ETS Practice Test Questions With Correct
Answers
Which |of |the |following |should |be |the |primary |focus |of |early |language |intervention |for |at-risk |
infants?
A.Establishing |object |permanence |through |play |activities
B.Training |primary |caregivers |to |facilitate |language |learning
C.Creating |readiness |activities |in |the |context |of |play
D.Enhancing |social |communication |through |play |activities |- |CORRECT |ANSWER✔✔-Correct |
Answer: |B
Option |(B) |is |correct. |Early |language |stimulation |in |at-risk |infants |is |best |provided |by |primary |
caregivers |who |have |been |trained |in |practices |that |promote |learning.
The |figure |shows |a |midsagittal |view |of |the |oral, |pharyngeal, |and |esophageal |structures. |A |
bolus |is |present |in |the |oral |cavity |on |the |posterior |surface |of |the |tongue, |filliing |the |valleculae
|and |flowing |along |the |ariepiglottic |fold |where |the |bolus |ends. |The |bolus |is |outside |the |larynx.
|The |velum |is |not |in |contact |with |either |the |tongue |or |posterior |pharyngeal |wall, |and |the |UES |
is |closed, |and |the |larynx |is |open.
The |figure |above |shows |the |oral, |pharyngeal, |and |esophageal |structures |involved |in |
swallowing. |Which |of |the |following |best |describes |the |transit |of |the |bolus |at |the |moment |
depicted |in |the |figure?
A.The |bolus |is |traveling |through |the |esophagus.
B.The |bolus |is |being |propelled |from |the |oral |cavity |by |the |tongue |and |has |entered |the |
pharynx.
C.The |bolus |has |passively |exited |the |oral |cavity |without |propulsion |by |the |tongue.
,D.Laryngeal |penetration |of |some |of |the |bolus |is |evident. |- |CORRECT |ANSWER✔✔-Correct |
Answer: |B
Option |(B) |is |correct. |The |tongue |is |in |contact |with |the |entire |anterior |and |most |of |the |mid |to |
posterior |hard |palate. |Furthermore, |the |bolus |head |has |passed |the |epiglottis |and |is |
descending |into |the |hypopharynx.
Primary |motor |innervation |to |the |larynx |and |velum |is |provided |by |which |cranial |nerve?
A.V
B.VII
C.IX
D.X |- |CORRECT |ANSWER✔✔-Correct |Answer: |D
Option |(D) |is |correct. |Primary |innervation |to |the |larynx |and |velum |is |provided |by |cranial |nerve
|X, |the |vagus |nerve. |The |other |answer |choices |identify |cranial |nerves |that |are |not |primarily |
involved |in |motor |innervation |to |the |larynx |and |velum.
Fela |is |a |third-grade |student |in |a |public |school. |She |is |a |speaker |of |African |American |
Vernacular |English |(AAVE) |who |has |difficulty |with |the |Standard |American |English |(SAE) |dialect |
used |in |her |classroom. |Her |teacher |believes |that |Fela's |language |skills |are |affecting |her |
academic |performance |and |has |referred |her |to |the |school's |speech-language |pathologist. |
Which |of |the |following |is |an |appropriate |rationale |for |providing |language |intervention |for |
Fela?
Select |all |that |apply.
A.It |will |likely |foster |better |communication |with |Fela's |linguistically |and |culturally |diverse |
peers.
,B.It |will |likely |improve |Fela's |code-switching |ability |with |her |teacher |and |other |adult |speakers |
of |SAE.
C.It |may |expand |Fela's |later |academic |and |vocational |opportunities.
D.It |will |likely |lead |Fela |to |adopt |SAE |as |her |primary |dialect. |- |CORRECT |ANSWER✔✔-Correct |
Answer: |A,B,C
Options |(A), |(B), |and |(C) |are |correct. |The |intervention |will |foster |better |communication |
because |Fela |and |her |peers |will |have |a |common |dialect. |Also, |the |intervention |will |provide |
Fela |with |the |ability |to |switch |easily |between |dialects |using |SAE |structures. |Furthermore, |
being |able |to |switch |codes |will |enable |Fela |to |participate |in |more |educational |and |vocational |
opportunities.
Federal |laws |regarding |freedom |of |access |to |information |stipulate |that |client |records |kept |or |
written |by |health |care |professionals |can |be
A.reviewed |only |by |other |health-care |professionals
B.reviewed |only |by |the |clients |themselves |unless |the |client |provides |written |permission |to |
share |with |others
C.reviewed |by |anyone |who |submits |a |formal |written |request
D.released |only |by |subpoena |- |CORRECT |ANSWER✔✔-Correct |Answer: |B
Option |(B) |is |correct. |Clients |have |the |right |to |review |their |own |records.
