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. 217–223)

1. What percentage of young adults likely presents with speech sound errors?

   • 10 to 20

   • 50 to 60

   • 1 to 2

   • 30 to 40

   • 60 to 70

2. What percentage of speech errors likely resolve spontaneously from grade 4 to 12?

   • 10 to 12

   • 60 to 75

   • 25 to 30

   • 1 to 2

   • 90 to 100

3. Persistent speech errors

   • are leftovers from an earlier speech delay

   • migrated from omission errors to distortions

   • were likely distortion errors even in the preschool years

   • are acquired after brain injury

   • both A and B

4. Residual speech errors

   • are leftovers from an earlier speech delay

   • migrated from omission errors to distortions

   • were likely distortion errors even in the preschool years

   • both A and B

   • none of the above

5. Data on the prevalence of residual and persistent speech errors can be found in

   • caseload reports

   • education-based surveys

   • long-term follow-up studies

   • all of the above

   • none of the above

   Article Two (pp. 224–233)

6. Based on previous research, in which populations has Speech Assessment and Interactive Learning System (SAILS) been successfully used to identify auditory perceptual deficits?

   • Preschoolers

   • Teenagers

   • Adults

   • All populations

7. What is category goodness judgment?

   • Identifying phonetically acceptable and unacceptable production of a token for a given category

   • Discrimination of sounds in different languages

   • Correct pronunciation of sounds

   • Recognizing the difference between minimal pairs

8. Which of the following is NOT a clinical technique used to direct children's attention to acoustic phonetic detail?

   • Focused auditory stimulation

   • Modeling

   • Phonological recasting

   • Phonetic placement cueing

9. Based on the data presented, what conclusions can be drawn?

   • Children ages 9-14 with residual /r/ errors differ from children with typical speech in their perception of /r/ on SAILS

   • Children ages 9-14 with residual /r/ errors differ from children with typical speech in their perception of several phonemes on SAILS

   • Children ages 9-14 with residual /r/ errors did not differ from children with typical speech on any of the phonemes assessed using SAILS

   • None of the above

10. Which statement is true?

    • All children with speech sound disorders show identifiable impairments in speech perception

    • Speech perception training should target speech sounds for which the child's perception is normal

    • Children with speech sound disorders may be better at identifying errors in the speech of others than at identifying errors in their own speech

    • Children with speech sound disorders tend to be better at identifying errors in their own speech than in the speech of others

    Article Three (pp. 234–246)

11. The following disorders may be associated with specific deficits in phonology

    • Dysarthria and childhood apraxia of speech

    • Residual speech errors and dyslexia

    • Specific language impairment

    • Conductive and sensorineural hearing loss

    • Fluency disorders

12. What research evidence suggests that children with residual speech errors exhibit fundamental deficits in the phonological system?

    • They show deficits in a variety of phonological tasks including phonological awareness, phonological memory, spelling, and speech perception

    • They have difficulty planning and executing complex motor programs for speech production

    • They have reduced somatosensory feedback supporting the acquisition of correct tongue placement for speech production

    • Temporary hearing loss results in difficulty processing acoustic signals for speech production

    • Children with residual speech errors do not have primary deficits in phonology

13. What are the most common risk factors for comorbid reading difficulty in children with RSEs?

    • Difficulty producing /r/ and /s/

    • Early exposure to early literacy activities

    • Failure to attend an evidence-based preschool program

    • Comorbid language impairment, increased speech sound disorder severity, and those with RSEs beyond the age of 6 years

    • Children with RSEs are not at risk for a comorbid reading difficulty

14. What is involved in the creation of phonological representations?

    • Dual language exposure which helps children distinguish phoneme features across languages

    • The acquisition of sound-to-letter mappings when learning to read

    • Speech production intervention by qualified speech-language pathologist

    • Achieving developmental milestones for speech production accuracy

    • The storage of the phonological characteristics of words in longterm memory for retrieval and use in speaking or reading

15. Why might a therapy approach for a child with RSEs incorporate therapy activities that target underlying factors, such as speech perception or phonological working memory, in conjunction with speech production practice?

    • Research has shown that targeting both speech perception and speech production with children with speech disorders results in significant treatment gains

    • Incorporating diverse therapy activities is more fun for children

    • All children with speech production problems have speech perception problems

    • Clinicians should not focus on underlying factors in treatment sessions

    • This approach is only necessary for children who struggle with reading

    Article Four (pp. 247–256)

16. The core set of executive functions includes

    • inhibitory control, self-monitoring, planning

    • inhibitory control, working memory, cognitive flexibility

    • inhibitory control, organization, attention

    • self-regulation, attention, cognitive flexibility

    • None of the above

17. Which of the following cognitive constructs has been found to be different in children with speech sound disorder/residual speech errors as compared with typically developing children?

    • Attention

    • Memory

    • Self-monitoring

    • Cognitive flexibility

    • All of the above

18. One of the challenges of measuring self-monitoring for speech is that the process may be confounded with

    • speech perception

    • metalinguistic skills

    • language skills

    • behavior

    • social interaction

19. The clinical frameworks discussed in this article exploit which two cognitive constructs?

    • Self-monitoring and visual memory

    • Attention and cognitive flexibility

    • Attention and memory

    • Self-monitoring and attention

    • Phonological memory and visual memory

20. Which statement best describes what is known about the relationship between cognitive factors and residual speech errors?

