502 Final Exam Book Questions PDF

502 Final Exam Book Questions- Chapter 8- 1. Describe the three components of EBP that must be integrated. - External Evidence (Research Evidence): This involves using the best available research findings to guide clinical decision-making. These studies provide validated treatment m...

502 Final Exam Book Questions- Chapter 8- 1. Describe the three components of EBP that must be integrated. - External Evidence (Research Evidence): This involves using the best available research findings to guide clinical decision-making. These studies provide validated treatment methods and approaches backed by data. - Clinical Expertise: Clinicians apply their knowledge, skills, and professional judgment when tailoring treatment to the individual. This includes analyzing client needs and implementing strategies effectively. - Client/Family Values and Preferences: Interventions must align with the individual goals, cultural background, preferences, and needs of the client and their family. Considering their input ensures that treatment is meaningful and relevant. 2. What information do treatment data, generalization probes, and control probes provide? -Treatment Data: These data track a client’s progress during therapy sessions. It helps monitor whether the targeted skills (e.g., specific phonemes or language forms) are being acquired within the controlled clinical environment. - Generalization Probes: These assess whether learned skills transfer to untrained stimuli, contexts, or environments. For example, if a child learns the /k/ sound in therapy, generalization probes evaluate if they can produce it in everyday conversation or with different words. -Control Probes: Control probes measure changes (or lack thereof) in untreated behaviors or sounds. These are used to ensure that progress is due to the intervention and not external factors like maturation or spontaneous development. 3. What does practice-based evidence tell us that published research does not? Practice-Based Evidence (PBE) highlights insights gained from real-world clinical practice, which may not always align with controlled research studies. It provides: Individualized Treatment Effectiveness: Information on how treatments work for specific clients with unique needs, which might differ from research group averages. Adaptability: Evidence on how interventions perform in less controlled, diverse, and dynamic clinical environments. Practical Application: Clinicians’ documentation and experiences offer practical insights that may not be covered by research studies, such as managing co-occurring conditions, accommodating family dynamics, or cultural differences. Chapter 9- 1. When in the treatment process would it be appropriate to use continuous versus intermittent reinforcement? -Continuous Reinforcement: When to Use: During the initial stages of therapy or when a new behavior or skill (e.g., producing a target sound) is being taught. Purpose: To establish the behavior by providing consistent feedback for every correct response. Example: Praising or rewarding a child each time they correctly produce the /s/ sound. -Intermittent Reinforcement: When to Use: During the later stages of therapy, once the behavior has been learned and needs to be maintained or generalized. Purpose: To reinforce the behavior occasionally to prevent dependency on constant rewards and promote consistency across contexts. Example: Praising correct sound production every few attempts, not every single time. - 2. What are critical considerations in selecting consequent events?  - Consequent events should: 1. Be Immediate: Reinforcement should follow the target behavior quickly to strengthen the connection. 2. Be Meaningful and Motivating: Tailor rewards to the child's interests and preferences (e.g., stickers, verbal praise, or tokens). 3. Be Consistent: Ensure the consequence is predictable to establish clear expectations. 4. Align with Goals: Choose events that promote long-term success, such as naturalistic praise for generalization. 5. Avoid Overuse: Be careful not to use reinforcers in a way that diminishes intrinsic motivation. 3. Distinguish among vertical, horizontal, and cyclical goal attack Strategies. -Vertical Approach: Focus on one or two specific goals until mastery is achieved before moving to the next. Example: Targeting the /r/ sound in isolation until the child can consistently produce it before introducing /l/. -Horizontal Approach: Work on multiple goals simultaneously during a session. Example: Targeting both /s/ and /z/ sounds in the same session. -Cyclical Approach: Rotate through several goals over a set period, even if mastery hasn’t been achieved before switching. Example: Focus on /k/ for two weeks, then switch to /g/, and later cycle back to /k/. 4. Describe and give examples of three types of speech sound Generalization. -Stimulus Generalization: Transfer of learned behavior to new settings or stimuli.  ○ Example: Producing /s/ correctly in therapy and then at home during conversation. -Response Generalization: Production of untrained sounds or patterns due to training on a related sound. ○ Example: Practicing /k/ results in improved production of /g/. -Contextual Generalization: Transfer of learned sounds to different word positions or contexts. ○ Example: Producing /s/ correctly in "sun" and later in "bus." 5. Present five expectations relative to speech sound Generalization. - Generalization varies among individuals based on factors like age, severity, and intervention consistency. - Some sounds or skills generalize more easily than others. - Generalization is more likely when therapy targets sounds in varied positions or contexts. - Activities mimicking real-life communication promote broader generalization. - Directly addressing generalization through planned activities can enhance its success. 