Question 1

Summarize the speech perception principles of intervention.

Accepted Answer

Speech perception principles of interven

Question 2

The following feedback comment to a child during phonological intervention ("I'm not sure what you mean. Do you mean Sue or shoe?") best typifies the phonological principle that intervention:

Accepted Answer

A)  include conversational repair sequences to facilitate improved speech intelligibility. 
B)  should incorporate opportunities for children to listen to spoken language. 
C)  targeting speech perception should exploit varied speakers and contexts. 
D)  utilize children's meta-awareness abilities to facilitate learning. 
A)  include conversational repair sequences to facilitate improved speech intelligibility. 
B)  should incorporate opportunities for children to listen to spoken language. 
C)  targeting speech perception should exploit varied speakers and contexts. 
D)  utilize children's meta-awareness abilities to facilitate learning.

Question 3

What are the phonological principles of intervention?

Accepted Answer

The phonological principles of intervent

Question 4

Paulo (5;3 years) is multilingual-he speaks English and Brazilian Portuguese. He has a phonological impairment and is learning to produce anterior-posterior contrasts. During intervention he is practicing word-initial /k/ words in an errorless manner, because:

Accepted Answer

A)  errors do not give a learner the chance to develop more precise error detection and correction skills. 
B)  practice without error is thought to encourage and strengthen accurate acquisition of a motor skill. 
C)  it is not helpful for a child to hear errored productions involving [t] when trying to acquire [k]. 
D)  fewer errors will increase Paulo's motivation to complete regular accurate practice. 
A)  errors do not give a learner the chance to develop more precise error detection and correction skills. 
B)  practice without error is thought to encourage and strengthen accurate acquisition of a motor skill. 
C)  it is not helpful for a child to hear errored productions involving [t] when trying to acquire [k]. 
D)  fewer errors will increase Paulo's motivation to complete regular accurate practice.

Question 5

The following feedback comment to a child during intervention targeting an articulation impairment ("How would you rate your [s] that time, when you said spaghetti?") best typifies the principle that you:

Accepted Answer

A)  consider the specificity of practice and focus on speech rather than non-speech oromotor mouth exercises. 
B)  incorporate opportunities for children to listen to spoken language. 
C)  provide a child with an optimal amount of information to challenge a child to learn. 
D)  utilize children's meta-awareness abilities to facilitate learning. 
A)  consider the specificity of practice and focus on speech rather than non-speech oromotor mouth exercises. 
B)  incorporate opportunities for children to listen to spoken language. 
C)  provide a child with an optimal amount of information to challenge a child to learn. 
D)  utilize children's meta-awareness abilities to facilitate learning.

Question 6

What type of attentional focus is considered better for facilitating generalization: internal or external?

Accepted Answer

In the context of motor learning and per

Question 7

Is discharging children with speech sound disorders from speech-language pathology services satisfying, stressful or sad?

Accepted Answer

Discharging children with speech sound d

Question 8

Discuss how parents could be given the competence and confidence to complete home practice activities for their children with speech sound disorders.

Accepted Answer

Parents play a crucial role in the succe

Question 9

Yosef (8;1 years) has childhood apraxia of speech and is learning how to produce polysyllables. During intervention, you offer him the following feedback "That was smooth and connected, but you said it a little too slow". This meta-awareness comment focusing specifically on:

Accepted Answer

A)  phonetic awareness. 
B)  semantic awareness. 
C)  prosodic awareness. 
D)  morphological awareness. 
A)  phonetic awareness. 
B)  semantic awareness. 
C)  prosodic awareness. 
D)  morphological awareness.

Question 10

Yosef (8;1 years) has childhood apraxia of speech. He has been trying really hard during intervention sessions targeting his production of polysyllables. To maintain Yosef's motivation to practice, you talk with Yosef about his interests, and together you come up with a salient reinforcement plan. The plan involves Yosef having a turn of his favorite electronic game every 20 responses. This reflects:

Accepted Answer

A)  an activity reinforcer with a fixed ratio. 
B)  a tangible reinforcer with a fixed interval. 
C)  social reinforcer with a fixed ratio. 
D)  an informative reinforcer with a continuous schedule. 
A)  an activity reinforcer with a fixed ratio. 
B)  a tangible reinforcer with a fixed interval. 
C)  social reinforcer with a fixed ratio. 
D)  an informative reinforcer with a continuous schedule.

Question 11

If the focus of intervention is long term retention and transfer, then the type of practice distribution thought to be better 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 12

What is the difference between knowledge of results and knowledge of performance?

Accepted Answer

Knowledge of results and knowledge of pe

Question 13

A motor learning principle of intervention is that an optimal amount of information should be provided to challenge a child to learn. This principle is based on:

Accepted Answer

A)  the phenomenon of speaker variance. 
B)  Guadagnoli and Lee's (2004) challenge point framework. 
C)  Fitts' (1964) three phase view of motor learning. 
D)  Schmidt's (1975) schema theory. 
A)  the phenomenon of speaker variance. 
B)  Guadagnoli and Lee's (2004) challenge point framework. 
C)  Fitts' (1964) three phase view of motor learning. 
D)  Schmidt's (1975) schema theory.

Question 14

Discuss the role of a request for clarification (RQCL) in intervention for children with phonological impairment.

Accepted Answer

A request for clarification (RQCL) plays

Question 15

What are the three phases of Fitt's (1964) view of motor learning?

Accepted Answer

Fitts (1964) proposed three phases of mo

Question 16

The type of reinforcement schedule thought to decrease the likelihood of a behavior generalizing is:

Accepted Answer

A)  fixed interval. 
B)  variable interval. 
C)  continuous. 
D)  intermittent. 
A)  fixed interval. 
B)  variable interval. 
C)  continuous. 
D)  intermittent.

