Question 1

Discuss both sides of the argument for targeting nonstimulable and/ or later developing sounds.

Accepted Answer

Answers will vary but should include discussion of "systemwide change" and the facilitative contexts that may result in generalization of skills to other sounds or sound classes as benefits. Possible answers against this argument are that children's motor or linguistic systems may not be ready to produce those sounds or that the sounds may develop on their own without treatment according to developmental norms.

Question 2

A common organizational sequence for therapy is in the correct order):

Accepted Answer

A)  Antecedent event, no response, consequent event 
B)  Consequent event, antecedent event, response 
C)  Response, antecedent event, precedent event 
D)  Antecedent event, response, consequent event 
A)  Antecedent event, no response, consequent event 
B)  Consequent event, antecedent event, response 
C)  Response, antecedent event, precedent event 
D)  Antecedent event, response, consequent event D

Question 3

All parents are always good generalization partners.

Accepted Answer

A) True 
 B)False  False

Question 4

Children with multiple speech sound errors will have different treatment goals and generalization expectations compared to children with single speech sound errors.

Accepted Answer

A) True 
 B)False

Question 5

When a child generalizes speech sound production skills from the syllable level to the word level, that is called:

Accepted Answer

A)  Across-sound generalization 
B)  Across-word generalization 
C)  Across-linguistic unit generalization 
D)  Across-situation generalization 
A)  Across-sound generalization 
B)  Across-word generalization 
C)  Across-linguistic unit generalization 
D)  Across-situation generalization

Question 6

Johnny used to exhibit the phonological pattern of stopping for all fricatives and affricates. Johnny's SLP has been working on /s/ in treatment. Johnny now produces /s/ for all fricatives. This is an example of:

Accepted Answer

A)  Regression 
B)  Across-word position generalization 
C)  Across-feature generalization 
D)  Fricitivization 
A)  Regression 
B)  Across-word position generalization 
C)  Across-feature generalization 
D)  Fricitivization

Question 7

There are clearly delineated dismissal criteria for SLPs to use with all clients who have speech sound errors.

Accepted Answer

A) True 
 B)False

Question 8

Across word position generalization happens when a child can produce the /f/ sound in the initial position and then, without direct treatment, can produce the /f/ sound in the final position.

Accepted Answer

A) True 
 B)False

Question 9

Meaningfulness of materials, the degree to which information has been learned, distribution of therapy, and _____________ are four important factors that will affect the rate of retention.

Accepted Answer

A)  Parent involvement 
B)  Teacher involvement 
C)  Rate of articulation 
D)  Motivation 
A)  Parent involvement 
B)  Teacher involvement 
C)  Rate of articulation 
D)  Motivation

Question 10

The horizontal approach is a goal attack strategy in which multiple phonemes are targeted within each treatment session.

Accepted Answer

A) True 
 B)False

Question 11

Teaching a feature in one sound may result in generalization of that feature to another sound.

Accepted Answer

A) True 
 B)False

Question 12

Working on one-two phonemes at a time until mastery is achieved is an example of which goal attack strategy:

Accepted Answer

A)  Vertical 
B)  Lateral 
C)  Horizontal 
D)  Cyclical 
A)  Vertical 
B)  Lateral 
C)  Horizontal 
D)  Cyclical

Question 13

Generalization probes should include all words targeted in treatment.

Accepted Answer

A) True 
 B)False

Question 14

All children who are dismissed from speech sound intervention have achieved mastery and retention of the skills.

Accepted Answer

A) True 
 B)False

Question 15

Name three of four factors that contribute to a child progressing to the maintenance phase of therapy. .

Accepted Answer

Meaningfulness of materials, d

Question 16

When a child generalizes the correct production of the /s/ sound with an auditory model to correct production of the /s/ sound with a picture cue, that is called:

Accepted Answer

A)  Response generalization 
B)  Across-sound generalization 
C)  Across-linguistic unit generalization 
D)  Stimulus generalization 
A)  Response generalization 
B)  Across-sound generalization 
C)  Across-linguistic unit generalization 
D)  Stimulus generalization

Question 17

You are an SLP working with a first grade student named Molly. Molly cannot produce the /r/ or /s,z/ sounds. Molly's mom is very motivated to "fix" Molly's speech and so she has asked what kinds of activities she can do at home. You note that Molly's mom has a slight /r/ distortion in her speech and also has a hard time discriminating Molly's "good" /r/ productions. What kinds of carryover activities might you ask Molly's mom to do?

Accepted Answer

Answers will vary but students should pu

Question 18

When a child is receiving treatment for a speech sound disorder, any change observed must be the result of the that treatment only.

