week-5-comprehension_checks_answers
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Emerson College *
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635
Subject
Communications
Date
Apr 3, 2024
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Pages
3
Uploaded by ProfPanther3348
Comprehension Checks (CC) for Unit 5
Unit 5. Assessment/Data Collection, Part 1
Location: 5.1.2
1. Which of the following clinical decisions should not be made on the basis of speech-
sound screening results:
a. identify that a speech-sound disorder exists
b. refer the client for a full evaluation even if the client passes the screening
c. recommend treatment if a speech-sound disorder is evident
d. all the given decisions (i.e., all of the above decisions are ill advised).
e. a and c
Give the reason/s for your answer:
Location: 5.2.2
Which of the following methods of data collection is best suited to determining
specific speech sound errors in the speech of a 4-year old:
a. oral facial exam
b. hearing screening
c. speech sound testing
d. eliciting verbal samples
Location: 5.3.2
[Text, p. 171, q. 3] When selecting a measure of articulation for assessment, you
should consider
the age and development level of the child
whether the test is able to provide standardized scores
how the test analyzes speech sound errors
whether the test includes an adequate sample of sounds relevant to the client
all of the given items
Location: 5.3.3
[Text, p. 171, q. 8] Which of the following is a disadvantage to articulation tests?
the time needed to administer a test is usually minimal
results from these tests usually yield a list of “incorrect” sound productions in
different word positions
examination of errors in isolated words
tests provide standardized scores
Location: 5.4.2
[Text, p. 155, Clinical Exercises] You are planning a language sample with a 6;3-year-
old-boy who has difficulties with [l], [r], [
ʃ
], [t
ʃ
], and [d
ʒ
]. What objects could you use
to elicit a [verbal] sample containing these sounds? How would you build diversity
into the spontaneous speech sample? Can you think of different situations, tasks, or
pictures that you could use?
Answer: No answer; open response
Location: 5.4.4
As you watch the upcoming verbal sample elicited from a 4-year-old use the 1–6
Likert scale below to rate her intelligibility.
[Text, page 196, Box 7.1]
1.
Speech is unintelligible.
2.
Speech is usually unintelligible.
3.
Speech intelligibility is difficult.
4.
Speech is intelligible with careful listening.
5.
Speech is intelligible, although noticeable in error.
6.
Sound errors are occasionally noticed in continuous speech.
Did you notice any errors in her speech? If so, on what words? Please be prepared to
discuss in the live session.
Answer: No answer; open response
Location: 5.5.2
Which of the following statements represents the best elicitation prompt for
obtaining a verbal (connected speech) sample from highly unintelligible clients.
Assume that the verbal sample will be used for estimating intelligibility only.
a. “tell me what you did at school today”
b. “what is your favorite sport/hobby?”
c. “make up a story about this picture”
d. “I am going to tell you a story; then I want you to tell it back to me”
Give the reason/s for your answer:
Predictability in responses is needed when eliciting verbal samples from highly
intelligible clients—especially when the samples are to be used for estimating
intelligibility only—because target words need to be determined. A delayed imitating
task such as d. will enable us to determine the target words.
Location: 5.6.4
[Text, p. 171, q. 6] What are diadochokinetic rates?
rates used to measure the number of fricative sounds articulated per second
measures used to examine the rate of movement of the articulators
the number of children in a given sample who have both articulation - and phonemic -
based impairments
measures used to assess the dentition of a client
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