To |justify |providing |individual |treatment |for |a |2½ |year |old |with |apraxia |of |speech, |which |of |
the |following |would |be |LEAST |important |for |the |SLP |to |include |in |the |evaluation |report?
A.A |description |of |the |child's |typical |interaction |with |peers
B.Relevant |prognostic |data
C.Information |about |apraxia |of |speech
, D.A |description |of |the |language |development |of |the |child's |older |siblings |- |CORRECT |
ANSWER✔✔-Correct |Answer: |D
Option |(D) |is |correct. |A |description |of |the |child's |older |siblings' |language |development |does |
not |provide |the |objective, |documented |evidence |required |to |justify |provision |of |treatment |for |
a |child |of |an |age |at |which |some |unintelligibility |would |be |typical.
The |speech |reception |threshold |(SRT) |is |a |basic |component |of |an |evaluation |of |hearing |
function. |Which |of |the |following |statements |about |the |SRT |is |most |accurate?
A.It |is |measured |in |decibels |and |corresponds |to |the |intensity |level |at |which |spondaic |words |
can |be |recognized |approximately |50% |of |the |time.
B.It |makes |use |of |test |materials |that |are |limited |to |monosyllabic |words.
C.It |provides |information |on |how |well |speech |is |understood |at |conversational |levels.
D.It |is |useful |in |validating |acoustic |intermittence |measures. |- |CORRECT |ANSWER✔✔-Correct |
Answer: |A
Option |(A) |is |correct. |It |is |an |accurate |definition |of |the |speech |reception |threshold.
A |clinician |who |employs |active |listening |is |doing |which |of |the |following?
A.Responding |to |both |the |content |and |the |affect |of |the |client's |remarks
B.Listening |very |carefully |and |taking |extensive |notes
C.Conducting |a |clinician-directed |interview
D.Directing |the |client |to |specific |answers |to |questions |- |CORRECT |ANSWER✔✔-Correct |
Answer: |A
Option |(A) |is |correct. |A |clinician |who |employs |active |listening |responds |to |both |the |content |
(the |denotative |message) |and |the |affect |(the |emotional |content) |of |a |client's |remarks.
Answers
Which |of |the |following |should |be |the |primary |focus |of |early |language |intervention |for |at-risk |
infants?
A.Establishing |object |permanence |through |play |activities
B.Training |primary |caregivers |to |facilitate |language |learning
C.Creating |readiness |activities |in |the |context |of |play
D.Enhancing |social |communication |through |play |activities |- |CORRECT |ANSWER✔✔-Correct |
Answer: |B
Option |(B) |is |correct. |Early |language |stimulation |in |at-risk |infants |is |best |provided |by |primary |
caregivers |who |have |been |trained |in |practices |that |promote |learning.
The |figure |shows |a |midsagittal |view |of |the |oral, |pharyngeal, |and |esophageal |structures. |A |
bolus |is |present |in |the |oral |cavity |on |the |posterior |surface |of |the |tongue, |filliing |the |valleculae
|and |flowing |along |the |ariepiglottic |fold |where |the |bolus |ends. |The |bolus |is |outside |the |larynx.
|The |velum |is |not |in |contact |with |either |the |tongue |or |posterior |pharyngeal |wall, |and |the |UES |
is |closed, |and |the |larynx |is |open.
The |figure |above |shows |the |oral, |pharyngeal, |and |esophageal |structures |involved |in |
swallowing. |Which |of |the |following |best |describes |the |transit |of |the |bolus |at |the |moment |
depicted |in |the |figure?
A.The |bolus |is |traveling |through |the |esophagus.
B.The |bolus |is |being |propelled |from |the |oral |cavity |by |the |tongue |and |has |entered |the |
pharynx.
C.The |bolus |has |passively |exited |the |oral |cavity |without |propulsion |by |the |tongue.
,D.Laryngeal |penetration |of |some |of |the |bolus |is |evident. |- |CORRECT |ANSWER✔✔-Correct |
Answer: |B
Option |(B) |is |correct. |The |tongue |is |in |contact |with |the |entire |anterior |and |most |of |the |mid |to |
posterior |hard |palate. |Furthermore, |the |bolus |head |has |passed |the |epiglottis |and |is |
descending |into |the |hypopharynx.
Primary |motor |innervation |to |the |larynx |and |velum |is |provided |by |which |cranial |nerve?
