Download Speech Sound Acquisition and Phonological Disorders: Assessment and Intervention and more Exams Nursing in PDF only on Docsity!
CSD 315 FINAL 2025 ACTUAL EXAM
150 QUESTIONS AND CORRECT
DETAILED ANSWERS| AGRADE
Why is understanding/knowing normal speech sound acquisition important? list the reasons - ANSWER>> can compare to normative data, can't know typical if you don't know atypical, referral assessment, diagnosis, selecting intervention targets, prep dismissal how do we study speech sound acquisition at different ages - ANSWER>> high amplitude sucking, conditioned head turn paradigm, event related potentials, eye tracking, habituation - starks stages starks stages - ANSWER>> 1. reflexive 2. control of phonation 3. expansion 4. basic canonical 5. advanced form be able to explain infant directed speech - ANSWER>> motherese - high pitch, fluctuating intonation, hyperarticulation, short utterences, greater frequencies why are early, middle late sounds important - ANSWER>> based on children with speech sound disorders - same pattern holds true to most children (even with errors)
- can see typical development
most common phonological processes - ANSWER>> substitution, weak syllable deletion, reduplication, stopping, fronting severity scale for PCC - ANSWER>> mild 85-100% mild/moderate 65-85% moderate/severe 50-65% severe: below 50% name three common standardized single-word phonological/articulation assessment
- ANSWER>> goldman-fristoe test of articulation, clinical assessment of articulation and phonology (CAAP-2), Photo Articulation Test (PAT) name 3 of the 4 ways of connected speech sample can be collected - ANSWER>> spontaneous narrative, passage reading, delayed imitation/repetition, story retelling if a chilician is unsure of his/her transcription abilities, what are two options he/she has for collecting a thorough speech sample - ANSWER>> interjudge reliability: point to point agreement between two judges (compare sample) intrajudge reliability: point to point agreement within one judge (transcribe sample later and compare) List the pros and cons of spontaneous conversational speech samples compared to single-word speech samples (often used in spontaneous speech). Which should a clinician choose? - ANSWER>> pro's for spontaneous: hear more natural production, better assessment of overall inteligibility, more efficient cons of spontaneous: might not hear specific productions, less direct, may not know what you're trying to say --- USE A COMBINATION OF BOTH
You are performing an oral mechanism examination. List the preliminary steps you will take to prepare for the exam (i.e., what tools and supplies will you need?) and at least 4 anatomical structures that you will assess, and how. Be specific. - ANSWER>> flashlight, tongue depressor, gloves - have child seated at eye level - start at front of oral cavity and progress to back
- dentition: evaluate the alignment with upper and lower jaws, know the bite, have them say isolated speech sounds
- hard palate: extend head back, look for discoloration, rub the mucous membrane at midline
sofe palate: look for coloration (pink or while) examine velar symmetry and elevation
- tongue: evaluate size of tongue in relation to oral cavity, DDK test case history: why is it important to obtain one? list at lease 3 pieces of information necessary to gather during a case history - ANSWER>> etiological factors, family/child perception of problem, academic home and social environment information, medical information ---- may assist clician to form a best guess for what the problem may be and help in selecting specific tests name the three ways that intelligiblity can be measured - ANSWER>> open set, closed set, rating scale how is PCC calculated - ANSWER>> PCC = # of consonants correct / total # of consonants in production describe the phonologcial pattern coalescence and give an example - ANSWER>> two sounds that are difficult to hear are next to one and other so those are deleted and replaced with ONE completely new phoneme - swim to fim two reasons phonological patterns are useful - ANSWER>> 1. comparing the number and type of patterns a child is producing to what they should be producing at their age is useful diagnostically
- treatment targets may be more easily selected when a pattern of errors is established list three reasons that error analysis is important in phonetic/phonologic testing??? - ANSWER>> - pattern identification is really important for kids with multiple errors since children may produce forms that reflect more than one pattern
ANSWER>> hand raising, charting and counting of correct producitons within and outside the clinic strategy suggested to facilitate situational generalization of the target sounds to occur in natural environment??? 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. - ANSWER>> normal development maturation: getting better on everything placebo effect: improvement results from any intervention is being applied hawthorne effect: the client improves because they become convinced a particular treatment is working pymalion effect: client responds positively to signals or interactions with clinician - change occurs
- regression to mean: statisical phenomenon - if anyone is achieving super low or high the next test will be closer to the mean or average (really low will look better the next time) compare and contrast the common intervention styles. how would you decide which to use???? - ANSWER>> discuss both sides of the argument for targeting non-stimulable and later developing sounds.??? - ANSWER>> - systemwide change??
