Question 1

The following statement is not a speech perception principle of intervention:

Accepted Answer

A)  exploit varied speakers and contexts. 
B)  facilitate children's abilities to perceive differences between phonemes in words. 
C)  include opportunities for children to make judgments about the accuracy of the speech sounds they hear in words. 
D)  incorporate opportunities for children to listen to speech sounds from different languages. 
A)  exploit varied speakers and contexts. 
B)  facilitate children's abilities to perceive differences between phonemes in words. 
C)  include opportunities for children to make judgments about the accuracy of the speech sounds they hear in words. 
D)  incorporate opportunities for children to listen to speech sounds from different languages. D

Question 2

During the practice phase of intervention with Quintin (7;5 years) targeting his distortion of / /, the frequency and timing of feedback should be:

Accepted Answer

A)  high and immediate. 
B)  low and delayed. 
C)  unsystematic but immediate. 
D)  constant but delayed. 
A)  high and immediate. 
B)  low and delayed. 
C)  unsystematic but immediate. 
D)  constant but delayed. B

Question 3

Observe an intervention session for a child with a speech sound disorder and comment on the main principles of intervention underscoring the clinician's dialogue (instructions, feedback).

Accepted Answer

During the intervention session, the clinician demonstrated several key principles of intervention for a child with a speech sound disorder. Firstly, the clinician provided clear and specific instructions to the child, breaking down the target sound into smaller components and using visual aids to help the child understand how to produce the sound correctly. The clinician also used positive reinforcement and feedback to encourage the child, praising their efforts and providing specific feedback on their speech production.

Additionally, the clinician used a variety of activities and materials to keep the child engaged and motivated throughout the session. This included using games, toys, and interactive exercises to practice the target sound in different contexts. The clinician also incorporated opportunities for the child to practice the target sound in conversation, helping them to generalize their skills to real-life situations.

Overall, the clinician's dialogue during the intervention session demonstrated a focus on clear instruction, positive reinforcement, and varied practice opportunities, all of which are essential principles of intervention for children with speech sound disorders. The clinician's approach was supportive and encouraging, creating a positive and effective learning environment for the child.

Question 4

Based on the literature on the principles of motor learning, skill acquisition reflects:

Accepted Answer

A)  what a learner can do after the completion of practice. 
B)  a learner's performance of a skill during practice. 
C)  permanent retention of a motor skill. 
D)  the phenomenon of naturally acquiring a skill, rather than needing to be taught a skill. 
A)  what a learner can do after the completion of practice. 
B)  a learner's performance of a skill during practice. 
C)  permanent retention of a motor skill. 
D)  the phenomenon of naturally acquiring a skill, rather than needing to be taught a skill.

Question 5

Using your knowledge of the principles of motor learning, if Jacinta (6;8 years) engaged in constant practice to address dentalization of /s/, this could mean that she is practicing /s/ in:

Accepted Answer

A)  word-initial, within word, and word-final positions in words without a break. 
B)  isolation throughout the day. 
C)  practicing /s/ in word-initial position in the word sun with the same rate, pitch and intensity. 
D)  practicing /s/ in conversational speech throughout the day with different conversational partners in different speaking contexts. 
A)  word-initial, within word, and word-final positions in words without a break. 
B)  isolation throughout the day. 
C)  practicing /s/ in word-initial position in the word sun with the same rate, pitch and intensity. 
D)  practicing /s/ in conversational speech throughout the day with different conversational partners in different speaking contexts.

Question 6

What is considered acceptable and what is considered unacceptable when engaging in part practice?

Accepted Answer

Part practice is a training method often

Question 7

Quintin (7;5 years) is a monolingual English-speaking boy and has an articulation impairment characterized by / / distortion. During the practice phase of intervention, he is practicing / / in different response modes (imitation and spontaneous production) and response lengths, including syllables, words, two-word phrases and conversation. This type of practice is consistent with:

Accepted Answer

A)  variable practice. 
B)  constant practice. 
C)  massed practice. 
D)  blocked practice. 
A)  variable practice. 
B)  constant practice. 
C)  massed practice. 
D)  blocked practice.

Question 8

What is the difference between pre-practice and practice?