6. Discuss some of the challenges of treating very young children. - Limited Attention Span: Sessions must be engaging and age-appropriate. - Developmental Readiness: Young children may lack the cognitive or motor skills to tackle certain goals. - Behavior Management: Play-based therapy may be necessary to maintain engagement. - Parental Involvement: Parents play a critical role in reinforcing skills outside therapy. - Speech Sound Development: Some errors may be age-appropriate and not indicative of a disorder. 7. How might treating older children differ from treating very young Children? - Goal Complexity: Older children can handle more advanced and structured goals. - Metalinguistic Awareness: They can better understand speech mechanics and self-monitor errors. - Long-Standing Habits: Older children may have entrenched speech patterns that require more effort to modify. - Motivation: Engaging older children often requires relating therapy to their interests or social goals. - Independence: Older children can take more responsibility for practice outside therapy sessions. Chapter 10- 1. How would one assess auditory perception in a child who is suspected of having difficulty with sound contrasts? -Discrimination Tasks: Use minimal pairs (e.g., "bat" vs. "pat") to determine whether the child can hear the differences between sounds. Example Task: Ask the child to identify if two words are the same or different. -Identification Tasks: Present words with sound contrasts and ask the child to point to pictures or objects corresponding to the word they heard. Example Task: "Point to 'cat' or 'cap'." -Error Patterns: Analyze misperceptions or errors during natural conversation to determine if they stem from auditory discrimination challenges. -Listening Exercises: Play sound contrasts in varied phonetic contexts to assess perception accuracy (e.g., word-initial vs. word-final). 2. Outline a traditional approach to articulation therapy and specify for whom it is appropriate.  Traditional Articulation Therapy: 1. Auditory Discrimination Training: Teach the child to recognize the target sound and distinguish it from incorrect productions. 2. Sound Establishment: Teach the child to produce the target sound in isolation. Techniques include modeling, phonetic placement, or shaping. 3. Sound Stabilization: Practice the sound in increasingly complex contexts: ○ Isolation → Syllables → Words → Sentences → Conversation. 4. Generalization: Ensure the child can use the sound correctly in various settings and with different communication partners. 5. Maintenance: Monitor the child’s speech over time to ensure retention and consistent use. Appropriate Population:This approach works well for children with articulation disorders (e.g., difficulty producing a specific sound, like /r/ or /s/), particularly when there are no underlying phonological issues. 3. Outline a shaping procedure for teaching /t∫/: 1. Start with /t/: Teach the child to produce a clear /t/ sound. 2. Introduce /ʃ/: Practice producing /ʃ/ (as in "shoe") by focusing on airflow and tongue positioning. 3. Combine /t/ and /ʃ/: Blend the sounds together quickly: ○ Step 1: Say /t/ followed by /ʃ/ (e.g., "t-sh"). ○ Step 2: Gradually shorten the pause between the sounds to produce /tʃ/. 4. Reinforce Correct Production: Use mirrors, visual cues, or tactile feedback to help the child refine the sound. 4. Discuss how traditional articulation therapy might be modified to make it more efficient. - Use Evidence-Based Techniques: Incorporate research-supported methods, such as concurrent or randomized practice schedules, to enhance learning. - Increase Intensity: Provide more frequent and shorter therapy sessions to maximize practice opportunities. - Focus on Functional Words: Target high-frequency or personally meaningful words to encourage faster generalization. - Integrate Technology: Use apps or games that provide immediate feedback and make practice engaging. - Contextualized Practice: Practice sounds in meaningful contexts (e.g., conversation or storytelling) to encourage generalization. 5. What is meant by nonspeech oral motor activities? Why are these often regarded as not worthwhile? Definition:Nonspeech oral motor activities involve movements of the oral structures (e.g., tongue, lips, jaw) that are unrelated to speech production. Examples include: Blowing bubbles. Tongue wagging. Chewing exercises. Criticisms: 1. Lack of Evidence: Research does not consistently support a direct link between nonspeech exercises and improved speech production. 2. Speech Requires Coordination: Speech sounds involve complex, context-specific motor planning, which nonspeech activities do not mimic.  3. Inefficiency: Time spent on nonspeech tasks could be better used practicing actual speech sounds. 4. Skill Transfer: Movements used in nonspeech tasks do not typically transfer to speech production because the contexts and goals are different. Exceptions:Some clinicians may use nonspeech activities in specific cases, such as severe motor impairments, to build foundational strength or awareness. Chapter 11- 1. What is the difference between a motor-based treatment and a linguistically based treatment? Motor-Based Treatment: Focuses on improving the motor execution of speech sounds. Targets sound production accuracy through modeling, shaping, and practice at the level of articulation. Example: Traditional articulation therapy for a child with difficulty producing the /r/ sound. Linguistically Based Treatment: Focuses on the underlying phonological rules or patterns, aiming to reorganize the child’s phonological system. Targets sound contrasts and error patterns to improve overall intelligibility. Example: Treating final consonant deletion using minimal pairs (e.g., "bee" vs. "beet"). 