Question 1

System-wide change is said to occur best when clinicians target the following kinds of sounds:

Accepted Answer

Targeting nonstimulable and later developing sounds can lead to broader system-wide change as it encourages the acquisition of more complex sounds, which can generalize to other sounds and improve overall speech intelligibility.

Question 2

Children with multiple speech sound errors will have different treatment goals and generalization expectations compared to children with single speech sound errors.

Accepted Answer

Children with multiple speech sound errors require more complex treatment goals and have lower generalization expectations compared to children with single speech sound errors. This is because the errors are more widespread and may be related to underlying phonological or structural issues, requiring a more comprehensive approach to treatment.

Question 3

Teaching a feature in one sound may result in generalization of that feature to another sound.

Accepted Answer

This is a known phenomenon in speech therapy called "stimulability". If a child is taught to produce a specific sound, they may be able to apply the same articulatory movements to produce another sound with similar features. For example, if a child is taught to produce the "s" sound, they may learn to produce the "sh" sound as well, as both sounds share the feature of being produced with a relatively high, front tongue position.

Question 4

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.

Accepted Answer

Across word position generalization is a common phenomenon in speech development where a child learns to produce a sound in one position (initial, medial, or final) and then starts producing it correctly in other positions without any direct teaching or intervention. Therefore, it is true that a child can produce the /f/ sound in the initial position and can then start producing it in the final position without direct treatment.

Question 5

There are clearly delineated dismissal criteria for SLPs to use with all clients who have speech sound errors.

Accepted Answer

There is no one-size-fits-all dismissal criteria for clients with speech sound errors, as each client's needs and progress are unique. Each client should be evaluated and reassessed regularly by the SLP to determine if continued therapy is necessary.

Question 6

A list of words that contain a child's target speech sound but are never directly targeted in therapy is called a:

Accepted Answer

A list of words that contain a child's target speech sound but are never directly targeted in therapy is called a generalization probe. This is used to assess whether the child can produce the sound correctly in words they have not specifically practiced in therapy, and helps to address the issue of generalization (i.e. being able to transfer skills learned in therapy to real-world communication situations).

Question 7

When a child is receiving treatment for a speech sound disorder, any change observed must be the result of the that treatment only.

Accepted Answer

While treatment can certainly contribute to changes in a child's speech sound disorder, it is important to consider other factors as well. For example, the child's age, maturation, and exposure to language can all play a role in their progress. It is also possible for other interventions (such as medical treatments or natural recovery) to impact the child's speech sound production. Therefore, any change observed in a child's speech sound disorder should be considered within the context of all the factors that could be influencing their progress.

Question 8

Generalization is proof that important changes are happening in treatment.

Accepted Answer

Generalization is the ability to apply learned behavior to new situations or settings. When generalization occurs in treatment, it indicates that the individual is able to use the newly learned behavior in real-life situations outside of the treatment setting, which is a positive indicator of progress and change. Therefore, generalization can be seen as proof that important changes are happening in treatment.

Question 9

For children with multiple phoneme errors, the preferred goal attack strategy is:

Accepted Answer

For children with multiple phoneme errors, the most effective approach is a cyclical one, where multiple targets are addressed over a repeated cycle. This approach allows for the child to practice and master multiple goal sounds over time without overwhelming them with too many targets at once.

Question 10

Meaningfulness of materials, the degree to which information has been learned, distribution of therapy, and _____________ are four important factors that will affect the rate of retention.

Accepted Answer

Motivation is a key factor in retention as it drives a person's desire and effort to remember and apply learned information. While parent and teacher involvement can impact learning, they do not directly affect retention. The rate of articulation refers to the speed at which someone speaks and is not relevant to retention.

Question 11

Generalization probes should include all words targeted in treatment.

Accepted Answer

Generalization probes are designed to assess the transfer of learned skills to untrained words or contexts, so they do not necessarily include all words targeted in treatment but rather a representative sample to evaluate the extent of generalization.

Question 12

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:

Accepted Answer

Johnny has generalized the use of /s/ to all fricatives, indicating that he has learned to transfer the skill of producing /s/ to a broader set of sounds, which is an example of across-feature generalization.

Question 13

When a child generalizes speech sound production skills from the syllable level to the word level, that is called:

Accepted Answer

Across-linguistic unit generalization refers to the ability to apply learned speech sound production skills from one linguistic unit (e.g., syllables) to a larger unit (e.g., words). This demonstrates the child's ability to generalize learned skills to more complex language tasks.

Question 14

All children who are dismissed from speech sound intervention have achieved mastery and retention of the skills.

Accepted Answer

While the goal of speech sound intervention is mastery and retention of skills, it is not always guaranteed that all children will achieve this before being dismissed from treatment. Some children may require ongoing support or periodic check-ins to ensure continued progress and mastery.

Question 15

A common organizational sequence for therapy is in the correct order):

Accepted Answer

The correct sequence is to first identify the antecedent event (what triggers the behavior), then the response (the problematic behavior), and finally the consequent event (what reinforces or maintains the behavior). This allows the therapist to understand the functional relationship between these factors and develop an effective intervention plan. Option A and B reverse the order of the consequent and antecedent events, while option C replaces the consequent event with a "precedent event" which is not a term typically used in therapy.

Question 16

Working on one-two phonemes at a time until mastery is achieved is an example of which goal attack strategy:

Accepted Answer

The vertical goal attack strategy involves focusing on one or two goals at a time until mastery is achieved before moving on to other goals. This approach allows for intensive practice on a small set of skills.

Question 17

Across-situational generalization should be facilitated as soon as:

Accepted Answer

Across-situational generalization should be facilitated as soon as the client can produce the sound at the word level. This indicates that the client has a basic level of mastery of the sound and is ready to transfer that skill to different word positions and contexts. It is important to begin facilitating across-situational generalization early on in therapy to facilitate more efficient progress and improve overall success in achieving the client's communication goals.

Question 18

The horizontal approach is a goal attack strategy in which multiple phonemes are targeted within each treatment session.

Accepted Answer

The horizontal approach involves targeting multiple phonemes within each treatment session. This is in contrast to the vertical approach, which focuses on one phoneme at a time and advances to the next only after mastery of the current one.

Question 19

When a child generalizes the correct production of the /s/ sound with an auditory model to correct production of the /s/ sound with a picture cue, that is called:

Accepted Answer

This is an example of stimulus generalization because the child is applying a learned behavior (the correct production of the /s/ sound) to different but related stimuli (from an auditory model to a picture cue). Stimulus generalization occurs when a response to a specific stimulus becomes associated with other stimuli.

Question 20

All parents are always good generalization partners.

Accepted Answer

Generalization partners should be unbiased and objective, which is not always the case with parents who may have emotional attachment and subjectivity towards their children. Therefore, not all parents make good generalization partners.

Quiz 7: Determining the Need for Intervention and Target Selection