Praxis Chapter 5 Articulation-Phonological Development and Disorders Quiz – Flashcards

6. You are working as a clinician in a private clinic. A father brings his son Johnny, age 4 ½ years old, for an evaluation. According to his father, Johnny is "hard to understand and sometimes the kids at school make fun of him." The pediatrician has told Johnny's father that Johnny will "outgrow this speech problem on his own," but the father wants to make sure that this advice is correct. Johnny will be starting kindergarten in 6 months, when he turns 5 years of age, and his father wants to be sure that Johnny speaks as intelligibly as possible so that he will not be teased in elementary school. When you evaluate Johnny, you find that he has θ/s, t/f, d/ð, and j/l substitutions. You decide to place him into therapy. You would begin therapy by addressing the:

7. In Oller's stages of infant phonological development, reduplicated babbling precedes: A. nonreduplicated or variegated babbling. B. expansion C. cooing D. phonation E. reduplicated expansion

8. A clinician evaluates the speech of a 5-year-old child with a phonological delay. The child is not intelligible to her kindergarten teacher or her peers, and is placed into therapy to improve her intelligibility. Assuming that this child uses the phonological process of consonant-cluster reduction, which of the following is the word you would most likely put on a word list used for treatment? A. bus B. stopped C. blouse D. Lassie E. shoes

9. The therapy technique of phonetic placement is used to teach or establish: A. auditory discrimination B. stimulability C. production of a phoneme in isolation D. minimal pair contrasts. E. phonological processes

10. A speech-language pathologist's role in tongue thrust or oral myofunctional therapy may include: A. none; SLPs do not work with those students B. working as a team member with a dentist, orthodontist, and physician C. evaluating and treating the effects of OMD on swallowing, rest postures, and speech D. A only E. B, C

11. A child comes to you for an evaluation. According to her mother, Sharma has a history of middle ear infections. Sharma's mother reports that Sharma is quite difficult to understand. For example, according to her mother, Sharma says things like gk/dk and ko/to. This child is manifesting the phonological process of: A. fronting B. stridency deletion C. backing D. glottal replacement E. progressive assimilation

12. The articulation therapy approach that emphasizes the syllable as the basic unit of speech production and heavily utilizes the concept of phonetic environment is: A. McDonald's sensory-motor approach B. the maximal contrast approach C. the metaphon approach D. Van Riper's traditional approach E. McCabeand Bradley's multiple phoneme approach

13. A child is referred to you by his preschool teacher. This child, Damien, is 4 years 3 months old and has transferred from out of state. In his previous state, Damien was reportedly assessed by a speech-language pathologist who recommended that Damien receive intervention before kindergarten. According to the report from the previous clinician, Damien uses the phonological processes of gliding, consonant duster reduction, stopping, reduplication, and final-consonant deletion. Your assessment confirms the presence of these phonological processes. You would begin treatment by addressing:

14. Which one of the following is FALSE regarding dental deviations? A. Skeletal malocclusion refers to deviations in the shape and dimensions of the mandible and maxilla B. Dental malocclusion refers to deviations in the positioning of individual teeth. C. In class I malocclusion, the arches themselves are generally aligned properly; however, some individual teeth are misaligned. D. In class II malocclusion, the maxilla is receded and the mandible is protruded. E. Overjet occurs when a child has a Class II malocclusion and the upper teeth from the molars forward are positioned excessively anterior to the lower teeth.

15. Which one of the following is FALSE regarding treatment of child with SSDs? A. The distinctive features approach is used to find a child's underlying patterns (e.g., problems with the feature of nasality) and train one or several sounds in that pattern in hopes that generalization to other sounds in that pattern will occur. B. Hodson and Paden's cycles approach involves treating children with phonological disorders in cycles in which the child is trained to a criterion of mastery for error patterns such as final-consonant deletion and fronting. C. Van Riper's approach focuses on phonetic placement, auditory discrimination/perceptual training, and drill-like repetition and practice at increasingly complex motor levels until target phonemes are produced correctly in spontaneous conversation. D. In minimal pair contrast therapy, the clinician uses pairs of words that differ by only one feature; of the paired words, one is the target word in which the sound is produced correctly and the other is the child's incorrect production. E. Children whose SSDs are phonological in nature and accompanied by difficulties in language are at the greatest risk for failing achieve phonological awareness and eventual literacy skills; thus, it is important to incorporate phonological awareness treatment into therapy sessions with them.