Question 17

Behavioral principles of intervention are outdated and not relevant in the 21st century. What do you think and why?

Accepted Answer

I respectfully disagree with the stateme

Question 18

When providing intervention to children with motor speech disorders, is it better to have longer sessions once a week or shorter sessions three times a week? Review peer reviewed published research to support your answer.

Accepted Answer

When providing intervention to children

Question 19

What is the challenge point framework?

Accepted Answer

The Challenge Point Framework is a conce

Question 20

Jacinta (6;8 years) is a monolingual English-speaking girl. She has an articulation impairment characterized by dentalized /s, z/. Intervention will be based on the principles of motor learning. What would happen during the pre-practice phase of intervention?

Accepted Answer

A)  Jacinta would be given information about /s/, what constitutes a correct response, and how to articulate a correct /s/. 
B)  Jacinta would be given information about her session times and dates, prior to starting intervention sessions. 
C)  Jacinta would become familiar with the outline of the intervention program. 
D)  Jacinta and the SLP would work out a feasible home practice schedule. 
A)  Jacinta would be given information about /s/, what constitutes a correct response, and how to articulate a correct /s/. 
B)  Jacinta would be given information about her session times and dates, prior to starting intervention sessions. 
C)  Jacinta would become familiar with the outline of the intervention program. 
D)  Jacinta and the SLP would work out a feasible home practice schedule.

Summarize the speech perception principles of intervention.

The following feedback comment to a child during phonological intervention ("I'm not sure what you mean. Do you mean Sue or shoe?") best typifies the phonological principle that intervention:

What are the phonological principles of intervention?

Paulo (5;3 years) is multilingual-he speaks English and Brazilian Portuguese. He has a phonological impairment and is learning to produce anterior-posterior contrasts. During intervention he is practicing word-initial /k/ words in an errorless manner, because:

The following feedback comment to a child during intervention targeting an articulation impairment ("How would you rate your [s] that time, when you said spaghetti?") best typifies the principle that you:

What type of attentional focus is considered better for facilitating generalization: internal or external?

Is discharging children with speech sound disorders from speech-language pathology services satisfying, stressful or sad?

Discuss how parents could be given the competence and confidence to complete home practice activities for their children with speech sound disorders.

Yosef (8;1 years) has childhood apraxia of speech and is learning how to produce polysyllables. During intervention, you offer him the following feedback "That was smooth and connected, but you said it a little too slow". This meta-awareness comment focusing specifically on:

If the focus of intervention is long term retention and transfer, then the type of practice distribution thought to be better is:

What is the difference between knowledge of results and knowledge of performance?

A motor learning principle of intervention is that an optimal amount of information should be provided to challenge a child to learn. This principle is based on:

Discuss the role of a request for clarification (RQCL) in intervention for children with phonological impairment.

What are the three phases of Fitt's (1964) view of motor learning?

The type of reinforcement schedule thought to decrease the likelihood of a behavior generalizing is:

Behavioral principles of intervention are outdated and not relevant in the 21^st century. What do you think and why?

When providing intervention to children with motor speech disorders, is it better to have longer sessions once a week or shorter sessions three times a week? Review peer reviewed published research to support your answer.

What is the challenge point framework?

Jacinta (6;8 years) is a monolingual English-speaking girl. She has an articulation impairment characterized by dentalized /s, z/. Intervention will be based on the principles of motor learning. What would happen during the pre-practice phase of intervention?

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

Summarize the speech perception principles of intervention.

The following feedback comment to a child during phonological intervention ("I'm not sure what you mean. Do you mean Sue or shoe?") best typifies the phonological principle that intervention:

What are the phonological principles of intervention?

Paulo (5;3 years) is multilingual-he speaks English and Brazilian Portuguese. He has a phonological impairment and is learning to produce anterior-posterior contrasts. During intervention he is practicing word-initial /k/ words in an errorless manner, because:

The following feedback comment to a child during intervention targeting an articulation impairment ("How would you rate your [s] that time, when you said spaghetti?") best typifies the principle that you:

What type of attentional focus is considered better for facilitating generalization: internal or external?

Is discharging children with speech sound disorders from speech-language pathology services satisfying, stressful or sad?

Discuss how parents could be given the competence and confidence to complete home practice activities for their children with speech sound disorders.

Yosef (8;1 years) has childhood apraxia of speech and is learning how to produce polysyllables. During intervention, you offer him the following feedback "That was smooth and connected, but you said it a little too slow". This meta-awareness comment focusing specifically on:

If the focus of intervention is long term retention and transfer, then the type of practice distribution thought to be better is:

What is the difference between knowledge of results and knowledge of performance?

A motor learning principle of intervention is that an optimal amount of information should be provided to challenge a child to learn. This principle is based on:

Discuss the role of a request for clarification (RQCL) in intervention for children with phonological impairment.

What are the three phases of Fitt's (1964) view of motor learning?

The type of reinforcement schedule thought to decrease the likelihood of a behavior generalizing is:

Behavioral principles of intervention are outdated and not relevant in the 21st century. What do you think and why?

When providing intervention to children with motor speech disorders, is it better to have longer sessions once a week or shorter sessions three times a week? Review peer reviewed published research to support your answer.

What is the challenge point framework?

Jacinta (6;8 years) is a monolingual English-speaking girl. She has an articulation impairment characterized by dentalized /s, z/. Intervention will be based on the principles of motor learning. What would happen during the pre-practice phase of intervention?

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

Behavioral principles of intervention are outdated and not relevant in the 21^st century. What do you think and why?