- against argument - 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 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
although phonological awareness develops along a continuum, discuss the skills that would be expected to develop first, next and last???? - ANSWER>> Compare and contrast norm-referenced, criterion-referenced, and dynamic assessments as they apply to examining phonological awareness in children with SSD. What are the benefits of each, and what are the cautions for each? Which would you choose for a 5-year-old child with a moderate speech sound disorder who was struggling with phonological awareness at the level of rhyming? - ANSWER>> norm referenced: normative sample for developing instrument, cautious for applying these norms for children - accounts for diffferiential eduational experiences - useful in delieating the extent to which children show phonological awareness difficulties in comparison to age matched peers. Also, they can be helpful for identifying which children need intensive phonological aware intervention. Criterion-referenced assessments are used in determining a child's performance against a specific criterion. The performance is alternatively not compared to a group of similarly aged peers, but to a certain curriculum based standard. Clinicians and SLPs can choose specific criterion-referenced tasks to be used for screening for individual children's deficits and difficulties. The more informal tasks are used to identify the children who are struggling compared to the published criteria, label a child's level of performance, delineate the goals of intervention, track progress and determine when intervention is no longer necessary. Although, with standardized assessments, there are drawbacks when considering dialectical differences, vocabulary knowledge and overall needs for more appropriate and specialized testing for certain children. Dynamic Assessment explores children's performance in response to different types of cues given by clinician's. This provides a method for receiving a clearer idea of children's underlying competencies in addition to their potential for learning new skills. The goal of this assessment is to decide how much and what type of support is required to obtain higher levels of performance of the child. Information gathered by
the assessment can identify underlying competencies and their short and long-term ability to changes. In addition, this assessment style was proved to being more useful than the other t List the differences in small group intensive instruction, classroom-based instruction, and conventional speech therapy as treatment models for phonological awareness. What makes these models different? How should an SLP decide which to use? - ANSWER>> small group: focus on three to six, exclusively on phonological awareness or may additionally focus other literacy goals - reading fluency and vocab classroom based: incorporates phonological awareness activities into daily schedule, promoting these skills in all children in the classroom, including those with speech difficulties, SLPs have a dual role with the classroom teach to ensure successful implementation, based primarilily at the phoneme level, connect speech with written words
- conventional speech therapy: children who appear to not benefit or no options for classroom based - feature other targeted skills for indivual - --- SLP should evaluate a child's needs to make the decision for what environment to have child in - mixed environments are good dysarthria - ANSWER>> distorted but not consistent patterns, muscle weakness, difficulty with any speech process (aspiration/resonance/hypernasality) apraxia - ANSWER>> inconsistent substitutions patterns/ vowel distortions / different productions of the same word including substitution of an entire phoneme class, difficulty rhyming and decreasing intelligibility is called - ANSWER>> phonological disorders
- identify the number of phonemes in a word - ANSWER>> use oral langauge productively the words "cape" and "cane" are examples that can be used to test what phonological awareness skill?
- alliteration
- rhyming
- segmentaiton
- manipulation - ANSWER>> alliteration The ability to segment a multi-syllablic word into is respective syllables is an example of: Onset-rime distinction Alliteration Syllable awareness Rhyme oddity - ANSWER>> syllable awareness Norm-referenced phonological awareness assessments may not take into account a child's speech sound disorder, therefore it's helpful to assess phonological awareness using:
Only criterion-referenced measures Receptive and expressive measures A task that taps only the error sounds Measures obtained from a reading specialist - ANSWER>> receptive and expressive measures A child's ability to manipulate phonemes is an example of: Shallow levels of phonological awareness Linguistic sequencing Phonemic analysis Deep levels of phonological awareness - ANSWER>> deep levels of phonological awareness Phonological awareness assessments can be used to establish phonological awareness skills, determine contributing factors to reading difficulties, and: Assess expressive language Monitor progress of phonological awareness intervention Diagnose a speech sound disorder
True False - ANSWER>> true An alliteration activity that requires children to pay attention to the initial phoneme in the word, produce the initial phoneme in the word correctly, and identify the letter that corresponds to the phoneme is a good example of phonological awareness treatment for children with SSD. True False - ANSWER>> true 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 - ANSWER>> stimulus generalization a common organizational sequence for therapy is (in correct order) - ANSWER>> antecedent event, response consequent event for children with multiple phoneme errors the preferred goal attack strategy is: - vertical
- cyclical - ANSWER>> cyclical 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: - ANSWER>> across feature generalization 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
- parent involvement
- teacher involvement
- rate of articulation
- motivation - ANSWER>> motivation children with multiple speech sound errors will have different treatment goals and generalization expectations compared to children with single speech sound errorr - ANSWER>> true generalization is proof that important changes are happening in treatment - ANSWER>> true across word position generalization happens when a child can produce the /f/ sound in the inital position and then, without direct treatment, can produce the /f/ sound in the final position - ANSWER>> true