A.V
B.VII
C.IX
D.X |- |CORRECT |ANSWER✔✔-Correct |Answer: |D
Option |(D) |is |correct. |Primary |innervation |to |the |larynx |and |velum |is |provided |by |cranial |nerve
|X, |the |vagus |nerve. |The |other |answer |choices |identify |cranial |nerves |that |are |not |primarily |
involved |in |motor |innervation |to |the |larynx |and |velum.
Fela |is |a |third-grade |student |in |a |public |school. |She |is |a |speaker |of |African |American |
Vernacular |English |(AAVE) |who |has |difficulty |with |the |Standard |American |English |(SAE) |dialect |
used |in |her |classroom. |Her |teacher |believes |that |Fela's |language |skills |are |affecting |her |
academic |performance |and |has |referred |her |to |the |school's |speech-language |pathologist. |
Which |of |the |following |is |an |appropriate |rationale |for |providing |language |intervention |for |
Fela?
Select |all |that |apply.
A.It |will |likely |foster |better |communication |with |Fela's |linguistically |and |culturally |diverse |
peers.
,B.It |will |likely |improve |Fela's |code-switching |ability |with |her |teacher |and |other |adult |speakers |
of |SAE.
C.It |may |expand |Fela's |later |academic |and |vocational |opportunities.
D.It |will |likely |lead |Fela |to |adopt |SAE |as |her |primary |dialect. |- |CORRECT |ANSWER✔✔-Correct |
Answer: |A,B,C
Options |(A), |(B), |and |(C) |are |correct. |The |intervention |will |foster |better |communication |
because |Fela |and |her |peers |will |have |a |common |dialect. |Also, |the |intervention |will |provide |
Fela |with |the |ability |to |switch |easily |between |dialects |using |SAE |structures. |Furthermore, |
being |able |to |switch |codes |will |enable |Fela |to |participate |in |more |educational |and |vocational |
opportunities.
Federal |laws |regarding |freedom |of |access |to |information |stipulate |that |client |records |kept |or |
written |by |health |care |professionals |can |be
A.reviewed |only |by |other |health-care |professionals
B.reviewed |only |by |the |clients |themselves |unless |the |client |provides |written |permission |to |
share |with |others
C.reviewed |by |anyone |who |submits |a |formal |written |request
D.released |only |by |subpoena |- |CORRECT |ANSWER✔✔-Correct |Answer: |B
Option |(B) |is |correct. |Clients |have |the |right |to |review |their |own |records.
To |justify |providing |individual |treatment |for |a |2½ |year |old |with |apraxia |of |speech, |which |of |
the |following |would |be |LEAST |important |for |the |SLP |to |include |in |the |evaluation |report?
A.A |description |of |the |child's |typical |interaction |with |peers
B.Relevant |prognostic |data
C.Information |about |apraxia |of |speech
, D.A |description |of |the |language |development |of |the |child's |older |siblings |- |CORRECT |
ANSWER✔✔-Correct |Answer: |D
Option |(D) |is |correct. |A |description |of |the |child's |older |siblings' |language |development |does |
not |provide |the |objective, |documented |evidence |required |to |justify |provision |of |treatment |for |
a |child |of |an |age |at |which |some |unintelligibility |would |be |typical.
The |speech |reception |threshold |(SRT) |is |a |basic |component |of |an |evaluation |of |hearing |
function. |Which |of |the |following |statements |about |the |SRT |is |most |accurate?
A.It |is |measured |in |decibels |and |corresponds |to |the |intensity |level |at |which |spondaic |words |
can |be |recognized |approximately |50% |of |the |time.
B.It |makes |use |of |test |materials |that |are |limited |to |monosyllabic |words.
C.It |provides |information |on |how |well |speech |is |understood |at |conversational |levels.
D.It |is |useful |in |validating |acoustic |intermittence |measures. |- |CORRECT |ANSWER✔✔-Correct |
Answer: |A
Option |(A) |is |correct. |It |is |an |accurate |definition |of |the |speech |reception |threshold.
A |clinician |who |employs |active |listening |is |doing |which |of |the |following?
A.Responding |to |both |the |content |and |the |affect |of |the |client's |remarks
B.Listening |very |carefully |and |taking |extensive |notes
C.Conducting |a |clinician-directed |interview
D.Directing |the |client |to |specific |answers |to |questions |- |CORRECT |ANSWER✔✔-Correct |
Answer: |A
Option |(A) |is |correct. |A |clinician |who |employs |active |listening |responds |to |both |the |content |
(the |denotative |message) |and |the |affect |(the |emotional |content) |of |a |client's |remarks.
