1|Page
SLPA CERTIFICATION EXAM QUESTIONS WITH
CORRECT ANSWERS & RATIONALES
Linguistic approaches for treating CAS-correct-answer-1) The Cycles approach
(Hodson, 1989) is a linguistic approach that targets phonological pattern errors. It
is designed for children whose speech is highly unintelligible and who have
extensive omissions, some substitutions, and a restricted use of consonants.
2) Integrated Phonological Awareness (IPA) is designed to simultaneously facilitate
phonological awareness, letter-sound knowledge, and speech production in
preschool and young school-age children with speech and language impairment.
Prosodic Facilitation Methods for CAS-correct-answer-use intonation patterns
(melody, rhythm, and stress) to improve functional speech production.
Melodic intonation therapy (MIT; Albert et al., 1973) is a prosodic facilitation
approach that uses singing, rhythmic speech, and rhythmic hand tapping to train
functional phrases and sentences
Fluency refers to-correct-answer-continuity, smoothness, rate, and effort in
speech production.
True or false: All speakers are disfluent at times.-correct-answer-True
,2|Page
A fluency disorder is-correct-answer-an interruption in the flow of speaking
characterized by atypical rate, rhythm, and disfluencies (e.g., repetitions of
sounds, syllables, words, and phrases; sound prolongations; and blocks), which
may also be accompanied by excessive tension, speaking avoidance, struggle
behaviors, and secondary mannerisms
Stuttering, the most common fluency disorder,-correct-answer-is an interruption
in the flow of speaking characterized by specific types of disfluencies, including
repetitions of sounds, syllables, and monosyllabic words (e.g., "Look at the b-b-
baby," "Let's go out-out-out");
prolongations of consonants when it isn't for emphasis (e.g., "Ssssssssometimes
we stay home"); and
blocks (i.e., inaudible or silent fixation or inability to initiate sound
Cluttering, another fluency disorder, is-correct-answer-characterized by a
perceived rapid and/or irregular speech rate, atypical pauses, maze behaviors,
pragmatic issues, decreased awareness of fluency problems or moments of
disfluency, excessive disfluencies, collapsing or omitting syllables, and language
formulation issues, which result in breakdowns in speech clarity and/or fluency
(St. Louis & Schulte, 2011; van Zaalen-Opt Hof & Reichel, 2014). Individuals may
exhibit pure cluttering or cluttering with stuttering (van Zaalen-Op't Hof et al.,
2009).
Breakdowns in fluency and clarity can result from
,3|Page
atypical pauses within sentences that are not expected syntactically (e.g., "I will go
to the / store and buy apples"; St. Louis & Schulte, 2011),
deletion and/or collapsing of syllables (e.g., "I wanwatevision"),
excessive levels of typical disfluencies (e.g., revisions, interjections),
maze behaviors or frequent topic shifting (e.g., "I need to go to...I mean I'm out of
cheese. I ran out of cheese and bread the other day while making sandwiches and
now I'm out so I need to go to the store"), and/or
omission of word endings (e.g., "Turn the televisoff").
Cluttering may have an effect on-correct-answer-pragmatic communication skills
and awareness of moments of disruption (Teigland, 1996). For example,
individuals who clutter may not be aware of communication breakdowns and,
therefore, do not attempt to repair them. This results in less effective social
interactions.
Fluency Strategies aimed at changing the timing and tension of speech production
include-correct-answer-easy/gentle onset—the gradual onset of voicing (e.g., on
initial vowels),
light articulatory contact—using easy articulatory postures (e.g., on plosives),
continuous phonation—maintaining voicing throughout utterance,
prolonged syllables—"stretching" each syllable in words/utterances, and
rate control—slowing the overall rate of speech.
, 4|Page
Stuttering modification strategies-correct-answer-have four stages:
(1) identification,
(2) desensitization,
(3) modification, and
(4) generalization
they aim to reduce associated physical tension and struggle by helping individuals
identify core stuttering behaviors,
recognize physical concomitant behaviors,
locate the point of physical tension and struggle during moments of disfluency,
and
ultimately reduce that physical tension.
Traditional stuttering modification strategies-correct-answer-Preparatory set—
The speaker anticipates a moment of stuttering before it occurs and then uses
stuttering modification strategies (e.g., volitional prolongation of a sound and light
articulatory contact) to more effectively manage the moment of stuttering while
producing the word.
Pull-out—During a stuttered word, the speaker "slides out" of the stuttered word
by adjusting airflow, voicing, and the vocal tract to stutter smoothly through the
word.
Cancellation—After a stuttered word, the speaker pauses for a few seconds to
examine and rehearse the physical features of the stuttered word and then adjusts
airflow, voicing, and the vocal tract to produce an easy version of the stuttered
word.
