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

Name: Test Bank for Articulation and Phonology in Speech Sound Disorders: A Clinical Focus, 6th Edition
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Test Bank
For
Articulation and Phonology in Speech
Sound Disorders: A Clinical Focus
Sixth Edition
Jacqueline Bauman-Waengler, Speech/Language Specialist

ii
Table of Contents
Chapter 1 Clinical Framework: Basic Terms and Concepts 1
Learning Objectives 1
Chapter Overview 1
Presentation Outlines 2
Keyword Definitions 2
Learning Materials
Answers to Questions from Textbook 4
Additional Learning Materials 6
Multiple Choice Questions 7
True/False Questions 8
Short Answer Questions 9
Essay Questions 9
References 10
Chapter 2 Articulatory Phonetics: Speech Sound Form 11
Learning Objectives 11
Chapter Overview 11
Presentation Outlines 12
Keyword Definitions 12
Learning Materials
Answers to Questions from Textbook 18
Additional Learning Materials 23
Multiple Choice Questions 26
True/False Questions 28
Short Answer Questions 29
Essay Questions 29
References 30
Chapter 3 Phonetic Transcription and Diacritics 31
Learning Objectives 31
Chapter Overview 31
Presentation Outlines 32
Keyword Definitions 32
Learning Materials
Answers to Questions from Textbook 36
Additional Learning Materials 39
Multiple Choice Questions 41
True/False Questions 43
Short Answer Questions 43

iii
Essay Questions 44
References 44
Chapter 4 Theoretical Considerations and Practical Applications 45
Learning Objectives 45
Chapter Overview 45
Presentation Outlines 46
Keyword Definitions 4 6
Learning Materials
Answers to Questions from Textbook 49
Additional Learning Materials 51
Multiple Choice Questions 52
True/False Questions 55
Short Answer Questions 55
Essay Questions 56
References 56
Chapter 5 Normal Phonological Development 57
Learning Objectives 57
Chapter Overview 57
Presentation Outlines 58
Keyword Definitions 58
Learning Materials
Answers to Questions from Textbook 63
Additional Learning Materials 63
Multiple Choice Questions 64
True/False Questions 66
Short Answer Questions 67
Essay Questions 68
References 68
Chapter 6 Appraisal: Collection of Data 69
Learning Objectives 69
Chapter Overview 69
Presentation Outlines 70
Keyword Definitions 70
Learning Materials
Answers to Questions from Textbook 73
Additional Learning Materials 73
Multiple Choice Questions 75
True/False Questions 77
Short Answer Questions 78

iv
Essay Questions 78
References 79
Chapter 7 Diagnosis: Summarizing Data and Classifying
Speech Sound Disorders 80
Learning Objectives 80
Chapter Overview 80
Presentation Outlines 81
Keyword Definitions 8 1
Learning Materials
Answers to Questions from Textbook 83
Additional Learning Materials 84
Multiple Choice Questions 84
True/False Questions 87
Short Answer Questions 87
Essay Questions 88
References 88
Chapter 8 Dialects and English as a Second Language 90
Learning Objectives 90
Chapter Overview 90
Presentation Outlines 90
Keyword Definitions 91
Learning Materials
Answers to Questions from Textbook 93
Additional Learning Materials 95
Multiple Choice Questions 96
True/False Questions 98
Short Answer Questions 98
Essay Questions 99
References 99
Chapter 9 Therapy for Articulation Errors: Obtaining an Accurate
Production of a Speech Sound 100
Learning Objectives 100
Chapter Overview 100
Presentation Outlines 101
Keyword Definitions 101
Learning Materials
Answers to Questions from Textbook 106
Additional Learning Materials 108
Multiple Choice Questions 109
True/False Questions 111

