Communication Sciences and Disorders A Clinical Evidence 3rd Edition by Laura M. Justice - Test Bank

Communication Sciences and Disorders A Clinical Evidence 3rd Edition by Laura M. Justice – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Chapter 9 Test Bank

 

Multiple Choice Questions

 

1. Which is an example of an articulator?
   1. tongue
   2. syllable
   3. thrust
   4. fricative

 

2. Apraxia and dysarthria are examples of which type of disorder?
   1. motor-speech
   2. phonological
   3. developmental
   4. functional

 

3. Which is the most commonly-used system to represent the phonemes of the world’s languages?
   1. articulatory phonetics
   2. phoneme contrast system
   3. International Phonetic Alphabet
   4. articulatory categorization

 

4. Which describes the classification of speech sounds based on what the articulators are doing when the sound is produced?
   1. articulatory phonetics
   2. phoneme contrast system
   3. International phonetic alphabet
   4. articulatory categorization

 

5. Which is NOT an articulatory feature that each vowel is characterized by?
   1. height
   2. place
   3. roundness
   4. frontness

 

6. When are the first group of phonemes (Early 8) typically mastered by a typically developing child?
   1. 2 years of age
   2. 3 years
   3. 5 years
   4. 8 years

 

7. When discussing context, or the physical environment in which a sound is produced, which is NOT something that is necessary to consider?
   1. how individual sounds are used
   2. how sounds are used in syllables
   3. how sounds are used in words
   4. how sounds are used within sentences

 

 

8. When a child makes the “error” of substituting “lellow” or yellow, this is attributable to what?
   1. coarticulation
   2. normalization
   3. assimilation
   4. dyslexia

 

9. What age do typically developing children realize the phonemic structure of spoken language- that words and syllables can be broken into phonemes?
   1. 1-2 years
   2. birth
   3. 3-4 years
   4. 5-6 years

 

10. Sammy represents seven different phonemes as /d/. This is an example of which of the following?
    1. small phonemic inventory
    2. phonemic collapse
    3. persisting error
    4. coarticulation

 

11. By the time the child turns two years, how much of his/her communication should be intelligible?
    1. 20%
    2. majority (over 50%)
    3. 75%
    4. 100%

 

12. Which activity looks for possible neuromuscular abnormalities that may cause phonological difficulties?
    1. oral mechanism screening
    2. hearing screening
    3. language evaluation
    4. phonological analysis

 

13. Which terms refer to the extent to which a child can produce a new sound or pattern when given assistance?
    1. probing
    2. underlying representation
    3. stimulability
    4. short-term normalization

 

14. When a young child says “goggy” for “doggie”, this error is attributed to what process?
15. Coarticulation
16. Assimilation
17. Homonymy
18. Extension

 

15. This is the most posterior extension of the velum.
16. Lingual frenum
17. Ossicle
18. Uvula
19. Palate

 

 

16. The goal of this intervention approach is to teach how to plan the sequence of phonemes for a specific vocabulary word so the word is produced consistently.
17. Core vocabulary approach
18. Metaphonological approach
19. Stimulability approach
20. Contrastive approach

 

17. This is considered to be a normal aspect of language and is not considered a speech sound disorder.
18. Dialect
19. Accent
20. Speech variation
21. All of the above

 

18. Stops, fricatives, affricates, nasals, liquids, and glides are all examples of ______________.
19. place of production
20. manner of production
21. voicing
22. all of the above

 

19. Diadochokinetic rate is an example of a ______________________.
20. minimal pair approach
21. maximum pair approach
22. relational analysis
23. maximum performance task

 

20. This impairment involves the rules that govern sound patterns in a given language.
21. Phonological impairment
22. Phonetic impairment
23. Phonemic impairment
24. Phonotactic impairment

 

21. Tongue height, tongue advancement, roundness, and tension are the articulatory features of _____________.
22. consonants
23. vowels
24. obstruents
25. Sonorants

 

22. During this stage of phonological development, there is a rapid increase in vocabulary.
23. Prelinguistic period
24. First words
25. Phonemic period
26. Stabilization

 

23. The purpose of a(n) _____________ is to identify whether a child has a speech delay that will require in-depth assessment.
24. diagnostic speech assessment
25. independent analysis
26. relational analysis
27. screening

 

24. What percentage of children evidencing SSDs can be attributed to otitis media, developmental motor speech disorders, and other developmental disorders?
25. 40%
26. 60%
27. 5%
28. 25%

 

25. Standard English uses about how many phonemes to create words?
26. 26
27. 40
28. 66
29. 25

 

True/False Questions

 

1. A phonological impairment is referred to as a phonetic impairment.

 

2. The term articulation disorder is often used interchangeably with phonological disorder

 

3. Speech sound disorders affect boys at a slightly higher rate than girl

 

4. The /p/ in pig and the /p/ in map are two different phonemes.

 

5. All speech sound problems result from a faulty phonological syste

 

6. Speech sound disorders is one of the most prevalent types of communication impairment among children

 

7. The majority of children with a speech delay also have a significant language impairment affecting vocabulary and/or grammar development.

 

8. The context in which a sound or phoneme is used influences how it is produced.

 

9. A speech variation is not considered to be a speech sound disorder.

 

10. Children are usually fully intelligible to others by two years of age.

 

Short Answer Questions

 

1. How does unintelligibility affect both younger and older children?

 

2. Give two examples of “normal” speech errors that children make during their phonological development.

 

3. Explain the concepts of manner, voice, and place when differentiating among consonants.

 

4. Explain why a hearing screening is completed before a speech assessment.

 

5. Why is stimulability an important feature of a speech assessment?

 

Essay Questions

 

1. Describe the difference between phonological versus articulation impairments, and discuss recent shifts in the terminology used to describe children with significant speech disorder

 

2. Describe the contribution each person can make during consultation with the speech-language pathologist for the purpose of gathering information about a child for speech sound disorder identification: audiologist, pediatrician, psychologist, classroom teacher, reading specialist, and parents.

 

3. Describe the different pieces of a diagnostic speech assessment and their purposes.

 

4. Select one of the intervention approaches (contrastive, stimulability, core vocabulary, and metaphonological) described in our chapter and explain it.

 

5. Compare and contrast the developmental, complexity, and systemic approaches to selecting targets for intervention.

 

Chapter 9 Answer Key

 

Multiple Choice Questions

 

1. A
2. A
3. C
4. A
5. B
6. B
7. A
8. C
9. D
10. B
11. B
12. A
13. C
14. B
15. C
16. A
17. D
18. B
19. D
20. A
21. B
22. C
23. D
24. A
25. B

 

True/False

 

1. False
2. False
3. True
4. False
5. False
6. True
7. False
8. True
9. True
10. True

 

 

Short Answer Questions

 

1. Answers may vary
2. Answers may vary
3. Answers may vary
4. Answers may vary
5. Answers may vary

 

Essay Questions

 

1. Answers may vary
2. Answers may vary
3. Answers may vary
4. Answers may vary
5. Answers may vary