    • There is strong evidence that cognitive factors cause residual speech errors.

    • Some cognitive factors have been found to be associated with residual speech errors.

    • Residual speech errors affect cognition.

    • All children with residual speech errors have been shown to have cognitive deficits.

    • Treating cognition alone can help to remediate residual speech errors.

    Article Five (pp. 257–270)

21. During production of American English /r/, the tongue root

    • retracts into the pharynx to create a narrow constriction

    • moves forward to open up the pharyngeal space

    • raises to make contact with the velum

    • moves in the same direction as the tongue tip

    • contacts the alveolar ridge

22. How do the positions of the midline groove and the tongue sides differ from the front (blade) to the root of the tongue for /r/?

    • The sides are raised in the front and flat in the back.

    • The sides are flat and there is no midline groove for both the front and the root.

    • Some speakers have a more extreme groove than others.

    • The position of the sides and midline groove are irrelevant to correct production.

    • The sides are relatively flat for the front of the tongue and show a midline groove for the root.

23. What is the reason for trying several possible tongue configurations when teaching /r/?

    • There is only one appropriate way to produce /r/.

    • Children with residual speech errors have reduced perceptual abilities.

    • It is possible to predict which tongue configuration will work from palate shape.

    • Particular tongue configurations may not work for every vocal tract.

    • There is a primary and a secondary vocal tract constriction for /r/.

24. A pharyngeal constriction is necessary for a correct /r/ because

    • there are no attested examples of correct /r/ without a pharyngeal constriction

    • most introductory textbooks emphasize the oral constriction for /r/

    • /r/ can be both a consonant and a vowel

    • the midline tongue groove causes pharyngeal narrowing

    • children with residual speech errors need tactile feedback to learn new articulatory movements

25. How does the “make a boat with your tongue” instruction strategy help achieve a good /r/?

    • It encourages the tongue tip to curl back.

    • It causes the jaw to open.

    • It encourages the lips to relax.

    • It intensifies the midline groove and encourages the pharyngeal constriction.

    • It encourages tongue flexibility.

    Article Six (pp. 271–282)

26. Which aspect of speech does electropalatography record?

    • Nasal emission

    • Tongue palate contact

    • Vocal fold vibration

    • Lip movement

    • Intraoral air pressure

27. Which of the following electropalatography configurations best characterizes /s/ articulation?

    • Complete anterior contact

    • Posterior groove

    • Incomplete lateral contact

    • Complete posterior contact

    • Anterior groove

28. In typical speakers, which of the following sounds records the greatest amount of electropalatography contact?

    • /b/

    • /t/

    • /h/

    • /a/

    • /f/

29. Which of the following sounds would not be appropriate targets in electropalatography intervention due to its minimal electropalatography contact?

    • /f/

    • /l/

    • /s/

    • /k/

    • /n/

30. Which of the following is a distinguishing characteristic of electropalatography intervention?

    • Modeling

    • Imitation

    • Auditory discrimination

    • Visual biofeedback

    • Shaping

    Article Seven (pp. 283–294)

31. Which of the following statements is not true for residual speech errors?

    • Residual speech errors are errors that persist beyond 8 to 9 years of age.

    • Residual speech errors often have a relatively minor impact on intelligibility.

    • Research to date has not yet converged on a best-practice intervention approach for residual speech errors.

    • Residual speech errors always resolve in children who receive months or years of intervention.

    • Misarticulation of /r/ is the most common type of residual speech errors reported by school-based speech-language pathologists.

32. Previous research regarding the long-term impact of childhood speech sound disorder suggests that

    • the psychological ramifications of childhood speech sound disorder may persist well beyond the actual presentation of the speech errors

    • female speakers with a history of childhood speech sound disorder experience more negative social impacts than male speakers

    • individuals with a history of speech sound disorder do not experience negative occupational outcomes unless they have below-average IQ

    • individuals with and without histories of speech sound disorder are equally likely to work in jobs that required minimal academic rigor

    • none of the above

33. The International Classification of Functioning, Disability and Health (ICF) model released by the World Health Organization conceptualizes health in terms of the individual's ability to function at his or her fullest potential in his or her living environment. The impacts of speech impairment are potentially observed in which of the following domains?

    • Learning and applying knowledge

    • Communication

    • Interpersonal interactions and relationships

    • Major life areas

    • All of the above.

34. Which statement regarding the findings from the current parent survey for children with residual speech errors is true?

    • Questions representing the communication chapter of the ICF framework tended to be most strongly associated with overall impact.

    • Questions representing the interpersonal interactions and relationships chapter of the ICF framework tended to be most strongly associated with overall impact.

    • On average, female subjects in this sample showed significantly higher overall impact of speech errors than male speakers.

    • On average, children below the age of 8 years showed significantly higher overall impact of speech errors than children 8 years and older.

    • Both A and C are true.

35. When making determinations about eligibility for services, the authors suggest that clinicians should consider which of the following criteria?

    • Academic impacts

    • Social impacts

    • Emotional impacts

    • All of the above

    • None of the above