v
Short Answer Questions 112
Essay Questions 112
Chapter 10 Treatment of Phonological Disorders 113
Learning Objectives 113
Chapter Overview 113
Presentation Outlines 114
Keyword Definitions 114
Learning Materials
Answers to Questions from Textbook 117
Additional Learning Materials 118
Multiple Choice Questions 119
True/False Questions 122
Short Answer Questions 122
Essay Questions 123
References 123
Chapter 11 Speech Sound Disorders in Selected Populations 124
Learning Objectives 124
Chapter Overview 124
Presentation Outlines 125
Keyword Definitions 125
Learning Materials
Answers to Questions from Textbook 131
Additional Learning Materials 132
Multiple Choice Questions 133
True/False Questions 135
Short Answer Questions 136
Essay Questions 137
References 137
Test Bank Answers to Questions in Instructor’s Resource
Manual 138
Chapter 1 139
Chapter 2 142
Chapter 3 146
Chapter 4 158
Chapter 5 163
Chapter 6 165
Chapter 7 168

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1
Chapter 1
Clinical Framework:
Basic Terms and Concepts
LEARNING OBJECTIVES
When you have finished this chapter, you should be able to:
 Define communication, speech, and language.
 Define disorders of communication, speech, and language.
 Distinguish between articulation and speech sounds (phones),
phonology, and phonemes.
 Define speech sound disorder and understand its relationship to
articulation and phonological disorders.
 Classify speech sound disorders according to specific parameters.
CHAPTER OVERVIEW
This chapter introduced the reader to several fundamental terms that are important
when assessing and treating speech sound disorders. Introductory terms such as
communication, speech, and language were defined based on their normal processes
and what a disorder of each would entail.
Language divisions of phonology, morphology, syntax, semantics, and pragmatics
provided a further delineation which could aid the reader in understanding these basic
concepts. Speech sound form versus linguistic function were used to distinguish
between the speech sound and the phoneme. Also new to this chapter is the definition
of Speech Sound Disorders (ASHA practice portal, n.d. American Speech-Language-
Hearing Association).
Based on this definition, a differentiation between speech sound, articulation, and
phonological disorders were presented as well as nomenclature that is widely used in clinic
and research relative to these terms.
New to this chapter are two ways that speech sound disorders can be classified. The
first is based on subtypes and etiological factors (Shriberg et al., 2010) and the second
is a differential diagnosis system which was proposed by Dodd (1995, 2005). Both of
these systems were examined, their clinical applicability discussed.

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2
PRESENTATION OUTLINES
1. Review basic terms and concepts, such as communication, language, and
speech. These terms were defined according to their professional usage, for
example, as referenced by the American Speech-Language-Hearing Association
(n.d.), and their practical application.
2. Examine the subdivisions of language: phonology, morphology, syntax,
semantics, and pragmatics. Definitions were given as well as the application of
these terms to the specific areas of language.
3. Define the broader term communication disorder as well as speech sound and
language disorder. These divisions will be relevant within our clinical practice.
4. Introduce the concepts of articulation and speech sounds versus phonology
and phonemes. This is a delineation which will be important in the discussion
of speech sound disorders as well as phonological disorders.
5. Define and delineate the phoneme, allophone, phonotactics and minimal pairs as
they apply to phonology.
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 discuss
speech sounds and speech sound disorders.
KEYWORD DEFINITIONS
Communication is any act in which information is given to or received from another
person concerning facts, thoughts, ideas, and feelings (p. 1). Communication refers to
any way that we convey information from one person to another.
Speech is the communication or expression of thoughts in spoken language (p. 1). It
is oral, verbal communication. Speech can be further divided into articulation, fluency,
and voice.
Language can be defined as a complex and dynamic system of conventional symbols
that is used in various modes for thought and communication (p. 3). It is rule
governed, includes variability and change, and can be used to communicate in many
different ways. Language is described by at least five linguistic parameters:
phonology, morphology, syntax, semantics, and pragmatics.
Phonology is the study of the sound system of language, and includes the rules that
govern its spoken form (p. 2). Phonology a) analyzes which sound units are within a
language, b) examines how these sounds are arranged, their systematic organization
and rule system.
Morphology studies the structure of words; it analyzes how words are built out of
morphemes, the basic unit of morphology (p. 2).
Morpheme is the smallest meaningful unit of a language (p. 2).
Syntax consists of organizational rules denoting word, phrase, and clause order. It also
examines the organization and relationship between words, word classes, and other
sentence elements (p. 2).