A 5-year-old child, Crystal S., is brought to you for an evaluation of her speech. The family speaks only English in the home. According to Crystal's mother, Crystal "loves to talk but most people have trouble understanding her." As you play with Crystal informally you estimate that she is approximately 50-60% intelligible. You conduct an oral peripheral evaluation, which reveals that Crystal does not have any anatomical or physiological anomalies that would explain why she is so unintelligible. You also conduct in-depth assessment in other areas to determine the nature of Crystal's unintelligibility and to determine therapy goals. 16. You discover through your assessment that there are some sounds that Crystal consistently misarticulates. For example, she usually makes a t/k substitution (e.g., tea/key). You want to know if Crystal can produce /k/ in isolation. You show her how to produce /k/ by giving her a model, and you tell her, "Watch me make the /k/ sound". Then you do it just like I did." When you are doing this, you are assessing Crystal's: A. phonological knowledge B. receptive phonology skills C. overall intelligibility D. stimulability E. diadochokinetic skills`

A 5-year-old child, Crystal S., is brought to you for an evaluation of her speech. The family speaks only English in the home. According to Crystal's mother, Crystal "loves to talk but most people have trouble understanding her." As you play with Crystal informally you estimate that she is approximately 50-60% intelligible. You conduct an oral peripheral evaluation, which reveals that Crystal does not have any anatomical or physiological anomalies that would explain why she is so unintelligible. You also conduct in-depth assessment in other areas to determine the nature of Crystal's unintelligibility and to determine therapy goals. 17. You find that Crystal uses a number of phonological processes. One of those processes is stopping. You know this when you hear Crystal make such substitutions as: A. bae/bath B. tu/shoe C. ruz/rush D. nake/snake E. tuhree/three

A 5-year-old child, Crystal S., is brought to you for an evaluation of her speech. The family speaks only English in the home. According to Crystal's mother, Crystal "loves to talk but most people have trouble understanding her." As you play with Crystal informally you estimate that she is approximately 50-60% intelligible. You conduct an oral peripheral evaluation, which reveals that Crystal does not have any anatomical or physiological anomalies that would explain why she is so unintelligible. You also conduct in-depth assessment in other areas to determine the nature of Crystal's unintelligibility and to determine therapy goals. 18. You decide that for therapy, you would like to use the distinctive features approach to help Crystal become more intelligible. In this approach, you would: A. use minimal pairs. B. try to find Crystal's underlying patterns and train one or several sounds in those patterns in hopes that generalization to other sounds in that pattern would occur C. use auditory bombardment as a key component of each therapy session D. A, B E. B, C

19. You are approached by Dr. Kim Lee, a 34-year-old university assistant professor from Korea. Dr. Lee has been in the United States for six years; she received her Ph.D. in chemistry in the United States. Dr. Lee now teaches undergraduate and graduate classes in chemistry at a local university. Dr. Lee reports that she usually gets good student evaluations; however, many students report that they have trouble understanding her speech. Dr. Lee states that "I feel frustrated because I know my accent is getting in the way of my teaching." Dr. Lee has no history of dyspraxia , voice problems, or other communication disorders in Korean or English. The best thing for you to do in this case is to: A. give Dr. Lee standardized language and articulation tests in English because it is clear that Dr. Lee has a communication disorder that needs to be remediated, and these tests will spotlight Dr. Lee's weaknesses. B. tell Dr. Lee that her accent makes her special, and that no accent training is necessary because Dr. Lee's accent is "a unique and beautiful part of who you are." C. tell Dr. Lee that you will assess her English intelligibility using an accent assessment instrument as well as analysis of a conversational sample; if she would like to participate in elective accent training to become more intelligible, such training is available to her. D. Tell Dr. Lee to listen daily to more English TV and radio, and come back in 6 months if her student evaluations have not improved E. Tell Dr. Lee that she has a communication disorder in both Korean and English, and that she will need intensive therapy to remediate this disorder

20. A 3-year-old child is receiving therapy for remediation of several phonological processes. The child has difficulty acquiring the rules of the phonological system, and the clinician decides to help the child pay attention to the phonological structure of language as well as help the child develop awareness that sounds can be classified and characteristics such as place (front-back), duration (long-short), and others. To achieve this goal, the clinician will most likely use: A. Hodson's cycles approach B. McDonald's approach C. metaphon therapy D. the distinctive feature approach E. Van Riper's traditional approach to therapy

Compare and contrast linear and non linear phonology theories

After 3 years of age, which phonological processes should children not be using?

What are the differences between dysarthria and developmental apraxia of speech in children? What are the ramifications of these differences in assessment/treatment?

Specific components of an assessment

describe 1 assessment and 1 training concept or principle that clinicians should keep in mind when providing services to adults who refer themselves for accent training to increase their intelligibility