Deck 7: Determining the Need for Intervention and Target Selection

Question 1

System-wide change is said to occur best when clinicians target the following kinds of sounds:

A) Nonstimulable and later developing
B) Stimulable and later developing
C) Nonstimulable and early developing
D) Stimulable and early developing

Answer 1

Nonstimulable and later developing

Question 2

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

Answer 2

True

Question 3

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

Answer 3

True

Question 4

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.

Question 5

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

Question 6

A list of words that contain a child's target speech sound but are never directly targeted in therapy is called a:

A) Norm-referenced measure
B) Generalization probe
C) Horizontal approach
D) Direct target

Question 7

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

Question 8

Generalization is proof that important changes are happening in treatment.

Question 9

For children with multiple phoneme errors, the preferred goal attack strategy is:

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

Question 10

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.

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

Question 11

Generalization probes should include all words targeted in treatment.

Question 12

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:

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

Question 13

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

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

Question 14

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

Question 15

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

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

Question 16

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

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

Question 17

Across-situational generalization should be facilitated as soon as:

A) The client is ready to be dismissed
B) The client can produce the sound at the word level
C) The client begins therapy
D) The client shows signs of across-sound generalization

Question 18

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

Question 19

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:

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

Question 20

All parents are always good generalization partners.

Question 21

Define across-sound generalization.

Question 22

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

Question 23

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

Question 24

Describe the different ways that clinical change can happen, outside of direct effects of treatment. You should discuss the extraneous factors that can be controlled and how they can be controlled) and those that cannot.

Question 25

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?

Question 26

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