Self-Assessment Questions

This section provides a review. Mark each statement on the Answer Sheet according to the factual materials contained in this issue and the opinions of the authors.

Article One (pp. 81-93)

1. Intraword variability, a common feature in toddler speech sound production, refers to:

   • The number of tokens present in a sample of a young child's speech.

   • Multiple tokens of the same word produced differently in a speech sample.

   • Productions of different words produced similarly in a child's speech sample.

   • The total word count of a speech sample.

   • All of the above.

2. Independent measures for speech sound analyses are those that:

   • Describe a child's speech sound production without comparison to peers or adults.

   • Evaluate a child's speech sound production based on an idealized adult standard.

   • Determine a child's ability to produce the appropriate speech sounds in specific target words.

   • Compare a child's performance on a standardized speech sound assessment to that of a normative sample of typical peers.

   • None of the above.

3. Evaluation referrals for 2-years-olds and younger represent approximately __% of all speech sound referrals:

   • Over 50.

   • Less than 1.

   • At least 75.

   • Less than 10.

   • A total of 100.

4. Available speech sound normative data have reduced utility for toddlers because:

   • Toddlers do not typically produce speech sound irregularities.

   • Large-scale cross-sectional studies are all based on connected speech samples, not single-word productions.

   • Due to their young age, 2-year-olds cannot be reliably assessed for speech sound production deficits.

   • Most well-known U.S. normative datasets begin acquisition ages at age 3 years.

   • All of the above.

5. The following have limited utility in toddler speech sound production evaluations due to theoretical, reliability, and predictive constraints:

   • Syllable structure level analysis.

   • Parent/caregiver input.

   • Relational analyses.

   • Connected speech sampling.

   • Play-based assessment.

   Article Two (pp. 94-104)

6. Which of the following international documents recognize(s) the right of individuals to express their views, particularly in decisions that will affect them?

   • Universal Declaration of Human Rights.

   • Convention on the Rights of the Child.

   • Convention on the Rights of Persons with Disabilities.

   • None of the above.

   • All of the above.

7. What is the best way to gather the perspectives of children with communication disorders about their own communication experiences?

   • Ask their parents.

   • Provide them with an alternative means of expression (visual prompts, drawings, binary choice questions).

   • Observe them communicating with others.

   • Ask their early childhood teachers.

   • Conduct a formal, standardized assessment of their speech and language skills.

8. Which of the following measures can be used to explore children's feelings about talking?

   • Speech participation and activity assessment—children.

   • Diagnostic evaluation of articulation and phonology

   • Focus on communication outcomes of children under 6.

   • Intelligibility in context scale.

   • Goldman-Fristoe test of articulation.

9. Based on the results presented in Tables 1 and 2, which of the following statements is NOT true of most (or the greatest proportion of) children?

   • Children with SSD perceive that talking is difficult and words are hard for them to say.

   • Children with SSD are generally happy about the way they talk.

   • Children with SSD are sad when they play alone.

   • Children with SSD who report they do not like to talk have a lower PCC (speech accuracy) than those who like talking.

   • Children with SSD believe people need to help them talk.

10. How can SLPs use the perspectives of children in clinical practice?

    • To select motivating targets for intervention.

    • To choose intervention approaches that support the child and their communication partners.

    • To understand motivation for engagement in intervention.

    • To undertake holistic assessments.

    • All of the above.

    Article Three (pp. 105-112)

11. Currently, the only standardized tests available for speech sound production focus on:

    • Vowels only.

    • Phrase level speech.

    • Single word productions.

    • Spontaneous speech.

    • Intelligibility.

12. In this study, participants were asked to indicate which assessment items, out of 10 possible, are included in the assessment of speech sound disorders at their school. On average, how many of these items did they choose?

    • 2.

    • 3.

    • 4.

    • 5.

    • 6.

13. What percentage of SLPs in this sample agreed with their required eligibility criteria?

    • 7%.

    • 18.5%.

    • 37.5%.

    • 48%.

    • 81.5%.

14. Which of the following mandatory eligibility criteria for students with SSD was most frequently selected by SLPs on the survey?

    • It adversely affects educational performance.

    • Intelligibility ratings.

    • It attracts adverse attention.

    • It severely interferes with communication.

    • Standardized test score.

15. Which of the following assessment components is reportedly used the least when evaluating children with speech sound disorders?

    • Oral mechanism exam.

    • Standardized testing.

    • Informal speech sample.

    • Classroom observation.

    • Literacy assessment.

    Article Four (pp. 113-123)

16. Cumulative intervention intensity is:

    • The number of properly implemented teaching episodes per session, such as 100 practice trials in one intervention session.

    • The product of dose, dose frequency, and total intervention duration, such as 100 practice trials x 2 sessions weekly x 8 weeks = 1,600 trials.

    • The number of sessions per unit of time, such as 8 sessions per month.

    • The context within which the teaching episodes occur, such as while retelling a story.

    • The total period of time over which the intervention is provided, such as 6 months.

17. Based on evidence from three phonological intervention studies, the recommended minimum dose and dose frequency for children with SSD is:

    • At least 50 trials per intervention session, 2 sessions per week.

    • At least 10 trials per intervention session, 2 sessions per week.

    • At least 25 trials per intervention session, 1 session per week.

    • At least 20 trials per intervention session, 3 sessions per week.