Accepted Answer

A) True 
 B)False

Question 19

Compare and contrast the common intervention styles. How would you decide which to use?

Accepted Answer

Students should disc

Question 20

Generalization is proof that important changes are happening in treatment.

Accepted Answer

A) True 
 B)False

Discuss both sides of the argument for targeting nonstimulable and/ or later developing sounds.

A common organizational sequence for therapy is in the correct order):

All parents are always good generalization partners.

Children with multiple speech sound errors will have different treatment goals and generalization expectations compared to children with single speech sound errors.

When a child generalizes speech sound production skills from the syllable level to the word level, that is called:

Johnny used to exhibit the phonological pattern of stopping for all fricatives and affricates. Johnny's SLP has been working on /s/ in treatment. Johnny now produces /s/ for all fricatives. This is an example of:

There are clearly delineated dismissal criteria for SLPs to use with all clients who have speech sound errors.

Across word position generalization happens when a child can produce the /f/ sound in the initial position and then, without direct treatment, can produce the /f/ sound in the final position.

Meaningfulness of materials, the degree to which information has been learned, distribution of therapy, and _____________ are four important factors that will affect the rate of retention.

The horizontal approach is a goal attack strategy in which multiple phonemes are targeted within each treatment session.

Teaching a feature in one sound may result in generalization of that feature to another sound.

Working on one-two phonemes at a time until mastery is achieved is an example of which goal attack strategy:

Generalization probes should include all words targeted in treatment.

All children who are dismissed from speech sound intervention have achieved mastery and retention of the skills.

Name three of four factors that contribute to a child progressing to the maintenance phase of therapy. .

When a child generalizes the correct production of the /s/ sound with an auditory model to correct production of the /s/ sound with a picture cue, that is called:

When a child is receiving treatment for a speech sound disorder, any change observed must be the result of the that treatment only.

Compare and contrast the common intervention styles. How would you decide which to use?

Generalization is proof that important changes are happening in treatment.

Introduction to the Study of Speech Sound Disorders

Normal Aspects of Articulation

Speech Sound Acquisition

Classification and Comorbidity in Speech Sound Disorders

Factors Related to Speech Sound Disorders

Phonological Assessment Procedures

Remediation Procedures

Motor-Based Treatment Approaches

Linguistically-Based Treatment Approaches

Phonological Awareness: Description, Assessment, and Intervention

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Exam 7: Determining the Need for Intervention and Target Selection

Discuss both sides of the argument for targeting nonstimulable and/ or later developing sounds.

A common organizational sequence for therapy is in the correct order):

All parents are always good generalization partners.

Children with multiple speech sound errors will have different treatment goals and generalization expectations compared to children with single speech sound errors.

When a child generalizes speech sound production skills from the syllable level to the word level, that is called:

Johnny used to exhibit the phonological pattern of stopping for all fricatives and affricates. Johnny's SLP has been working on /s/ in treatment. Johnny now produces /s/ for all fricatives. This is an example of:

There are clearly delineated dismissal criteria for SLPs to use with all clients who have speech sound errors.

Across word position generalization happens when a child can produce the /f/ sound in the initial position and then, without direct treatment, can produce the /f/ sound in the final position.

Meaningfulness of materials, the degree to which information has been learned, distribution of therapy, and _____________ are four important factors that will affect the rate of retention.

The horizontal approach is a goal attack strategy in which multiple phonemes are targeted within each treatment session.

Teaching a feature in one sound may result in generalization of that feature to another sound.

Working on one-two phonemes at a time until mastery is achieved is an example of which goal attack strategy:

Generalization probes should include all words targeted in treatment.

All children who are dismissed from speech sound intervention have achieved mastery and retention of the skills.

Name three of four factors that contribute to a child progressing to the maintenance phase of therapy. .

When a child generalizes the correct production of the /s/ sound with an auditory model to correct production of the /s/ sound with a picture cue, that is called:

When a child is receiving treatment for a speech sound disorder, any change observed must be the result of the that treatment only.

Compare and contrast the common intervention styles. How would you decide which to use?

Generalization is proof that important changes are happening in treatment.

Introduction to the Study of Speech Sound Disorders

Normal Aspects of Articulation

Speech Sound Acquisition

Classification and Comorbidity in Speech Sound Disorders

Factors Related to Speech Sound Disorders

Phonological Assessment Procedures

Remediation Procedures

Motor-Based Treatment Approaches

Linguistically-Based Treatment Approaches

Phonological Awareness: Description, Assessment, and Intervention

Filters