SLPA CERTIFICATION EXAM QUESTIONS WITH
CORRECT ANSWERS & RATIONALES
Linguistic approaches for treating CAS-correct-answer-1) The Cycles approach
(Hodson, 1989) is a linguistic approach that targets phonological pattern errors. It
is designed for children whose speech is highly unintelligible and who have
extensive omissions, some substitutions, and a restricted use of consonants.
2) Integrated Phonological Awareness (IPA) is designed to simultaneously facilitate
phonological awareness, letter-sound knowledge, and speech production in
preschool and young school-age children with speech and language impairment.
Prosodic Facilitation Methods for CAS-correct-answer-use intonation patterns
(melody, rhythm, and stress) to improve functional speech production.
Melodic intonation therapy (MIT; Albert et al., 1973) is a prosodic facilitation
approach that uses singing, rhythmic speech, and rhythmic hand tapping to train
functional phrases and sentences
Fluency refers to-correct-answer-continuity, smoothness, rate, and effort in
speech production.
True or false: All speakers are disfluent at times.-correct-answer-True
,2|Page
A fluency disorder is-correct-answer-an interruption in the flow of speaking
characterized by atypical rate, rhythm, and disfluencies (e.g., repetitions of
sounds, syllables, words, and phrases; sound prolongations; and blocks), which
may also be accompanied by excessive tension, speaking avoidance, struggle
behaviors, and secondary mannerisms
Stuttering, the most common fluency disorder,-correct-answer-is an interruption
in the flow of speaking characterized by specific types of disfluencies, including
repetitions of sounds, syllables, and monosyllabic words (e.g., "Look at the b-b-
baby," "Let's go out-out-out");
prolongations of consonants when it isn't for emphasis (e.g., "Ssssssssometimes
we stay home"); and
blocks (i.e., inaudible or silent fixation or inability to initiate sound
Cluttering, another fluency disorder, is-correct-answer-characterized by a
perceived rapid and/or irregular speech rate, atypical pauses, maze behaviors,
pragmatic issues, decreased awareness of fluency problems or moments of
disfluency, excessive disfluencies, collapsing or omitting syllables, and language
formulation issues, which result in breakdowns in speech clarity and/or fluency
(St. Louis & Schulte, 2011; van Zaalen-Opt Hof & Reichel, 2014). Individuals may
exhibit pure cluttering or cluttering with stuttering (van Zaalen-Op't Hof et al.,
2009).
Breakdowns in fluency and clarity can result from
,3|Page
atypical pauses within sentences that are not expected syntactically (e.g., "I will go
to the / store and buy apples"; St. Louis & Schulte, 2011),
deletion and/or collapsing of syllables (e.g., "I wanwatevision"),
excessive levels of typical disfluencies (e.g., revisions, interjections),
maze behaviors or frequent topic shifting (e.g., "I need to go to...I mean I'm out of
cheese. I ran out of cheese and bread the other day while making sandwiches and
now I'm out so I need to go to the store"), and/or
omission of word endings (e.g., "Turn the televisoff").
Cluttering may have an effect on-correct-answer-pragmatic communication skills
and awareness of moments of disruption (Teigland, 1996). For example,
individuals who clutter may not be aware of communication breakdowns and,
therefore, do not attempt to repair them. This results in less effective social
interactions.
Fluency Strategies aimed at changing the timing and tension of speech production
include-correct-answer-easy/gentle onset—the gradual onset of voicing (e.g., on
initial vowels),
light articulatory contact—using easy articulatory postures (e.g., on plosives),
continuous phonation—maintaining voicing throughout utterance,
prolonged syllables—"stretching" each syllable in words/utterances, and
rate control—slowing the overall rate of speech.
, 4|Page
Stuttering modification strategies-correct-answer-have four stages:
(1) identification,
(2) desensitization,
(3) modification, and
(4) generalization
they aim to reduce associated physical tension and struggle by helping individuals
identify core stuttering behaviors,
recognize physical concomitant behaviors,
locate the point of physical tension and struggle during moments of disfluency,
and
ultimately reduce that physical tension.
Traditional stuttering modification strategies-correct-answer-Preparatory set—
The speaker anticipates a moment of stuttering before it occurs and then uses
stuttering modification strategies (e.g., volitional prolongation of a sound and light
articulatory contact) to more effectively manage the moment of stuttering while
producing the word.
Pull-out—During a stuttered word, the speaker "slides out" of the stuttered word
by adjusting airflow, voicing, and the vocal tract to stutter smoothly through the
word.
Cancellation—After a stuttered word, the speaker pauses for a few seconds to
examine and rehearse the physical features of the stuttered word and then adjusts
airflow, voicing, and the vocal tract to produce an easy version of the stuttered
word.
