Test Bank for Articulation and Phonology in Speech Sound Disorders: A Clinical Focus, 6th Edition

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Test BankForArticulation and Phonology in SpeechSound Disorders:AClinicalFocusSixthEditionJacqueline Bauman-Waengler,Speech/Language Specialist

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iiTableofContentsChapter1ClinicalFramework:BasicTermsandConcepts1LearningObjectives1Chapter Overview1Presentation Outlines2Keyword Definitions2LearningMaterialsAnswerstoQuestionsfromTextbook4AdditionalLearningMaterials6Multiple Choice Questions7True/False Questions8Short Answer Questions9Essay Questions9References10Chapter2ArticulatoryPhonetics:SpeechSoundForm11LearningObjectives11Chapter Overview11PresentationOutlines12Keyword Definitions12LearningMaterialsAnswerstoQuestionsfromTextbook18AdditionalLearningMaterials23Multiple Choice Questions26True/False Questions28Short Answer Questions29Essay Questions29References30Chapter3PhoneticTranscriptionandDiacritics31LearningObjectives31Chapter Overview31Presentation Outlines32Keyword Definitions32LearningMaterialsAnswerstoQuestionsfromTextbook36AdditionalLearningMaterials39Multiple Choice Questions41True/False Questions43Short Answer Questions43

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iiiEssay Questions44References44Chapter4TheoreticalConsiderationsandPracticalApplications45LearningObjectives45Chapter Overview45Presentation Outlines46Keyword Definitions46LearningMaterialsAnswerstoQuestionsfromTextbook49AdditionalLearningMaterials51Multiple Choice Questions52True/False Questions55Short Answer Questions55Essay Questions56References56Chapter5NormalPhonologicalDevelopment57LearningObjectives57Chapter Overview57Presentation Outlines58Keyword Definitions58LearningMaterialsAnswerstoQuestionsfromTextbook63AdditionalLearningMaterials63Multiple Choice Questions64True/False Questions66Short Answer Questions67Essay Questions68References68Chapter6Appraisal:CollectionofData69LearningObjectives69Chapter Overview69Presentation Outlines70Keyword Definitions70LearningMaterialsAnswerstoQuestionsfromTextbook73AdditionalLearningMaterials73Multiple Choice Questions75True/False Questions77Short Answer Questions78

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ivEssay Questions78References79Chapter7Diagnosis:Summarizing Data and ClassifyingSpeechSound Disorders80LearningObjectives80Chapter Overview80Presentation Outlines81Keyword Definitions81LearningMaterialsAnswerstoQuestionsfromTextbook83AdditionalLearningMaterials84Multiple Choice Questions84True/False Questions87Short Answer Questions87Essay Questions88References88Chapter8DialectsandEnglishasaSecondLanguage90LearningObjectives90Chapter Overview90Presentation Outlines90Keyword Definitions91LearningMaterialsAnswerstoQuestionsfromTextbook93AdditionalLearningMaterials95Multiple Choice Questions96True/False Questions98Short Answer Questions98Essay Questions99References99Chapter9TherapyforArticulationErrors: Obtaining an AccurateProduction of a Speech Sound100LearningObjectives100Chapter Overview100Presentation Outlines101Keyword Definitions101LearningMaterialsAnswerstoQuestionsfromTextbook106AdditionalLearningMaterials108Multiple Choice Questions109True/False Questions111

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vShort Answer Questions112Essay Questions112Chapter10TreatmentofPhonological Disorders113LearningObjectives113Chapter Overview113Presentation Outlines114Keyword Definitions114LearningMaterialsAnswerstoQuestionsfromTextbook117AdditionalLearningMaterials118Multiple Choice Questions119True/False Questions122Short Answer Questions122Essay Questions123References123Chapter11Speech Sound DisordersinSelectedPopulations124LearningObjectives124Chapter Overview124Presentation Outlines125Keyword Definitions125LearningMaterialsAnswerstoQuestionsfromTextbook131AdditionalLearningMaterials132Multiple Choice Questions133True/FalseQuestions135Short Answer Questions136Essay Questions137References137TestBankAnswerstoQuestionsinInstructor’sResourceManual138Chapter1139Chapter2142Chapter 3146Chapter 4158Chapter 5163Chapter 6165Chapter 7168

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viChapter 8171Chapter 9176Chapter 10 179Chapter 11 182