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Semantics is the study of linguistic meaning and includes the meaning of words,
phrases, and sentences (p. 2).
Pragmatics is the study of language used to communicate within various situational
contexts (p. 2). Pragmatics examines language use in context.
Communication disorder is the impairment in the ability to receive, send, process,
and comprehend concepts including verbal, nonverbal, and graphic symbol systems
(p. 3).
Speech disorder indicates oral, verbal communication that is so deviant from the
norm that it is noticeable or interferes with communication (p. 3). According to the
American Speech-Language-Hearing Association (1993), speech disorders are
divided into articulation, fluency, and voice disorders.
Language disorder refers to impaired comprehension and/or use of spoken, written,
and/or other symbol systems (p. 3). A language disorder may involve one or more of
the following areas: phonology, morphology, syntax, semantics, and pragmatics.
Hearing impairment results from impaired auditory sensitivity (p. 3). Individuals with
hearing impairments are typically classified as either hard of hearing or deaf.
Central auditory processing disorder result in difficulties with information processing of
auditory signals that are not related to impaired sensitivity of the auditory system.
Articulation refers to the totality of motor processes that result in speech (p. 4). It
represents a highly complex activity in which - respiratory, phonatory, resonatory,
and articulatory mechanisms included - as many as 100 muscles may be involved. In
the articulatory mechanism alone up to 22 muscles may alter their degree of tension
many times during the utterance of a simple sentence (Hanson, 1983). The
sequencing and timing of speech muscle activity is an integral portion of articulation.
Speech sounds represent physical sound realities; they are end products of
articulatory motor processes (p. 5).
Phones are another name for speech sounds (p. 5). They also represent physical
sound realities
Phoneme is the smallest linguistic unit that is able, when combined with other such
units, to establish word meanings and distinguish between them (p. 5). For example,
in General American English /p/ and /s/ are phonemes because they function to
distinguish between words such as "pat" and "sat". On the other hand, in General
American English the aspiration of stop/plosives does not have phonemic relevance.
The two words [phit] and [pit], in spite of their differences in production, do not result in
two words with different meanings. However, aspiration versus nonaspiration of
stop/plosives is phonemically relevant in many languages. For example, in Swahili
[pɑ] is the word for "climb", however, with an aspirated [phɑ], signifies the name for
a specific type of antelope. As linguistic units, phonemes characterize how speech
sounds function within a language to differentiate word meaning.
In everyday usage, professionals often do not distinguish between the terms speech
sound and phoneme. One could hear someone say that they transcribed a
particular phoneme, for example. However, theoretical and definitional differences
do exist; these terms represent two distinct concepts. While the technical term
speech sound stands for the physical reality of sound form, the term phoneme refers
exclusively to how these forms function within a given language as linguistic units to
differentiate between word meanings.
Allophones are variations in phoneme realizations that do not change the meaning

