Question 1

If visual inspection of baseline and generalization data indicated an improvement in a child's percentage of consonants correct, you would see:

Accepted Answer

A)  stability in baseline and generalization data. 
B)  an increasing trend and change in level of performance between baseline and generalization data. 
C)  at least five baseline data points and three generalization data points. 
D)  a statistically significant improvement from baseline to generalization. 
A)  stability in baseline and generalization data. 
B)  an increasing trend and change in level of performance between baseline and generalization data. 
C)  at least five baseline data points and three generalization data points. 
D)  a statistically significant improvement from baseline to generalization.

Question 2

What type of production cue is the following instruction from a clinician during an intervention session: "You say the word with me, ready, shoe"?

Accepted Answer

The instruction from a clinician during

Question 3

Compare and contrast the four different play genres described by Shriberg and Kwiatkowski (1982a). Select one genre that you think would be suitable for Luke (4;3 years) (Case 1:

Accepted Answer

Shriberg and Kwiatkowski (1982a) describ

Question 4

What type of production cue is the following comment from a clinician during an intervention session: "I'm not sure what you mean. Do you mean shoe or Sue? Tell me again"

Accepted Answer

The comment from the clinician, "I'm not

Question 5

Kevin (4;7 years) is a monolingual English-speaking boy. He has velar fronting of /k, g/ across all word positions in singleton and consonant cluster contexts. In preparation for evaluating Kevin's progress on the short-term goal of eliminating velar fronting, you need to:

Accepted Answer

A)  sample /k/ and /g/ in word-initial position in 20 non-treatment words, as any change in word-initial position should generalize to other word positions. 
B)  administer a standardized phonology assessment every fortnight. 
C)  compile an informal picture-naming task comprising 32 non-treatment words (four of /k/ and four of /g/ in word-initial, within word, and word-final positions, and four word-initial consonant clusters and four word-final consonant clusters). 
D)  compile an informal picture-naming task comprising eight non-treatment words (one of /k/ and one of /g/ in word-initial, within word, and word-final positions, one word-initial consonant cluster and one word-final consonant cluster). 
A)  sample /k/ and /g/ in word-initial position in 20 non-treatment words, as any change in word-initial position should generalize to other word positions. 
B)  administer a standardized phonology assessment every fortnight. 
C)  compile an informal picture-naming task comprising 32 non-treatment words (four of /k/ and four of /g/ in word-initial, within word, and word-final positions, and four word-initial consonant clusters and four word-final consonant clusters). 
D)  compile an informal picture-naming task comprising eight non-treatment words (one of /k/ and one of /g/ in word-initial, within word, and word-final positions, one word-initial consonant cluster and one word-final consonant cluster).

Question 6

Discuss the range of issues to consider when problem solving slow progress in children with speech sound disorders.

Accepted Answer

When problem solving slow progress in ch

Question 7

Within clinic generalization probe data is best gathered:

Accepted Answer

A)  by the parent at home. 
B)  at the beginning of an intervention session. 
C)  between intervention activities. 
D)  at a different clinic by someone other than the speech-language pathologist. 
A)  by the parent at home. 
B)  at the beginning of an intervention session. 
C)  between intervention activities. 
D)  at a different clinic by someone other than the speech-language pathologist.

Question 8

Lacey (4;11 years) is a monolingual English-speaking girl. She has a phonological impairment. During an intervention session with Lacey she says "I can [gu] I mean [glu] that one on." Lacey's comment reflects:

Accepted Answer

A)  use of metaphor. 
B)  self-correction. 
C)  phonological awareness. 
D)  imitation of speech. 
A)  use of metaphor. 
B)  self-correction. 
C)  phonological awareness. 
D)  imitation of speech.

Question 9

Trang (8;4 years) is multilingual-she speaks English and Vietnamese. She has an articulation impairment characterized by a lateral lisp on /s, z/. During an intervention session with Trang you say "I want to you to rate your productions of /s/ out of 10 each time you read a word containing the [s] sound in this passage. A rating of 10 would be for a clear [s]." This comment is most consistent with:

Accepted Answer

A)  auditory detection of a target sound. 
B)  auditory stimulation. 
C)  auditory judgment of a target sound in your own speech. 
D)  auditory discrimination. 
A)  auditory detection of a target sound. 
B)  auditory stimulation. 
C)  auditory judgment of a target sound in your own speech. 
D)  auditory discrimination.

Question 10

What type of cue is the following question from a clinician during an intervention session: "Do you think that's a long sound or short sound?"

