TEST BANK
Articulation and Phonology in Speech Sound Disorders: A Clinical Focus, 6th
edition
By Jacqueline Bauman-Waengler
M
PR
ES
SI
VE
G
R
AD
ES
, Table of Content
1.Clinical Framework: Basic Terms and Concepts
2.Articulatory Phonetics: Speech Sound Form
M
3.Phonetic Transcription and Diacritics
4.Theoretical Considerations and Practical Applications
PR
5.Normal Phonological Development
6.Assessment and Appraisal: Collection of Data
7.Summarizing Data and Classifying Speech Sound Disorders
ES
8.Dialects and English as a Second Language
9.Therapy for Articulation Disorders: Obtaining and Accurate Production of a Speech Sound
SI
10.Treatment of Phonological Disorders
11.Speech Sound Disorders in Selected Populations
VE
G
R
AD
ES
, wertyui
Chapter 1
M
Clinical Framework
PR
Basic Terms And Concepts
ES
DISCUSSION TOPICS AND CLINICAL APPLICATIONS
1. Discuss why the child’s production of minimal pairs could be used in determining a
phonological disorder? See pages 7 minimal pairs and pages 9-10 phonological disorder.
S
2. What information could be a portion of the phonemic inventory? Discuss how you would
gather information about the inventory of phonemes and phonotactic constraints. See page
9, phonemic inventory and phonemic constraints.
IV
3. What type of material could you use to examine the phonotactics of a child’s who has
difficulties with the production of “s” in consonant clusters? Which words would test the
possible phonotactics of s-clusters in American English occurring at the beginning and end of
syllables? See pages 287, Table 9.2 and 288, Table 9.3, Chapter 9 for a list of consonant
EG
clusters.
4. Based on the results of a standardized speech assessment and/or a spontaneous
speech sample have the students determine the phonetic inventory, the phonemic
inventory, and the phonotactics of a child with an articulatory or phonological
impairment. Note any patterns or constraints which are demonstrated. See page 9 for
phonetic and phonemic inventory as well as phonological constraints.
R
5. Give one example of what could be assessed within each of the five areas of language
(phonology, morphology, syntax, semantics, and pragmatics). See page 2, Figure 1.1 for
the subdivisions of language with specific examples. Have the students generate new
AD
examples.
The following is a portion of a language sample from Jeannette,
age 4;6.
Vowels: [i, ɪ, ɛ, ə, u, ʊ, ʌ, ɑ, ӕ, aɪ, oʊ]
ES
Consonants: [w, l, ɹ, m, n, ŋ, b, t, d, k, h, f, v, s, ʃ, ʒ]
140
Copyright © 2020, 2016, 2012 Pearson Education, Inc. All Rights Reserved
, wertyui
Vowels Not in inventory: [ɚ, ɝ, aʊ/ɑʊ, eɪ, aʊ/ɑʊ, ɔɪ ]
Consonants: [p, g, j, z, tʃ, dʒ, ð, θ]
M
Make a list of the words that Jeanette pronounces differently than would be expected
when compared to the adult model of pronunciation.
jelly, chocolate, turtles, the, then, that, Shredder, just, these, other, things.
PR
In addition, there is final consonant deletion on “want”, “and”, “don’t” as well as devoicing
of the final [z] on “beans”, “is”, “Ninjas”, “comes”, “things”. Devoicing of [v] occurs on “of”.
Note any consistent patterns of substitution of one sound for another:
[t/θ], [v, d/ ð], [ʒ/dʒ], [s/ʃ
ES
MULTIPLE CHOICE QUESTIONS
1) c 2) c 3) d 4) b 5) c
S
6) d 7) d 8) c 9) d 10) c
IV
TRUE/FALSE QUESTIONS
1. FALSE 2. FALSE 3. FALSE 4. FALSE 5. TRUE
EG
6. TRUE 7. TRUE 8. FALSE 9. TRUE 10. FALSE
SHORT ANSWER QUESTIONS
1. Define communication disorder. See page 3.
R
2. Explain why a child with “s” difficulties, might have problems in the area of
morphology. See pages 2-3 for the definition of morphology. Refer to plural –s, third
person singular “s”, for example.
AD
3. Contrast the terms speech sound and phoneme. See pages 5-6.
4. Contrast the terms articulation disorder versus phonological disorder. See pages 7-9.
5. Write a brief definition and give an example of each of the following terms:
phonology, morphology, syntax, semantics, and pragmatics. See pages 2-3.
ES
ESSAY QUESTIONS
1. Discuss how articulation disorders represent difficulties with the physical production
aspects of speech sounds. Utilize the terms "articulation, "physical sound realities", and
"speech sounds" when developing your discussion. Refer to pages 8 and 9.