Accepted Answer

Pre-practice and practice are two stages

Question 9

Review experimental investigations of the principles of motor learning in involving children with CAS, childhood dysarthria, and/or articulation impairment. In light of your review of the evidence, summarize clinical recommendations for intervention based on principles of motor learning.

Accepted Answer

Motor learning principles have been stud

Question 10

Discuss why it could be valuable to include input from varied speakers during intervention targeting speech perception.

Accepted Answer

Including input from varied speakers dur

Question 11

Yosef (8;1 years) is multilingual-he speaks English and German. He has childhood apraxia of speech and is learning to produce words of increasing length and words with a variety of stress patterns. Yosef's SLP is encouraging him to produce polysyllables by gradually adding on syllables (e.g., but, butter, butterfly). This reflects:

Accepted Answer

A)  simplification. 
B)  additive segmentation. 
C)  fractionation. 
D)  isolated movement practice. 
A)  simplification. 
B)  additive segmentation. 
C)  fractionation. 
D)  isolated movement practice.

Question 12

A phonological principle of intervention is that intervention focus on:

Accepted Answer

A)  children learning phonological systems rather than just the articulation of individual phonemes. 
B)  sub-lexical features through the use of nonwords. 
C)  the perception of phonemes in syllables. 
D)  children learning the articulation of individual phonemes rather than phonological systems. 
A)  children learning phonological systems rather than just the articulation of individual phonemes. 
B)  sub-lexical features through the use of nonwords. 
C)  the perception of phonemes in syllables. 
D)  children learning the articulation of individual phonemes rather than phonological systems.

Question 13

List the typical components of intervention management plans and session plans for children with speech sound disorders.

Accepted Answer

Intervention management plans and sessio

Question 14

Are some service delivery models more effective and efficient than others for children with speech sound disorders? As part of your response include evidence-based insights from review peer reviewed published intervention research examining one or more of the following topics: group versus individual intervention; in-person versus telepractice delivery; clinician versus parent-delivered intervention; pull-out versus push-in; block versus continuous mode.

Accepted Answer

There is evidence to suggest that some s

Question 15

Jacinta (6;8 years) is engaged in the practice phase of intervention targeting her dentalization of /s, z/. You offer Jacinta knowledge of results (KR), which means that Jacinta is:

Accepted Answer

A)  receiving feedback about response accuracy (i.e., correct or incorrect). 
B)  receiving feedback about why her responses are either correct or incorrect. 
C)  receiving feedback about her tongue placement. 
D)  being asked to reflect on her tongue placement during her articulation of /s/ and /z/. 
A)  receiving feedback about response accuracy (i.e., correct or incorrect). 
B)  receiving feedback about why her responses are either correct or incorrect. 
C)  receiving feedback about her tongue placement. 
D)  being asked to reflect on her tongue placement during her articulation of /s/ and /z/.

Question 16

If the SLP says to Jacinta (6;8 years), "listen to what [s] sounds like when you say the word see", during the practice phase of articulation intervention, Jacinta's attentional focus would be:

Accepted Answer

A)  internal. 
B)  external. 
C)  introspective. 
D)  distracted from the need to focus on lateral bracing. 
A)  internal. 
B)  external. 
C)  introspective. 
D)  distracted from the need to focus on lateral bracing.

Question 17

The neural plasticity of children's brains is amazing. What do you think and why? Support your answer with reference to peer reviewed published cases focused on children's speech.

Accepted Answer

I think the neural plasticity of childre

Question 18

Define principles, plans and procedures, and explain how principles of intervention influence plans and procedures.

Accepted Answer

Principles, plans, and procedures are es

Question 19

Practice distribution is about how an amount of intervention is dispersed over time. The term used to refer to less time between practice sessions is:

Accepted Answer

A)  massed practice. 
B)  distributed practice. 
C)  blocked practice. 
D)  constant practice. 
A)  massed practice. 
B)  distributed practice. 
C)  blocked practice. 
D)  constant practice.

