Language and Speech Development
Test Questions
Course Introduction
Language and Speech Development is a comprehensive course that explores the foundational processes involved in the acquisition and evolution of language and speech from infancy through adolescence. The course examines the biological, cognitive, and social factors that influence speech and language growth, including the stages of development, common milestones, and individual variability. Through analysis of current theories, research findings, and case studies, students gain insight into normal development patterns as well as atypical speech and language disorders. The course also discusses assessment methods and intervention strategies, equipping students with the knowledge to support language development in diverse populations.
Recommended Textbook
Articulation and Phonological Disorders Speech Sound Disorders in Children 7th Edition by John
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11 Chapters
281 Verified Questions
281 Flashcards
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Chapter 1: Introduction to the Study of Speech Sound Disorders
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30 Verified Questions
30 Flashcards
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Sample Questions
Q1) Discuss the differences between consonants and vowels.
Answer: Answers will vary, but students should discuss the open vocal tract that is characteristic of vowels whereas consonants have a constriction at some point along the vocal tract.
Q2) Describe a situation in which vowels would not be nasal and a situation in which a vowel would not be voiced.
Answer: Nasal: before/ after a nasal consonant; Voiced: when whispering.
Q3) The appropriate way to describe the vowel /i/ as in "he" is as follows:
A) Low-back, tense, rounded
B) Low-back, lax, rounded
C) High-front, tense, unrounded
D) High-front, lax, unrounded
Answer: C
Q4) Define and describe the three primary acoustic features of speech.
Answer: Answers will vary, but students should discuss the frequency, amplitude, and duration of speech sounds.
Q5) What is the difference between fricatives and affricates?
Answer: Fricatives have continuous airflow whereas affricates start out like fricatives but then have a constriction of the vocal tract like a stop.
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Chapter 2: Normal Aspects of Articulation
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28 Verified Questions
28 Flashcards
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Sample Questions
Q1) Discuss the specific ways that speech sounds develop from birth to age 1 year. Answer: Students will likely take different approaches to thinking about how sounds develop. Most answers should include mention of the following: vegetative sounds such as gurgling, coughing, burping aka reflexive sounds or the quasi-resonant nuclei); control of phonation fully resonant nuclei) including consonant-like sounds, raspberries, etc; expansion isolating vowels, squeals, marginal babbling; canonical syllables consonant vowel syllables; advance forms complex syllables.
Q2) Asking a child to tell you what word is made from "c - a -t" is an example of:
A) Phoneme segmentation
B) Phoneme blending
C) Phoneme deletion
D) Phoneme isolation
Answer: B
Q3) Given this example, calculate the percentage of consonants correct. The child said "dibe me tome tandy" instead of "give me some candy". What is the PCC?
Answer: 4 consonants correct/ 8 consonants total = 50% PCC
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Chapter 3: Speech Sound Acquisition
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20 Verified Questions
20 Flashcards
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Sample Questions
Q1) Discuss two possible disorders with which speech sound disorders may co-occur. What are the probable causes of this co-morbidity?
Answer: It is suggested that children with SSD possibly, due to reduced intelligibility, overcompensate by straining the vocal mechanism SSD comes first). Conversely, it is plausible that a voice disorder causes limited or inadequate feedback necessary for appropriate speech sound development voice disorder comes first).
Q2) Newborn hearing screenings are universal in the United States.
A)True
B)False
Answer: False
Q3) Dysarthria is a neuromotor disorder that only affects the articulatory system.
A)True
B)False
Answer: False
Q4) Speech sound disorders typically occur in isolation of other disorders. A)True
B)False
Answer: False
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Chapter 4: Classification and Comorbidity in Speech Sound Disorders
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26 Verified Questions
26 Flashcards
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Sample Questions
Q1) The number of speech sound errors in children has been shown to decrease from first through fourth grade due to:
A) Attrition
B) Matriculation
C) Attention
D) Maturation
Q2) Research does not support a connection between otitis media and speech sound disorders.
A)True
B)False
Q3) Discuss the link between language and phonology. What areas of language are most closely related to phonological disorders?
Q4) Discuss the factors that have contributed to the mixed findings in the literature regarding whether or not otitis media with effusion OME) is related to speech sound disorders.
Q5) Oral tactile sensitivity is typically most sensitive at the midline of anatomical structures.
A)True B)False
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Chapter 5: Factors Related to Speech Sound Disorders
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26 Flashcards
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Sample Questions
Q1) Formal speech screenings are typically developed by a clinician with no specific criteria for passing or failing.