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1Chapter1ClinicalFramework:BasicTermsandConceptsLEARNINGOBJECTIVESWhenyouhavefinishedthischapter,youshouldbeableto:Define communication, speech, and language.Define disorders of communication, speech, and language.Distinguish between articulation and speechsounds (phones),phonology, and phonemes.Define speech sound disorder and understand its relationship toarticulation and phonological disorders.Classify speech sound disorders according to specific parameters.CHAPTER OVERVIEWThischapterintroducedthereadertoseveralfundamentaltermsthatareimportantwhenassessingandtreatingspeech sounddisorders.Introductorytermssuchascommunication,speech,andlanguageweredefinedbasedontheirnormalprocessesandwhatadisorderofeachwouldentail.Languagedivisionsofphonology,morphology,syntax,semantics,andpragmaticsprovidedafurtherdelineationwhichcouldaidthereaderinunderstandingthesebasicconcepts.Speechsoundformversuslinguisticfunctionwereusedtodistinguishbetweenthespeechsoundandthephoneme.Also new to this chapter is the definitionof Speech Sound Disorders (ASHA practice portal, n.d.American Speech-Language-Hearing Association).Based onthis definition, a differentiation betweenspeech sound, articulation, andphonological disorders were presented as well as nomenclature that is widely used in clinicand research relative to these terms.New to this chapter are two ways that speech sound disorders canbe classified. Thefirst is based on subtypes and etiological factors (Shriberg et al., 2010) and the secondis a differential diagnosis system which was proposed by Dodd (1995, 2005). Both ofthese systems were examined, their clinical applicability discussed.

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2PRESENTATION OUTLINES1.Reviewbasictermsandconcepts,suchascommunication,language,andspeech.Thesetermsweredefinedaccordingtotheirprofessionalusage,forexample,asreferencedbytheAmericanSpeech-Language-HearingAssociation(n.d.),andtheirpracticalapplication.2.Examinethesubdivisionsoflanguage:phonology,morphology,syntax,semantics,andpragmatics.Definitionsweregivenaswellastheapplicationofthesetermstothespecificareasoflanguage.3.Definethebroadertermcommunicationdisorderaswellasspeechsoundandlanguagedisorder.Thesedivisionswillberelevantwithinourclinicalpractice.4.Introducetheconceptsofarticulationandspeechsoundsversusphonologyandphonemes.Thisisadelineationwhichwillbeimportantinthediscussionofspeech sounddisordersas well asphonologicaldisorders.5.Defineanddelineatethephoneme,allophone,phonotacticsandminimalpairsastheyapplytophonology.6.Classify speech sound disorders according to subtypes and etiological factors(Shriberg et al., 2010) and a differential diagnosis system (Dodd, 1995, 2005).7.Define several terms that are used in clinical and research settings to discussspeech sounds and speech sound disorders.KEYWORD DEFINITIONSCommunicationisanyactinwhichinformationisgiventoorreceivedfromanotherpersonconcerningfacts, thoughts, ideas, and feelings(p.1).Communicationrefers toany way that we convey information from one person to another.Speechisthecommunicationorexpressionofthoughtsinspokenlanguage(p.1).Itisoral,verbalcommunication.Speech can be further divided into articulation, fluency,and voice.Languagecanbedefinedasacomplexanddynamicsystemofconventionalsymbolsthatisusedinvariousmodesforthoughtandcommunication(p.3).Itisrulegoverned,includesvariabilityandchange,andcanbeusedtocommunicateinmanydifferentways.Languageisdescribedbyatleastfivelinguisticparameters:phonology,morphology,syntax,semantics,andpragmatics.Phonologyisthestudyofthesoundsystemoflanguage,andincludestherulesthatgovernitsspokenform(p.2).Phonologya)analyzeswhichsoundunitsarewithinalanguage,b)examineshowthesesoundsarearranged,theirsystematicorganizationandrulesystem.Morphologystudiesthestructureofwords;itanalyzeshowwordsarebuiltoutofmorphemes,thebasicunitofmorphology(p.2).Morphemeisthesmallestmeaningfulunitofalanguage(p.2).Syntaxconsistsoforganizationalrulesdenotingword,phrase,andclauseorder.Italsoexaminestheorganizationandrelationshipbetweenwords,wordclasses,andothersentenceelements(p.2).