2. Outline a linguistic approach to speech sound intervention for a child with many error productions and specify for whom it is Appropriate. Linguistic Approach: 1. Identify consistent error patterns (e.g., stopping, fronting). 2. Select phonological processes to target. 3. Use techniques like minimal pairs or the cycles approach to address patterns.  Appropriate For: Children with phonological disorders and many consistent errors due to predictable phonological processes. 3. Discuss how and why one would use minimal pairs in phonological treatment. How: Use pairs of words that differ by one phoneme (e.g., "bat" vs. "pat"). Emphasize the meaning change resulting from sound substitution. Why: Helps children recognize and correct sound contrasts, improving both production and phonological understanding. 4. What is the difference between conventional minimal pairs, the complexity approach, and multiple oppositions? - Conventional Minimal Pairs: Target a single sound contrast related to a consistent phonological error. - Complexity Approach: Target complex, marked sounds (e.g., clusters) to promote generalization to simpler sounds. - Multiple Oppositions: Address multiple phoneme collapses by contrasting several sounds at once (e.g., "bat," "pat," "cat," and "sat"). 5. Describe multiple opposition treatment and when it might be appropriate to use with a child. - Description: Targets multiple phonemes that are collapsed into one error (e.g., substituting /t/ for /k/, /s/, and /ʃ/). - Appropriate For: Children with moderate-to-severe phonological disorders who exhibit extensive phoneme collapses. 6. Outline the procedures for a cycles phonological patterns approach to therapy. - Assess and identify error patterns. - Select primary targets (e.g., final consonants, fronting). - Cycle through patterns in short periods (e.g., 2-4 weeks per pattern), even if mastery isn’t achieved. - Use auditory bombardment, production practice, and stimulability tasks.  - Repeat cycles as needed. 7. Describe how a whole-language or naturalistic recast approach differs from most other treatment approaches. - Focuses on embedding speech therapy within natural contexts like conversation or play. - Emphasizes modeling correct forms during meaningful interactions rather than direct drill-based practice. Chapter 12- 1. Contrast the typical assessment battery with the one suggested for CAS. Typical Assessment: Standardized articulation tests, spontaneous speech samples, and stimulability tasks. CAS Assessment: Emphasizes motor planning and sequencing, with tasks like diadochokinetic rates and multisyllabic word production. Includes dynamic assessments to observe performance with cueing. 2. How does therapy for a client with CAS differ from more traditional therapy? Discuss three possible treatment options. - Dynamic Temporal and Tactile Cueing (DTTC): Focuses on imitation with immediate feedback. - Rapid Syllable Transition (ReST): Targets prosody and transitions between syllables. - Integrated Phonological Awareness Therapy: Combines phonological and motor goals. Differences: CAS therapy emphasizes repetitive, structured practice with multimodal feedback. 3. Discuss ways in which traditional therapy might be modified for older children. - Use age-appropriate and meaningful content (e.g., social goals, academic needs). - Incorporate self-monitoring and metacognitive strategies. - Focus on functional language and intelligibility in peer settings. 4. Contrast the advantages and disadvantages of providing additional tactile versus visual feedback. Tactile Feedback: Advantage: Provides concrete, kinesthetic cues for placement (e.g., PROMPT). Disadvantage: Requires close physical interaction and may not generalize easily. Visual Feedback: Advantage: Uses mirrors, spectrograms, or apps for immediate visual reinforcement. Disadvantage: May not address tactile motor planning issues. 5. Identify how instrumentation can assist in treatment for SSDs, including limitations of this type of assistance. - Assist: Tools like ultrasound or biofeedback apps can visualize tongue movements or acoustic properties. - Limitations: High cost, limited availability, and reliance on specialized equipment. Chapter 13- 1. What are some key indicators of phonological awareness that emerge during the preschool period? - Recognizing rhyme and alliteration. - Identifying syllables in words. - Blending and segmenting sounds. 2. What is the relationship between phonological awareness and reading ability? - Strong phonological awareness predicts reading success. Difficulties often lead to challenges in decoding and spelling. 3. Why are children with expressive PDs at increased risk for problems with phonological awareness? - Limited exposure to correct phonological forms hinders their ability to develop awareness of sound structures. 4. What is the SLP’s role with respect to phonological awareness? - Assess, monitor, and provide intervention for phonological awareness skills, particularly for at-risk children. 5. What are specific strategies that the SLP can use to promote phonological awareness for preschool-age children? - Play rhyming games. - Practice sound segmentation and blending. - Use songs and books with repetitive phonological patterns. 6. What might a classroom-based or intensive small-group phonological awareness intervention program look like? - Activities like clapping syllables, sorting rhyming words, and blending/segmenting sounds. - Frequent, short sessions integrated into literacy instruction