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4
of a word when they are produced in differing contexts (p. 5).
Phonotactics refers to the description of the allowed combinations of phonemes and
in a particular language (p. 6). Both the inventory of phonemes and their possible
combinations are unique and vary according to the particular language.
Phonetic variation is another label for speech sound (p. 7).
Minimal pairs are two words that differ in only one phoneme value (p. 7). The words
“cat” and “hat” are minimal pairs.
Speech disorder exists when difficulties making certain speech sounds continues
past an age-appropriate time frame (pp. 7-8)
Articulation disorder as a subcategory of a speech disorder, is atypical production of
speech sounds characterized by substitutions, omissions, additions, or distortions. It
designates difficulties with the motor production aspects of speech, or an inability to
produce certain speech sounds (pp. 8-9).
Phonetic inventory is a list of all phones within a child’s inventory (p. 9). It includes
the sounds and their variations, thus, typically the phonetic marker and any diacritics
noted.
Phonological disorder refers to impaired comprehension of the sound system of a
language and the rules that govern the sound combinations (p. 9). Several reports
(for example Fey, 1992; Pollack and Rees, 1972) have documented that children
with phonological disorders can say the particular sound (thus, they do not have
difficulties with the actual speech sound production) but, for some reason, do not
understand the pattern of phoneme usage within the language system.
Phonemic inventory is the inventory of all phonemes within a child’s system (p. 9).
These are phonemes which are used to contrast and differentiate meaning for the
child.
Phonotactic constraints refers to a limited use of phonemes and the
phonemes/phones that are possible in word positions (p. 9).
Constraints are any patterns noted that seem to limit or restrict the productional
possibilities of our clients (p. 9). For example, if a child uses a correct [s] at the
beginning of a word but deletes [s] at the end of a syllable or word, this would be
considered a constraint.
LEARNING MATERIALS: ANSWERS TO QUESTIONS
FROM TEXTBOOK THINK CRITICALLY (PAGE 16)
The following small speech sample is from Tara, age 4;3.
rabbit [wӕbət] ready [wɛdi]
feather [fɛdɚ] arrow [ɛwoʊ]
green [ɡwin toothbrush [tutbwəʃ]

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5
this [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]
Which speech sound errors are noted in this sample?
Answer: Sounds in error are [ɹ ], [θ], and [ð]. The [ɹ] is in error at the beginning of a
word and in consonant clusters with [ɹ]. However, the vocalic [ɚ] is produced correctly.
The [θ] and [ð] errors occur within a word or at the end of a word. Both [θ] and [ð] are
produced correctly at the beginning of a word.
Which sounds are substituted for the sounds in error?
Answer: Substituted sounds are [w] for [ɹ], [d] for [ð], and [t] for [θ].
Can any phonotactic restraints be noted in the correct productions of “th” and “r‟?
Answer: The [θ] and [ð] are produced correctly at the beginning of a word, however,
[d] and [t] are used as substitutions when the sound is in the middle of a word or at the
end of the word. The [w] is used as a substitution for [ɹ] initiating a syllable and in
consonant clusters. It should be noted that the central vowel with r-coloring [ɚ] is
produced correctly.
Based on this limited information, do you think the child has an articulation or a
phonological disorder? Why?
Answer: An articulation disorder. The [ɹ] is a later developing sound and could be an
articulation error. The fact that the child can produce the central vowel with r-coloring
would support the fact that this sound is gradually appearing in Tara’s speech.
Although phonotactic constraints can be noted on [θ] and [ð] productions, these errors
could also be articulation-based. It is an easier task in the speech sound development
of children to produce the sound correctly at the beginning, as opposed to the middle or
end of words.

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6
ADDITIONAL LEARNING MATERIALS
DISCUSSION TOPICS AND CLINICAL APPLICATIONS
1. Discuss why the child’s production of minimal pairs could be used in
determining a phonological disorder?
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.
3. What type of material could you use to examine the phonotactics of a child’s
inventory if the child 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?
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.
5. Give one example of what could be assessed within each of the five areas of
language (phonology, morphology, syntax, semantics, and pragmatics).
6. The following is a portion of a language sample from Jeannette, age 4;6.
I want some jelly beans and some chocolate.
[ aɪ wʌn sʌm ʒɛli bins ӕn sʌm sɑklət]
I don‟t know.
[aɪ doʊn noʊ ]
I don‟t know who that is.
[aɪ doʊn noʊ hu dӕt ɪs]
Ninja turtles fight the evil Ninjas.
[nɪnʒə tʊtəls faɪt də ivəl nɪnʒəs]
Then Shredder just comes.
[dɛn ʃɹɛdə ʒʌst kʌms]
And all of these other things.
[ӕn ɑl əf dis ʌvə tɪŋs]