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3Semanticsisthestudyoflinguisticmeaningandincludesthemeaningofwords,phrases,andsentences(p.2).Pragmaticsisthestudyoflanguageusedtocommunicatewithinvarioussituationalcontexts(p.2).Pragmaticsexamineslanguageuseincontext.Communicationdisorderistheimpairmentintheabilitytoreceive,send,process,andcomprehendconceptsincludingverbal,nonverbal,andgraphicsymbolsystems(p.3).Speechdisorderindicatesoral,verbalcommunicationthatissodeviantfromthenormthatitisnoticeableorinterfereswithcommunication(p.3).AccordingtotheAmericanSpeech-Language-HearingAssociation(1993),speechdisordersaredividedintoarticulation,fluency,andvoicedisorders.Languagedisorderreferstoimpairedcomprehensionand/oruseofspoken,written,and/orothersymbolsystems(p.3).Alanguagedisordermayinvolveoneormoreofthefollowingareas:phonology,morphology,syntax,semantics,andpragmatics.Hearing impairmentresults from impaired auditory sensitivity (p. 3). Individuals withhearing impairments are typically classified as either hard of hearing or deaf.Central auditory processingdisorderresult in difficulties with information processing ofauditory signals that are not related to impaired sensitivity of the auditory system.Articulationreferstothetotalityofmotorprocessesthatresultinspeech(p.4).Itrepresentsahighlycomplexactivityinwhich-respiratory,phonatory,resonatory,andarticulatorymechanismsincluded-asmanyas100musclesmaybeinvolved.Inthearticulatorymechanismaloneupto22musclesmayaltertheirdegreeoftensionmanytimesduringtheutteranceofasimplesentence(Hanson,1983).Thesequencingandtimingofspeechmuscleactivityisanintegralportionofarticulation.Speechsoundsrepresentphysicalsoundrealities;theyareendproductsofarticulatorymotorprocesses(p.5).Phonesare another name for speech sounds (p. 5). They also represent physicalsound realitiesPhonemeisthesmallestlinguisticunitthatisable,whencombinedwithothersuchunits,toestablishwordmeaningsanddistinguishbetweenthem(p.5).Forexample,inGeneralAmericanEnglish/p/and/s/arephonemesbecausetheyfunctiontodistinguishbetweenwordssuchas"pat"and"sat".Ontheotherhand,inGeneralAmericanEnglishtheaspirationofstop/plosivesdoesnot have phonemic relevance.The two words[phit] and [pit], in spite of their differences in production, donot result intwo wordswithdifferentmeanings.However,aspirationversusnonaspirationofstop/plosivesisphonemicallyrelevantinmanylanguages.Forexample,inSwahili[pɑ]isthewordfor"climb", however, withanaspirated[phɑ],signifiesthenameforaspecifictypeofantelope.Aslinguisticunits,phonemescharacterizehowspeechsoundsfunctionwithinalanguagetodifferentiatewordmeaning.Ineverydayusage,professionalsoftendonotdistinguishbetweenthetermsspeechsoundandphoneme.Onecouldhearsomeonesaythattheytranscribedaparticularphoneme,forexample.However,theoreticalanddefinitionaldifferencesdoexist;thesetermsrepresenttwodistinctconcepts.Whilethetechnicaltermspeechsoundstandsforthephysicalrealityofsoundform,thetermphonemerefersexclusivelytohowtheseformsfunctionwithinagivenlanguageaslinguisticunitstodifferentiatebetweenwordmeanings.Allophonesarevariationsinphonemerealizationsthatdonotchangethemeaning

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4ofawordwhentheyareproducedindifferingcontexts(p.5).Phonotacticsreferstothedescriptionoftheallowedcombinationsofphonemesandinaparticularlanguage(p.6).Boththeinventoryofphonemesandtheirpossiblecombinationsareuniqueandvaryaccordingtotheparticularlanguage.Phoneticvariationisanotherlabelforspeechsound(p.7).Minimalpairsaretwowordsthatdifferinonlyonephonemevalue(p.7).Thewords“cat”and“hat”areminimalpairs.Speech disorderexists when difficulties making certain speech sounds continuespast an age-appropriate time frame (pp. 7-8)Articulationdisorderas a subcategory of a speech disorder, is atypicalproduction ofspeech sounds characterized by substitutions, omissions, additions, or distortions. Itdesignatesdifficultieswiththemotorproductionaspectsofspeech,oraninabilitytoproducecertainspeechsounds(pp.8-9).Phonetic inventoryis a list of all phones within a child’s inventory (p. 9). It includesthe sounds and their variations, thus, typically the phonetic marker and any diacriticsnoted.Phonologicaldisorderreferstoimpairedcomprehensionofthesoundsystemofalanguageandtherulesthatgovernthesoundcombinations(p.9).Severalreports(forexampleFey,1992;PollackandRees,1972)havedocumentedthatchildrenwithphonologicaldisorderscansaytheparticularsound(thus,theydonothavedifficultieswiththeactualspeechsoundproduction)but,forsomereason,donotunderstandthepatternofphonemeusagewithinthelanguagesystem.Phonemic inventoryis theinventory of all phonemes within a child’s system (p. 9).These are phonemes which are used to contrast and differentiate meaning for thechild.Phonotactic constraintsrefers to a limited use of phonemes andthephonemes/phonesthatarepossibleinwordpositions (p. 9).Constraintsare any patterns noted that seem to limit or restrict the productionalpossibilities of our clients (p. 9). For example, if a child uses a correct [s] at thebeginning of a word but deletes [s] at the end of a syllable or word, this would beconsidered a constraint.LEARNINGMATERIALS:ANSWERSTOQUESTIONSFROMTEXTBOOKTHINKCRITICALLY(PAGE16)ThefollowingsmallspeechsampleisfromTara,age4;3.rabbit[wӕbət]ready[wɛdi]feather[fɛdɚ]arrow[ɛwoʊ]green[ɡwintoothbrush[tutbwəʃ]