    • At least 40 trials per intervention session, 1 session per week.

18. Quick Articulation was implemented for:

    • Fourth-grade students with language impairment.

    • Preschoolers with severe SSD.

    • Second-grade students with SSD, mild to severe.

    • Kindergarten students with mildmoderate SSD.

    • Kindergarten students with severe SSD and language difficulties.

19. Research evidence described in this article shows that small-group intervention is more effective than large-group (classroom) and individual intervention to address:

    • Speech production accuracy.

    • Grammar.

    • Syntax.

    • Speech perception skills.

    • PA skills.

20. To best address speech production accuracy, the recommended service delivery model is:

    • Individual speech therapy by the SLP; small group PA intervention by a SLP assistant if pertinent for the child; homework component with parent training.

    • Individual speech therapy by the SLP assistant; no group PA intervention; homework component with parent training.

    • No speech therapy; small group PA intervention by the SLP; homework component with parent training.

    • Group speech therapy by the SLP assistant; no PA intervention; no homework component.

    • No speech therapy; group PA intervention by the SLP; homework component with parent training.

    Article Five (pp. 124-137)

21. Which of the following statements is not true for visual biofeedback treatment for speech sound errors?

    • Positive effects of biofeedback intervention have been documented across various technologies, including visual-acoustic, ultrasound, and electropalatography.

    • Learners are taught to alter inaccurate speech sounds through a visual modality, identifying aspects of speech that are challenging to distinguish under typical circumstances.

    • Research to date has not yet converged on a best-practice intervention method of biofeedback for treatment of speech sound errors.

    • Visual biofeedback treatment is always successful for acquisition and transfer of a new speech target.

    • Using biofeedback, a visual representation of the user's speech can be compared against a model representing correct production of a target sound.

22. Past research regarding visual biofeedback intervention suggests that:

    • The success of a visual biofeedback treatment program is not influenced by individual factors such as motivation and attention.

    • Individual treatment response typically results in complete generalization wherein target productions are evident in conversational speech for intervention with low treatment intensity.

    • Relevant factors related to treatment planning may include the type of visual biofeedback, complexity of treatment targets, practice schedule, feedback type/ schedule, and treatment intensity.

    • Low-intensity visual biofeedback treatment programs were found to be more successful when compared to high-intensity intervention

      programs, regardless of the type of biofeedback method. E. Only individuals with SSD can benefit from visual biofeedback intervention.

23. Warren, Fey, and Yoder developed the cumulative intervention index (CII), which takes into account all of the following except:

    • Dose.

    • Dose frequency.

    • Age.

    • Total intervention duration.

    • None of the above; all are part of

      the CII.

24. Which statement regarding measuring treatment intensity for visual biofeedback intervention is true?

    • The CII, as a measure of treatment intensity, provides a framework ill-suited for comparing treatment outcomes on the basis of intensity.

    • Treatment intensity may be an essential variable in optimizing the effectiveness of intervention in the field of communication disorders.

    • A short duration of treatment with a clustered session frequency distribution is likely to have a negative impact compared to a longer duration of treatment with sessions widely distributed.

    • Methods for reporting intensity and outcomes were consistent across studies reported in this article.

    • None of the above.

25. Future recommendations for assessing the relationship between treatment intensity and treatment efficacy should include which of the following:

    • Choose a standard set of parameters for reporting intensity, such as the CII.

    • Choose a valid and reliable measure of change in participant speech behavior, such as an improvement rate

      difference score, as a measure of treatment outcomes.

    • Use multiple posttreatment measures to assess generalization between gains observed in elicited versus spontaneous contexts.

    • Identify target-specific intensity measures.

    • All of the above.

    Article Six (pp. 138-148)

26. What factors are associated with children's omission errors for finite verb morphology?

    • Children's incomplete knowledge of grammar.

    • Phonological complexity of the final segments of the uninflected verb stem.

    • Place of articulation of the final segment of the uninflected verb stem.

    • Phonological similarity of the un-inflected verb stem.

    • All of the above.

27. Which phonological factor is the best predictor of grammatical morpheme accuracy in children with phonological disorders?

    • Mean length of utterance (MLU).

    • Ability to produce consonant clusters in monomorphemic words (e.g., taste, a sk, milk).

    • Age of the child.

    • Presence of fricatives in the phonological inventory.

    • Absence of vowel errors.

28. Which of the following illustrates the phonological contrastive word pair technique?

    • A clinician responds to a child's utterance of “dog run” with “the dog ran away from home.”

    • The clinician says to the child “something scared the dog and he

    • The clinician asks the child “is it runned or ran?”

    • The clinician asks the child “is it / dog/ or /do/?”

    • The clinician asks the child “say / doghaos/ without /haos/.”

29. With which block of treatment should the clinician begin to achieve maximal gains in phonology and finite verb morphology?

    • Phonology.

    • Finite verb morphology.

    • Complex syntax.

    • Vocabulary.

    • All of the above.

30. Which goal attack strategy(s) for morphophonological treatment leads to the greatest amount of finite verb morphology (FVM) change?

    • Simultaneous FVM and phonology treatment within a session.

    • Vertical, block of FVM treatment first.

    • Vertical, block of phonology treatment first.

    • Alternating weekly blocks of phonology and FVM treatment.

    • Vertical, block of FVM treatment first OR alternating weekly blocks of phonology and FVM treatment.