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a. W rite down the phonemic inventory of Jeanette using both the vowels and
consonants that are presented in this small sample.
b. Note which vowels and consonants that are normally a portion of the American
English inventory are not demonstrated in Jeanette’s speech sample.
c. Make a list of the words that Jeanette pronounces differently than would be
expected when compared to the adult model of pronunciation.
d. Note any consistent patterns of substitution of one sound for another.

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10
REFERENCES
American Speech-Language-Hearing Association. (n.d.). Speech sound disorders:
Articulation and phonology (Practice Portal). Retrieved from
http://www.asha.org/Practice-Portal/Clinical-Topics/Articulation-and-Phonology
American Speech-Language-Hearing Association. (1993). Definitions of communication
disorders and variations [Relevant Paper]. Retrieved from http://www.asha.org/policy
Dodd, B. (1995). Differential diagnosis and treatment of children with speech disorder.
London, UK: Whurr.
Dodd, B. (2005). Differential diagnosis and treatment of children with speech disorder (2nd
ed.). London, UK: Whurr.
Fey, M. (1992). Clinical forum: Phonological assessment and treatment.Articulation and
Phonology: Inextricable constructs in speech pathology.Language, Speech, and
Hearing Services in Schools, 23, 225-232.
Hanson, M. L. (1983). Articulation. Philadelphia: W. B. Saunders.
Pollack, E., & Rees, N. (1972). Disorders of articulation: Some clinical applications of
distinctive feature theory. Journal of Speech and Hearing Disorders, 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 and Phonetics, 24, 795–824.

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11
Chapter 2
Articulatory Phonetics:
Speech Sound Form
LEARNING OBJECTIVES
When you have finished this chapter, you should be able to:
 Define and classify phonetics and the branches of phonetics.
 Briefly review the anatomical-physiological foundations of speech production.
 List the differences in production and function of vowels versus consonants.
 Identify the descriptive parameters used for vowels of General American English
and categorize the vowels accordingly.
 Identify the descriptive parameters used for the consonants of General
American English and classify the consonants accordingly.
 Define coarticulation and assimilation, and list the different types of assimilatory
processes.
 Identify the various types of syllable structures, including phonotactic restraints
that might be noted in children.
CHAPTER OVERVIEW
This chapter first presented a definition of phonetics and the three subdivisions of
phonetics: articulatory, acoustic, and auditory phonetics. Second, this chapter reviewed the
anatomical and physiological prerequisites for speech production. The structures involved in
producing speech are cumulatively labeled the speech mechanism. The speech mechanism
is further divided into the respiratory, phonatory, resonatory, and articulatory systems. These
systems were briefly discussed.
Next within articulatory phonetics an overview of vowels and consonants was given and
the form and function of vowels and consonants of General American English were
discussed. Both vowels and consonants were classified according to their articulatory
production features and their linguistic functions. Phonetic descriptors were given to
provide the clinician with a detailed account of articulatory action during norm production
of vowels and consonants. These features can later be contrasted to those noted in the
impaired sound realizations of children and adults with articulatory-phonological
impairments.
In the last portion of this chapter, coarticulation, assimilation processes, and syllable
structure were defined and examined. Coarticulation and resulting assimilatory processes
were described as possible normal articulatory consequences that regularly occur in the
speech of individuals. Assimilatory processes were defined according to the type and
degree of sound modification. Examples were given of assimilatory processes in children
as well as of the possible impact these processes could have on standardized speech
assessment results. The section on syllable structure defined the parts of the syllable. It
was suggested that an analysis of syllable structures could provide the clinician with
additional knowledge when evaluating individuals with speech sound disorders.

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