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5this[ðɪs]thinking[θɪŋkɪŋ]that[ðӕt]round[waʊnd]rope[woʊp]bridge[bwɪdʤ]rooster[wustɚ]street[stwit]bathing[beɪdɪŋ]thin[θɪn]nothing[nʌtɪŋ]them[ðɛm]bath[bӕt]breathe[bwid]Whichspeechsounderrorsarenotedinthissample?Answer:Soundsinerrorare[ɹ],[θ],and[ð]. The [ɹ] is in error at the beginning of aword and in consonant clusters with [ɹ]. However, the vocalic [ɚ] is producedcorrectly.The [θ]and [ð] errors occur within a word or at the end of a word. Both [θ]and [ð] areproduced correctly at the beginning of a word.Whichsoundsaresubstitutedforthesoundsinerror?Answer:Substitutedsoundsare[w]for[ɹ],[d]for[ð],and[t]for[θ].Cananyphonotacticrestraintsbenotedinthecorrectproductionsof“th”and“r‟?Answer:The [θ]and [ð]areproducedcorrectlyatthebeginningofaword,however,[d]and[t]areusedassubstitutionswhenthesoundisinthemiddleofawordorattheendoftheword.The[w]isusedasasubstitutionfor[ɹ]initiating a syllable andinconsonantclusters.Itshouldbenotedthatthecentralvowelwithr-coloring[ɚ]isproducedcorrectly.Basedonthislimitedinformation,doyouthinkthechildhasanarticulationoraphonologicaldisorder?Why?Answer:Anarticulationdisorder.The[ɹ]isalaterdevelopingsoundandcouldbeanarticulationerror.Thefactthatthechildcanproducethecentralvowelwithr-coloringwouldsupportthefactthatthissoundisgraduallyappearinginTara’sspeech.Althoughphonotacticconstraintscanbenotedon[θ]and [ð]productions,theseerrorscouldalsobearticulation-based.Itis an easiertaskinthespeechsounddevelopmentofchildrentoproducethesoundcorrectlyatthebeginning,asopposedtothemiddleorendofwords.

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6ADDITIONALLEARNINGMATERIALSDISCUSSIONTOPICSANDCLINICALAPPLICATIONS1.Discusswhy the child’s production of minimal pairs could be used indetermining a phonological disorder?2.Whatinformationcouldbeaportionofthephonemicinventory?Discusshowyouwouldgatherinformationabouttheinventoryofphonemesandphonotacticconstraints.3.Whattypeofmaterialcouldyouusetoexaminethephonotacticsofachild’sinventoryif thechildhasdifficultieswiththeproductionof“s”inconsonantclusters?Whichwordswouldtestthepossiblephonotacticsofs-clustersinAmericanEnglishoccurringatthebeginningandendofsyllables?4.Basedontheresultsofa standardized speech assessmentand/oraspontaneousspeechsamplehavethestudentsdeterminethephoneticinventory,thephonemicinventory,andthephonotacticsofachildwithanarticulatoryorphonologicalimpairment.Noteanypatternsorconstraintswhicharedemonstrated.5.Giveoneexampleofwhatcouldbeassessedwithineachofthefiveareasoflanguage(phonology,morphology,syntax,semantics,andpragmatics).6.ThefollowingisaportionofalanguagesamplefromJeannette,age4;6.Iwantsomejellybeansandsomechocolate.[ aɪwʌnsʌmʒɛlibinsӕn sʌmsɑklət]Idon‟tknow.[aɪdoʊnnoʊ]Idon‟tknowwhothatis.[aɪdoʊnnoʊhudӕtɪs]NinjaturtlesfighttheevilNinjas.[nɪnʒətʊtəlsfaɪtdəivəlnɪnʒəs]ThenShredderjustcomes.[dɛnʃɹɛdəʒʌstkʌms]Andalloftheseotherthings.[ӕnɑləfdisʌvətɪŋs]

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7a.WritedownthephonemicinventoryofJeanetteusingboththevowelsandconsonantsthatarepresentedinthissmallsample.b.NotewhichvowelsandconsonantsthatarenormallyaportionoftheAmericanEnglishinventoryarenotdemonstratedinJeanette’sspeechsample.c.MakealistofthewordsthatJeanettepronouncesdifferentlythanwouldbeexpectedwhencomparedtotheadultmodelofpronunciation.d.Noteanyconsistentpatternsofsubstitutionofonesoundforanother.

