ASU SHS 402 EXAM 2 QUESTIONS WITH CORRECT ANSWERS LATEST UPDATE 2026

ASU SHS 402 EXAM 2 QUESTIONS WITH CORRECT ANSWERS LATEST UPDATE 2026 When do you write a positive do statement in a goal? - Answers Articulation Social skills Language (receptive/expressive) When do you write a negative do statement in a goal? - Answers Phonological Articulation disorder - Answers difficulty producing speech sounds correctly due to a motor problem - substitution, omission, addition, and distortion of sounds - in therapy focus on motor practices (drills) Phonological disorder - Answers difficulty in acquiring the phonological rules, or sound systems in language - in therapy teach contrast/feature needed Developmental approach - Answers Focus on Brown's stages and norms, targets of therapy are selected based on the order of phonemic acquisition If a child isn't at the developmental standard, first assess other reasons like hearing loss, vocal pathology, etc. Non-Developmental (client-specific) approach - Answers Consider: relevance, stimulability, ease of correction (visibility) Perceived deviance/what most affects intelligibility: 1) Omission 2) Substitution 3) Distortion 4) Addition Methods to select treatment targets - Answers SPEK Stimulability Phonetic placement and shaping Emerging sound Key words Stimulability - Answers The client is stimulable for the treatment target Emerging sound - Answers The client can produce the treatment target in either several phonetic environments or one key phonetic environment Key word - Answers The client can produce the treatment target in one or a few selected words - eliminates other specific parts of the sound (voicing, placement, manner) and goes straight for the target - like shaping but specifically for sounds in words Phonetic placement and shaping - Answers The client can produce the treatment target through phonetic placement or through shaping an existing sound (using similar placement/manner) Articulation Treatment Approaches - Answers Traditional Motor-Kinesthetic Distinctive Features Traditional Approach - Answers (Van Riper) Teach sound/phoneme in small units. They become more complex according to the environment Motor Kinesthetic Approach - Answers (Stinchfiel Hawk & Young) Requires tactile assistance from clinician to develop correct movement patterns - the most supportive tactile prompt Distinctive features - Answers (McReynolds & Bennett) Phonological approach based on how speech sounds are defined in terms of articulation patterns and acoustic properties (place, manner, voicing). - use traditional after contrasting Common speech errors for cleft palate - Answers - VPI - Compensatory/maladaptive/back pattern of articulation: glottal stops substituted for other stops; pharyngeal or velar fricatives - Distortions - Sounds that require intraoral air pressure Cleft Palate Therapy Considerations - Answers - assess adequacy of VP closure for speech prior to secondary palatal surgery - persistent dental anomalies may result in lateralization of fricatives and affricates - initiate therapy as early as possible - Age 0-3: concentrate on quality of language - Age 3-4: begin evaluating quality of speech and VP closure, consider surgery Hearing impairment speech errors - Answers - omission of final consonants - substitution of voiced consonants for voiceless - omission of consonants in blends - vowel errors - distortions of fricatives and affricates HI therapy considerations - Answers - cued speech helps with place, manner, and voicing. More visual and tactile cues are typically needed - incorporate alternative sensory modalities - select word relevant - always used amplification system - use auditory trainers for self monitoring and classroom situations Apraxia speech errors - Answers - speech productions characteristics - extremely restricted repertoire of phonemes - poor imitation of sounds modeled - inconsistent errors - vowel distortions - struggling or groping movements of the oral musculature - errors on suprasegmental aspects of speech apraxia therapy considerations - Answers - practice, practice, practice - oral-motor movements can be used to facilitate artic. placement for acquisition of new consonants - capitalize on acceptable speech motor pattern at the moment of its production (repetition) - focus first on the child's ability to produce accurate responses then shift to rapid automatic production - use rhymes and songs as stim materials to facilitate oral motor sequencing - practice functional speech skills Phonological processes - Answers - final consonant deletion - cluster reduction - fronting - stopping - gliding - epenthesis: the addition of sounds in a word - metathesis: the order of the sound segments is reversed Phonological processes that disappear before age 3 (AFUR) - Answers - Assimilation - Final Consonant Deletion - Unstressed Syllable Deletion - Reduplication Phonological processes after age 3 - Answers - Fronting - Stopping - Gliding - Devoicing - Consonant Cluster Reduction - Epenthesis - Metathesis Phonological Treatment Approaches - Answers Paired Oppositions Cycles approach Distinctive Features Paired Oppositions - Answers Minimal and Maximal (Weiner) - Phonological based where phonemic targets contrasts erred vs. correct differences - No instruction on placement is given, instead emphasize the success or breakdown to teach target production - Minimal: differ in only one feature of the sounds (use with a child who exhibits few errors, substitutions) - Maximal: differ in several features (used with a child who exhibits a large number of errors, omissions/distortions) Paired oppositions process - Answers 1) Introduce pairs through pictures or objects 2) Client identifies the named picture or object 3) roles reverse and child requests the picture or object 4) Child is rewarded by clinician's selection of correct stimulus or given a chance to repair the inaccurate production Cycles approach - Answers (Hodson & Paden) - Used to organize target behaviors for children with multiple articulation errors that result in poor speech intelligibility - The clinician identifies phonological patterns that are targeted for a designated amount of time (5-16 weeks/cycle) - A new target is introduced after 2-6 hours of direct intervention which lets the child internalize the patterns before moving on Cycles approach session sequence - Answers 1) Auditory bombardment - what was worked on in the last session 2) Production training - new words 3) Stimulability probes - match picture to words and say them out loud for example 4) Auditory bombardment - listen again to the old and new words 5) Take home activities for generalizations Facilitative techniques (DMTIPS) - Answers Descriptions and demonstrations Metaphors Touch Cues (Tactile cues) Imitation Phonetic Placement Shaping Descriptions and demonstrations - Answers Heighten client's awareness of selected characteristics of speech by describing or demonstrating production of the sound - placement, voicing, manner Metaphors - Answers comparison of aspect of speech to something - "What do we say when it's cold outside? Brrrrr" Touch cues (tactile cues) - Answers Movements made by client/clinician to draw client's attention to production of characteristics of sounds - PROMPT: designed using tactile cues Phonetic placement - Answers teaching lingual and labial placement for speech production Shaping - Answers use sound a client already produces to produce a new sound Phonetic context - Answers Phonetic environment that might facilitate production - understand that sounds before/after the target sound influence the production of that target sound Language comprehension - Answers receptive language skills, the ability to derive meaning from incoming auditory or visual messages - asking a child a question, and receiving an appropriate response Language Production - Answers expressive language skills (spoken and/or written), the combination of linguistic symbols to form meaningful messages Phonology, syntax, morphology, semantics, pragmatics prelinguistic stage - Answers (Birth-12 months) Communication: Perlocution - partner perceived Illocution - intentional, nonverbal communication Symbolic - verbal communication Comp: Recognize familiar words by 8mos Understand simple sentences and commands by 12mos Speech: Cooing Babbling Jargoning First words