Accepted Answer

The question "Do you think that's a long

Question 11

When a clinician decides to step up from one teaching moment to the next, this means:

Accepted Answer

A)  eliminating reinforcement in the next trial. 
B)  changing from one short-term goal to another short-term goal. 
C)  changing and/or increasing cues so that a task becomes easier for a child. 
D)  changing and/or reducing cues so that a task becomes more challenging for a child. 
A)  eliminating reinforcement in the next trial. 
B)  changing from one short-term goal to another short-term goal. 
C)  changing and/or increasing cues so that a task becomes easier for a child. 
D)  changing and/or reducing cues so that a task becomes more challenging for a child.

Question 12

List two child-, two intervention- and two clinician-factors worth considering when problem-solving slow progress.

Accepted Answer

When problem-solving slow progress, it i

Question 13

George (7;7 years) is multilingual-he speaks English and Greek. He has childhood dysarthria. During an intervention session, you gently guide George's bottom lip to behind his top teeth, to articulate /f/. This cue is an example of a:

Accepted Answer

A)  motokinesthetic cue. 
B)  verbal-phonetic cue. 
C)  gestural cue. 
D)  pragmatic cue. 
A)  motokinesthetic cue. 
B)  verbal-phonetic cue. 
C)  gestural cue. 
D)  pragmatic cue.

Question 14

Describe the concept of the teaching and learning moment and provide a hypothetical example of a teaching and learning moment for a 6-year-old child with an articulation impairment during a pre-practice phase of intervention. Use your knowledge about the principles of motor learning from

Accepted Answer

The concept of the teaching and learning

Question 15

When, why, and how could single-case experimental designs be used in routine clinical practice with children with speech sound disorders?

Accepted Answer

Single-case experimental designs could b

Question 16

Aariz (4;9 years) is multilingual-he speaks English and Arabic. He has a moderate-severe phonological impairment. During an intervention session with Aariz, you use drill play rather than structured play. This means that that you are using:

Accepted Answer

A)  a high dose of practice with relatively minimal play. 
B)  a relatively high dose or rate of practice during a simple game or activity directed by you. 
C)  a moderate rate of practice during which an activity is played or craft activity is completed. 
D)  pretend tools during a play activity with Ethan. 
A)  a high dose of practice with relatively minimal play. 
B)  a relatively high dose or rate of practice during a simple game or activity directed by you. 
C)  a moderate rate of practice during which an activity is played or craft activity is completed. 
D)  pretend tools during a play activity with Ethan.

Question 17

Cooper (5;1 years) is a monolingual English-speaking boy. He has velar fronting of /k, I/ in word-initial position only. A strategy to help Cooper could be to have him repeat the syllable [ k], so as to copy word-final /k/ into word-initial position. This is an example of:

Accepted Answer

A)  using a facilitating phonetic context. 
B)  using reduplication to eliminate velar fronting. 
C)  a prosodic cue. 
D)  a tactile-phonetic cue. 
A)  using a facilitating phonetic context. 
B)  using reduplication to eliminate velar fronting. 
C)  a prosodic cue. 
D)  a tactile-phonetic cue.

Question 18

What are intervention procedures and how do they differ from intervention principles?

Accepted Answer

Intervention procedures refer to the spe

Question 19

Discuss how you could include parents in the evaluation of intervention for children with speech sound disorders.

Accepted Answer

Including parents in the evaluation of i

Question 20

Discuss the role of metacognitive knowledge and metacognitive control in carryover when working with children with speech sound disorders.

Accepted Answer

Metacognitive knowledge and metacognitiv

If visual inspection of baseline and generalization data indicated an improvement in a child's percentage of consonants correct, you would see:

What type of production cue is the following instruction from a clinician during an intervention session: "You say the word with me, ready, shoe"?

Compare and contrast the four different play genres described by Shriberg and Kwiatkowski (1982a). Select one genre that you think would be suitable for Luke (4;3 years) (Case 1:

What type of production cue is the following comment from a clinician during an intervention session: "I'm not sure what you mean. Do you mean shoe or Sue? Tell me again"

Kevin (4;7 years) is a monolingual English-speaking boy. He has velar fronting of /k, g/ across all word positions in singleton and consonant cluster contexts. In preparation for evaluating Kevin's progress on the short-term goal of eliminating velar fronting, you need to:

Discuss the range of issues to consider when problem solving slow progress in children with speech sound disorders.