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10REFERENCESAmerican Speech-Language-Hearing Association. (n.d.).Speechsound disorders:Articulation andphonology(Practice Portal). Retrieved fromhttp://www.asha.org/Practice-Portal/Clinical-Topics/Articulation-and-PhonologyAmerican Speech-Language-HearingAssociation. (1993).Definitions ofcommunicationdisordersand variations[Relevant Paper]. Retrieved fromhttp://www.asha.org/policyDodd, B. (1995).Differential diagnosis and treatment ofchildren with speech disorder.London, UK: Whurr.Dodd, B. (2005).Differential diagnosis and treatment of children with speech disorder(2nded.). London, UK: Whurr.Fey,M.(1992).Clinicalforum:Phonologicalassessmentandtreatment.ArticulationandPhonology:Inextricableconstructsinspeechpathology.Language,Speech,andHearingServicesinSchools,23,225-232.Hanson,M.L.(1983).Articulation.Philadelphia:W.B.Saunders.Pollack,E.,&Rees,N.(1972).Disordersofarticulation:Someclinicalapplicationsofdistinctivefeaturetheory.JournalofSpeechandHearingDisorders,37,451-461.Shriberg, L. D., Fourakis, M., Hall,S. D., Karlsson, H. B., Lohmeier, H. I.,McSweeny, J. L., .. . Wilson, D. (2010). Extensions to the speech disorders classification system (SDCS).Clinical Linguistics andPhonetics,24, 795–824.

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11Chapter2ArticulatoryPhonetics:SpeechSoundFormLEARNINGOBJECTIVESWhenyouhavefinishedthischapter,youshouldbeableto:Define and classify phonetics and the branches of phonetics.Briefly review the anatomical-physiological foundations of speechproduction.List the differences in production and function of vowels versus consonants.Identify the descriptive parameters used for vowels of General American Englishand categorize the vowels accordingly.Identify the descriptive parameters used for theconsonants of GeneralAmerican English and classify the consonants accordingly.Define coarticulation and assimilation, and list the different types of assimilatoryprocesses.Identify the various types of syllable structures, including phonotactic restraintsthat might be noted in children.CHAPTER OVERVIEWThischapterfirstpresented adefinitionofphoneticsandthethreesubdivisionsofphonetics:articulatory,acoustic,andauditoryphonetics.Second, this chapterreviewedtheanatomical and physiologicalprerequisitesfor speech production. The structures involved inproducing speechare cumulatively labeled thespeech mechanism.The speech mechanismis furtherdivided into the respiratory, phonatory, resonatory, and articulatory systems.Thesesystems were briefly discussed.Next withinarticulatoryphoneticsanoverviewofvowelsandconsonantswasgivenandtheformandfunctionofvowelsandconsonantsofGeneralAmericanEnglishwerediscussed.Bothvowelsandconsonantswereclassifiedaccordingtotheirarticulatoryproductionfeaturesandtheirlinguisticfunctions.Phoneticdescriptorsweregiventoprovidetheclinicianwithadetailedaccountofarticulatoryactionduringnormproductionofvowelsandconsonants.Thesefeaturescanlaterbecontrastedtothosenotedintheimpairedsoundrealizationsofchildrenandadultswitharticulatory-phonologicalimpairments.Inthelastportionofthischapter,coarticulation,assimilationprocesses,andsyllablestructureweredefinedandexamined.Coarticulationandresultingassimilatoryprocessesweredescribedaspossiblenormalarticulatoryconsequencesthatregularlyoccurinthespeechofindividuals.Assimilatoryprocessesweredefinedaccordingtothetypeanddegreeofsoundmodification.Examplesweregivenofassimilatoryprocessesinchildrenaswellasofthepossibleimpacttheseprocessescouldhaveonstandardized speechassessmentresults.Thesectiononsyllablestructuredefinedthepartsofthesyllable.Itwassuggestedthatananalysisofsyllablestructurescouldprovidetheclinicianwithadditionalknowledgewhenevaluatingindividualswith speech sounddisorders.

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