Question 20

In family-centered practice, families:

Accepted Answer

A)  have input in intervention planning, but clinicians are still the primary decision makers. 
B)  are the primary decision makers rather than clinicians. 
C)  are trained to provide intervention, as directed by and based on SLPs' decisions. 
D)  provide intervention but are not involving in intervention planning. 
A)  have input in intervention planning, but clinicians are still the primary decision makers. 
B)  are the primary decision makers rather than clinicians. 
C)  are trained to provide intervention, as directed by and based on SLPs' decisions. 
D)  provide intervention but are not involving in intervention planning.

The following statement is not a speech perception principle of intervention:

During the practice phase of intervention with Quintin (7;5 years) targeting his distortion of //, the frequency and timing of feedback should be:

Observe an intervention session for a child with a speech sound disorder and comment on the main principles of intervention underscoring the clinician's dialogue (instructions, feedback).

Based on the literature on the principles of motor learning, skill acquisition reflects:

Using your knowledge of the principles of motor learning, if Jacinta (6;8 years) engaged in constant practice to address dentalization of /s/, this could mean that she is practicing /s/ in:

What is considered acceptable and what is considered unacceptable when engaging in part practice?

What is the difference between pre-practice and practice?

Review experimental investigations of the principles of motor learning in involving children with CAS, childhood dysarthria, and/or articulation impairment. In light of your review of the evidence, summarize clinical recommendations for intervention based on principles of motor learning.

Discuss why it could be valuable to include input from varied speakers during intervention targeting speech perception.

A phonological principle of intervention is that intervention focus on:

List the typical components of intervention management plans and session plans for children with speech sound disorders.

Jacinta (6;8 years) is engaged in the practice phase of intervention targeting her dentalization of /s, z/. You offer Jacinta knowledge of results (KR), which means that Jacinta is:

If the SLP says to Jacinta (6;8 years), "listen to what [s] sounds like when you say the word see", during the practice phase of articulation intervention, Jacinta's attentional focus would be:

The neural plasticity of children's brains is amazing. What do you think and why? Support your answer with reference to peer reviewed published cases focused on children's speech.

Define principles, plans and procedures, and explain how principles of intervention influence plans and procedures.

Practice distribution is about how an amount of intervention is dispersed over time. The term used to refer to less time between practice sessions is:

In family-centered practice, families:

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 Preparation, Purpose, and Types

Assessment of Childrens Speech

Analysis of Childrens Speech

Goal Setting

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 11: Intervention Principles and Plans

The following statement is not a speech perception principle of intervention:

During the practice phase of intervention with Quintin (7;5 years) targeting his distortion of //, the frequency and timing of feedback should be:

Observe an intervention session for a child with a speech sound disorder and comment on the main principles of intervention underscoring the clinician's dialogue (instructions, feedback).

Based on the literature on the principles of motor learning, skill acquisition reflects:

Using your knowledge of the principles of motor learning, if Jacinta (6;8 years) engaged in constant practice to address dentalization of /s/, this could mean that she is practicing /s/ in:

What is considered acceptable and what is considered unacceptable when engaging in part practice?

What is the difference between pre-practice and practice?

Review experimental investigations of the principles of motor learning in involving children with CAS, childhood dysarthria, and/or articulation impairment. In light of your review of the evidence, summarize clinical recommendations for intervention based on principles of motor learning.

Discuss why it could be valuable to include input from varied speakers during intervention targeting speech perception.

A phonological principle of intervention is that intervention focus on:

List the typical components of intervention management plans and session plans for children with speech sound disorders.

Jacinta (6;8 years) is engaged in the practice phase of intervention targeting her dentalization of /s, z/. You offer Jacinta knowledge of results (KR), which means that Jacinta is:

If the SLP says to Jacinta (6;8 years), "listen to what [s] sounds like when you say the word see", during the practice phase of articulation intervention, Jacinta's attentional focus would be:

The neural plasticity of children's brains is amazing. What do you think and why? Support your answer with reference to peer reviewed published cases focused on children's speech.

Define principles, plans and procedures, and explain how principles of intervention influence plans and procedures.

Practice distribution is about how an amount of intervention is dispersed over time. The term used to refer to less time between practice sessions is:

In family-centered practice, families:

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 Preparation, Purpose, and Types

Assessment of Childrens Speech

Analysis of Childrens Speech

Goal Setting

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