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CSD 315 FINAL ACTUAL EXAM
QUESTIONS & CORRECT DETAILED
ANSWERS A+ GRADE NEWEST VERSION
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 three pros and three cons of standardized test - ANSWER>> PRO: effiecient and easy method of obtaining a sample, can compare to standardized data/normalized development stages, includes all or most speech sound CON: plays little emphasis on vowels, some children may not recognize a pic/word, child may be able to imitate but not produce in normal speech
- 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
- provides a description of the child's overall phonological system
- the potential for facilitating treatment efficiency
- can aid in treatment target selection list the two ways in which "developmentally appropriateness can be determined - ANSWER>> - compare child's productions to normative data for individual sounds
- compare child's productions to normative data for phonological patterns target selection is a critical piece to beginning treatment for children with speech sound disorders. List 5 important facotrs to consider - ANSWER>> stimulability, frequency of occurrence, contextual analysis, developmental appropriateness, phonological patterns, complexity approach discuss the child-level and environmental level factors that are considered when determining how to schedule intervention - ANSWER>> child- age severity of disorder, attention span environment: pull out vs. classroom based intervention, clinician caseload, parent preference define across-sound generalization - ANSWER>> correct produciton of a target generalizes from one sound to another (often occurs within sound classes) name three of four factors that contribute to a child processing to the maintenance phase of therapy - ANSWER>> motivation, meaningfulness of materials, degree that material has been learned, distribution of practice what is self-monitoring - ANSWER>> hand raising, charting and counting of correct producitons within and outside the clinic
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? - ANSWER>> have mother not focus on /r/ but other phonological awareness skills - want parent to be a big part in development - whole language issues - story book reading, reading that involves phonological awareness, coordinate with teacher, the /r/ start app what are three things parents can do at home to foster phonological awareness in preschool children? - ANSWER>> engage children in reciting nursery rhymes together - clap the beat, identifiy first phoneme in child's/family's names, clap out syllables in children's names or segment short names into phonemes, read storybooks with interesting sound patterns - draw attention to these what are the three prevalent models of phonological awareness intervention????????
- ANSWER>> small group intensive, classroom based, training after 1st grade: older children benefit from explicit insturction besides phonological awareness skills, what other skills have shown to have strong relationship with later reading success (name two_ - ANSWER>> conventional literacy emergent literacy skills conventional literacy - ANSWER>> decoding and comprehension emergent literacy skills - ANSWER>> preliminary skills important for reading Give an example of shallow level of phonological awareness and an example of deep phonological awareness. - ANSWER>> shallow: word awareness, rhyme awareness deep: phoneme blending, phoneme segmentation
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
AOS and dysarthria or phonological error all have - ANSWER>> decreased intelligibility or problem will PCC - will vary phonological errors - ANSWER>> consistent error patterns, general normal development Errors are generally distortions - ANSWER>> dysarthria Errors include substitutions, omissions, additions and repetitions, frequently includes simplification of word forms. Tendency for omissions in initial position. Tendency to centralize vowels to a "schwaa" - ANSWER>> apraxia Errors may include substitutions, omissions, distortions, etc. Omissions in final position more likely than initial position. Vowel distortions not as common. - ANSWER>> phonological errors Voice quality may be hoarse, harsh, hypernasal, etc. depending on type of dysarthria
- ANSWER>> dysarthria Age-appropriate voice quality - ANSWER>> apraxia and phonological errors awareness of rhyme tends to develop around the time that children can:
- segment multi-sylllabic words
- use oral langauge productively
- count
- 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
True False - ANSWER>> false Phonological awareness intervention is best delivered in small group settings. True False - ANSWER>> false Working on phonological awareness is helpful for reading skills, but working on speech sound production alone will also improve phonological awareness skills. True False - ANSWER>> true Children with speech sound disorders and comorbid language impairments are at higher risk for literacy difficulties than children with isolated speech sound disorders. 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
- lateral
- horizontal
- 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
