaluation of Motor Speech Skill (DEMSS) (Strand, McCauley, Weigand, Stoeckel, & Baas, 2013) involves:

Children With Speech Sound Disorders

Classification, Causes, and Co-Occurrence

Articulatory Foundations of Speech

Transcription of Speech

Theoretical Foundations of Childrens Speech

Childrens Speech Acquisition

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