141
Copyright © 2020, 2016, 2012 Pearson Education, Inc. All Rights Reserved
Articulation and Phonology in Speech Sound Disorders: A Clinical Focus, 6th
edition
By Jacqueline Bauman-Waengler
M
PR
ES
SI
VE
G
R
AD
ES
, Table of Content
1.Clinical Framework: Basic Terms and Concepts
2.Articulatory Phonetics: Speech Sound Form
M
3.Phonetic Transcription and Diacritics
4.Theoretical Considerations and Practical Applications
PR
5.Normal Phonological Development
6.Assessment and Appraisal: Collection of Data
7.Summarizing Data and Classifying Speech Sound Disorders
ES
8.Dialects and English as a Second Language
9.Therapy for Articulation Disorders: Obtaining and Accurate Production of a Speech Sound
SI
10.Treatment of Phonological Disorders
11.Speech Sound Disorders in Selected Populations
VE
G
R
AD
ES
, wertyui
Chapter 1
M
Clinical Framework
PR
Basic Terms And Concepts
ES
DISCUSSION TOPICS AND CLINICAL APPLICATIONS
1. Discuss why the child’s production of minimal pairs could be used in determining a
phonological disorder? See pages 7 minimal pairs and pages 9-10 phonological disorder.
S
2. What information could be a portion of the phonemic inventory? Discuss how you would
gather information about the inventory of phonemes and phonotactic constraints. See page
9, phonemic inventory and phonemic constraints.
IV
3. What type of material could you use to examine the phonotactics of a child’s who has
difficulties with the production of “s” in consonant clusters? Which words would test the
possible phonotactics of s-clusters in American English occurring at the beginning and end of
syllables? See pages 287, Table 9.2 and 288, Table 9.3, Chapter 9 for a list of consonant
EG
clusters.
4. Based on the results of a standardized speech assessment and/or a spontaneous
speech sample have the students determine the phonetic inventory, the phonemic
inventory, and the phonotactics of a child with an articulatory or phonological
impairment. Note any patterns or constraints which are demonstrated. See page 9 for
phonetic and phonemic inventory as well as phonological constraints.
R
5. Give one example of what could be assessed within each of the five areas of language
(phonology, morphology, syntax, semantics, and pragmatics). See page 2, Figure 1.1 for
the subdivisions of language with specific examples. Have the students generate new
AD
examples.
The following is a portion of a language sample from Jeannette,
age 4;6.
Vowels: [i, ɪ, ɛ, ə, u, ʊ, ʌ, ɑ, ӕ, aɪ, oʊ]
ES
Consonants: [w, l, ɹ, m, n, ŋ, b, t, d, k, h, f, v, s, ʃ, ʒ]
140
Copyright © 2020, 2016, 2012 Pearson Education, Inc. All Rights Reserved
, wertyui
Vowels Not in inventory: [ɚ, ɝ, aʊ/ɑʊ, eɪ, aʊ/ɑʊ, ɔɪ ]
Consonants: [p, g, j, z, tʃ, dʒ, ð, θ]
M
Make a list of the words that Jeanette pronounces differently than would be expected
when compared to the adult model of pronunciation.
jelly, chocolate, turtles, the, then, that, Shredder, just, these, other, things.
PR
In addition, there is final consonant deletion on “want”, “and”, “don’t” as well as devoicing
of the final [z] on “beans”, “is”, “Ninjas”, “comes”, “things”. Devoicing of [v] occurs on “of”.
Note any consistent patterns of substitution of one sound for another:
[t/θ], [v, d/ ð], [ʒ/dʒ], [s/ʃ
ES
MULTIPLE CHOICE QUESTIONS
1) c 2) c 3) d 4) b 5) c
S
6) d 7) d 8) c 9) d 10) c
IV
TRUE/FALSE QUESTIONS
1. FALSE 2. FALSE 3. FALSE 4. FALSE 5. TRUE
EG
6. TRUE 7. TRUE 8. FALSE 9. TRUE 10. FALSE
SHORT ANSWER QUESTIONS
1. Define communication disorder. See page 3.
R
2. Explain why a child with “s” difficulties, might have problems in the area of
morphology. See pages 2-3 for the definition of morphology. Refer to plural –s, third
person singular “s”, for example.
AD
3. Contrast the terms speech sound and phoneme. See pages 5-6.
4. Contrast the terms articulation disorder versus phonological disorder. See pages 7-9.
5. Write a brief definition and give an example of each of the following terms:
phonology, morphology, syntax, semantics, and pragmatics. See pages 2-3.
ES
ESSAY QUESTIONS
1. Discuss how articulation disorders represent difficulties with the physical production
aspects of speech sounds. Utilize the terms "articulation, "physical sound realities", and
"speech sounds" when developing your discussion. Refer to pages 8 and 9.
141
Copyright © 2020, 2016, 2012 Pearson Education, Inc. All Rights Reserved