A)True
B)False
Q2) An audiological screening can be completed in two ways:
A) Pure tone screening and contrast testing
B) Masking and discrimination screening
C) Pure tone screening and impedance screening
D) Discrimination screening and articulation screening
Q3) A comprehensive phonological evaluation assesses areas beyond phonology such as language, hearing, oral mechanism, and what other two areas?
A) Voice and fluency
B) Prosody and fluency
C) Resonance and prosody
D) Swallowing and voice
Q4) It is okay for a phonological assessment to be difficult to score and hard to administer, as long as the pictures are attractive.
A)True
B)False
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Chapter 6: Phonological Assessment Procedures
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Sample Questions
Q1) A child between the ages of 2.5 and 3 years who is unintelligible is typically recommended for services.
A)True
B)False
Q2) Computer-assisted phonological analysis programs are time-consuming and not helpful.
A)True
B)False
Q3) A dialectical difference is:
A) A phonological delay and appropriate for therapy.
B) A phonological difference and not usually appropriate for therapy.
C) A phonological disorder and must be dealt with at once.
D) In need of therapy.
Q4) A child produces the word "swing" like "sawing". The is an example of:
A) Cluster simplification
B) Metathesis
C) Epenthesis
D) Coalescence
Q5) Name the three ways that intelligibility can be measured.
Page 8
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Chapter 7: Determining the Need for Intervention and Target Selection
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26 Verified Questions
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Sample Questions
Q1) 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.
A)True
B)False
Q2) 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.
Q3) 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
Q4) Define across-sound generalization.
Q5) Compare and contrast the common intervention styles. How would you decide which to use?
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Chapter 8: Remediation Procedures
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Sample Questions
Q1) The first step in perceptual training of contrasts involves introducing the child to what a minimal pair is.
A)True
B)False
Q2) Name two different perceptual training activities.
Q3) Tactile feedback may include placing an oral appliance in the client's mouth to provide a landmark for correct articulation.
A)True
B)False
Q4) The core vocabulary approach is likely best suited for children in which disordered population:
A) Childhood apraxia of speech CAS)
B) Autism
C) Persistent speech sound disorders
D) Articulation and language disorders
Q5) Describe the three steps in the core vocabulary approach.
Q6) Articulation and phonology are two sides to the same coin.
A)True
B)False
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Chapter 9: Motor-Based Treatment Approaches
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24 Flashcards
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Sample Questions
Q1) A quick review of a child's single word speech production is sufficient to determine which phonemes or patterns to target in treatment.
A)True
B)False
Q2) The theory behind minimal pairs therapy is that the contrasting phonemes raises awareness of:
A) The way that phonemes are used within the language
B) Sounds produced in the back of the mouth
C) The motoric component of speech production
D) The semantic aspects of target words
Q3) What are three of the four recommended primary targets in the cycles approach?
Q4) A clinician who is working with a child who substitutes one sound for multiple other sound would likely be using which approach:
A) Maximal oppositions
B) Metaphon
C) Minimal pairs
D) Multiple oppositions
Q5) Describe a typical treatment session that uses the cycles approach.
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Chapter 10: Linguistically-Based Treatment Approaches
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23 Verified Questions
23 Flashcards
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Sample Questions
Q1) For individuals who speak multiple languages, there is little phonological influence of one language on another.
A)True
B)False
Q2) General American English, Southern White Standard, Caribbean English, and African American English are all examples of an):
A) Accents
B) Dialects
C) Language difference
D) Language disorder
Q3) What are some factors that contribute to dialect?
Q4) Though many factors contribute to dialect, geographical location is the most prominent.
A)True
B)False
Q5) Why is it important to gather syllabic, prosodic, segmental, and developmental information during an assessment of children who speak a language other than English?
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Chapter 11: Phonological Awareness: Description,
Assessment, and Intervention
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24 Verified Questions
24 Flashcards
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Sample Questions
Q1) Awareness of rhyme tends to develop around the time that children can:
A) Use oral language productively
B) Count
C) Segment multi-syllabic words
D) Identify the number of phonemes in a word
Q2) Phonological awareness assessments can be used to establish phonological awareness skills, determine contributing factors to reading difficulties, and:
A) Assess expressive language
B) Diagnose a speech sound disorder
C) Monitor progress of phonological awareness intervention
D) Examine grapheme knowledge
Q3) The ability to segment a multi-syllablic word into is respective syllables is an example of:
A) Alliteration
B) Rhyme oddity
C) Onset-rime distinction
D) Syllable awareness
Q4) What are three things parents can do at home to foster phonological awareness in preschool children?
13
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