Within clinic generalization probe data is best gathered:

Lacey (4;11 years) is a monolingual English-speaking girl. She has a phonological impairment. During an intervention session with Lacey she says "I can [gu] I mean [glu] that one on." Lacey's comment reflects:

What type of cue is the following question from a clinician during an intervention session: "Do you think that's a long sound or short sound?"

When a clinician decides to step up from one teaching moment to the next, this means:

List two child-, two intervention- and two clinician-factors worth considering when problem-solving slow progress.

George (7;7 years) is multilingual-he speaks English and Greek. He has childhood dysarthria. During an intervention session, you gently guide George's bottom lip to behind his top teeth, to articulate /f/. This cue is an example of a:

Describe the concept of the teaching and learning moment and provide a hypothetical example of a teaching and learning moment for a 6-year-old child with an articulation impairment during a pre-practice phase of intervention. Use your knowledge about the principles of motor learning from

When, why, and how could single-case experimental designs be used in routine clinical practice with children with speech sound disorders?

Aariz (4;9 years) is multilingual-he speaks English and Arabic. He has a moderate-severe phonological impairment. During an intervention session with Aariz, you use drill play rather than structured play. This means that that you are using:

Cooper (5;1 years) is a monolingual English-speaking boy. He has velar fronting of /k, I/ in word-initial position only. A strategy to help Cooper could be to have him repeat the syllable [k], so as to copy word-final /k/ into word-initial position. This is an example of:

What are intervention procedures and how do they differ from intervention principles?

Discuss how you could include parents in the evaluation of intervention for children with speech sound disorders.

Discuss the role of metacognitive knowledge and metacognitive control in carryover when working with children with speech sound disorders.

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 Principles and Plans

Phonological Intervention Approaches

Articulatory and Motor Speech Intervention Approaches

Evidence-Based Practice in Practice

Individual Children With Speech Sound Disorders: Case Studies

Filters

Exam 12: Intervention Procedures and Evaluation

If visual inspection of baseline and generalization data indicated an improvement in a child's percentage of consonants correct, you would see:

What type of production cue is the following instruction from a clinician during an intervention session: "You say the word with me, ready, shoe"?

Compare and contrast the four different play genres described by Shriberg and Kwiatkowski (1982a). Select one genre that you think would be suitable for Luke (4;3 years) (Case 1:

What type of production cue is the following comment from a clinician during an intervention session: "I'm not sure what you mean. Do you mean shoe or Sue? Tell me again"

Kevin (4;7 years) is a monolingual English-speaking boy. He has velar fronting of /k, g/ across all word positions in singleton and consonant cluster contexts. In preparation for evaluating Kevin's progress on the short-term goal of eliminating velar fronting, you need to:

Discuss the range of issues to consider when problem solving slow progress in children with speech sound disorders.

Within clinic generalization probe data is best gathered:

Lacey (4;11 years) is a monolingual English-speaking girl. She has a phonological impairment. During an intervention session with Lacey she says "I can [gu] I mean [glu] that one on." Lacey's comment reflects:

What type of cue is the following question from a clinician during an intervention session: "Do you think that's a long sound or short sound?"

When a clinician decides to step up from one teaching moment to the next, this means:

List two child-, two intervention- and two clinician-factors worth considering when problem-solving slow progress.

George (7;7 years) is multilingual-he speaks English and Greek. He has childhood dysarthria. During an intervention session, you gently guide George's bottom lip to behind his top teeth, to articulate /f/. This cue is an example of a:

Describe the concept of the teaching and learning moment and provide a hypothetical example of a teaching and learning moment for a 6-year-old child with an articulation impairment during a pre-practice phase of intervention. Use your knowledge about the principles of motor learning from

When, why, and how could single-case experimental designs be used in routine clinical practice with children with speech sound disorders?

Aariz (4;9 years) is multilingual-he speaks English and Arabic. He has a moderate-severe phonological impairment. During an intervention session with Aariz, you use drill play rather than structured play. This means that that you are using:

Cooper (5;1 years) is a monolingual English-speaking boy. He has velar fronting of /k, I/ in word-initial position only. A strategy to help Cooper could be to have him repeat the syllable [k], so as to copy word-final /k/ into word-initial position. This is an example of:

What are intervention procedures and how do they differ from intervention principles?

Discuss how you could include parents in the evaluation of intervention for children with speech sound disorders.

Discuss the role of metacognitive knowledge and metacognitive control in carryover when working with children with speech sound disorders.

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 Principles and Plans

Phonological Intervention Approaches

Articulatory and Motor Speech Intervention Approaches

Evidence-Based Practice in Practice

Individual Children With Speech Sound Disorders: Case Studies

Filters