Chapter 7 Test Bank:
Teaching Students with Communication Disorders
7.1 Which is the most typical speech disorder found in students with communication disorders?
a. fluency disorders
b. voice disorders
c. articulation disorders
d. volume control
7.2 Victoria’s speech is sometimes difficult to understand because her language has an irregular
rhythm and flow. Victoria’s language problem is in the area of:
a. fluency
b. pitch and intensity
c. articulation
d. voice
7.3 Children’s speech should be at least 90 percent intelligible by
a. the age of three
b. the time they finish first grade
c. the age of eight
d. the time they enter kindergarten
7.4 Lucinda, a second-grade teacher, has noticed that one of her students says “boo” when he means
to say “blue” and “pity” instead of “pretty.” What type of errors are these?
a. substitutions
b. distortions
c. additions
d. omissions
7.5 One of the components of vocal production of language is fluency. Which is the most common
fluency disorder:
a. omissions
b. stuttering
c. additions
d. resonance
7.6 As part of her seventh-grade class, Keisha makes sure to focus on teaching vocabulary, word
categories, word relationships, multiple meanings, and figurative language. What is Keisha
teaching her class?
a. semantics
b. form
c. use
d. pragmatics
7.7 Content area teachers can help their students understand subjects such as science and social
studies by focusing on conjunctives, disjunctives, and enablers. These are examples of
a. omissions
b. vernaculars
c. relationship
d. multiple meanings
7.8 Matt has observed that David, a student with communicative disorders in his second-grade class,
has a very limited vocabulary. Which strategies can Matt use to help David develop a richer
vocabulary?
a. advanced organizers
b. elaboration and modeling
c. self-recording and self-talks
d. assistive listening and receptivity modeling
7.9 Tai Ling has noticed that several of her first graders have difficulty segmenting words into their
individual sounds and blending individual sounds to make words. What are these skills referred to
as?
a. temporal-sequential skills
b. inferential skills
c. syntactic awareness
d. phonemic awareness
7.10 The rule system that governs the structure of words and word forms is referred to as:
a. morphology
b. phonology
c. syntax
d. semantics
7.11 What can James teach his ninth-grade science students to help them decode words and determine
their meanings?
a. phonemics
b. affixes
c. think alouds
d. semantics
7.12 By the age of thirteen, students can switch their communication style depending on the person
whom they are talking. Communication style is also referred to as:
a. receptive language
b. register
c. feature analysis
d. form
7.13 What skills can students develop by playing word games that involve rhyming words, sound
substitutions, and opposites?
a. metalinguistic
b. semantic
c. articulation
d. fluency
7.14 What percentages of school-age children receive special services for communication disorders?
a. 2 to 3 percent
b. 1 to 5 percent
c. 2.5 to 6 percent
d. 7 to 20 percent
7.15 Which of the following statements is true about students with communication disorders?
a. A greater percentage of school-age children than preschool-age children are identified
with communication disorders as their primary disability.
b. Over 85 percent of students with communication disorders spend most of the school day
in general education classes.
c. Communication disorders occur five times more often in boys than in girls.
d. Communication disorders are initially diagnosed by a pediatrician.
7.16 Identify which technique is used in the following exchange: Patrick: “I got that question easy”
Teacher: “Yes, you answered that question easily.”
a. intrinsic motivation
b. language expansion
c. language reinforcement
d. extrinsic clarification
7.17 An example of “self talk” is when teachers
a. explain a homework assignment
b. describe what a student is doing while they do it
c. describe what they are doing while they do it
d. describe an event they remember
7.18 The concept that language is a code for representing sounds, words, and ideas is called:
a. semantics
b. morphology
c. metalinguistics
d. syntax
7.19 Syntax refers to
a. the order of words in a sentence
b. abstract concepts such as metaphors
c. sounds and language
d. various sound combinations in language
7.20 A student in your kindergarten classroom is having difficulty with pronouncing certain words
with the “t” sound. You feel he needs evaluated. Which is the best choice of professional for your
student?
a. Pediatrician
b. Audiologist
c. Speech-Language Pathologist
d. Otolaryngologist
7.21 Bobby is a first grader who has been working with the speech-language pathologist for six
months. Bobby tends to substitute, omit, or distort words in his speech. What type of disorder is
Bobby experiencing?
a. articulation disorder
b. fluency disorder
c. voice disorder
d. otitis media
7.22 You are concerned about Maria’s speech in your classroom. You feel she needs to be assessed to
determine what and if there is a problem with Maria’s speech. Which of the following is a step to
consider if you suspect a communication problem?
a. Ask the speech-language pathologist for a test you can use to assess students.
b. Place the student in the speech class for one period a day.
c. Call the student’s parents and ask them about the student’s communication at home.
d. Ask the school counselor to place the student in speech class.
Fill-in-the-Blank Questions:
7.23 If you have a student in your classroom with ________________ _____________ he or she may
have difficulties exchanging knowledge, ideas, opinions, desires, and feelings.
7.24 There are three components of speech that your students with speech disorders may experience.
Of these three, _______________ disorders involve difficulty with the rate and flow of speech.
7.25 In your classroom you have one student who has a ____________ ____________ problem
because he has difficulty understanding what is being communicated to him.
7.26 When addressing the vocabulary of your students, if the vocabulary used is part of the student’s
oral language it is referred to as _______________ ________________. If however you want to
see the type of vocabulary words students understand the meaning of that may or may not be in
their oral language then it is referred to as _______________ __________________.
7.27 When you give sentences to students like:
“The dove flew overhead” or “He dove for the ball” you are showing students that words have
______________ _____________.
7.28 As a teacher, if you are interested in the sounds of language and the rules for how the sounds fit
together you are interested in ________________. However, if you are concerned with the rule
system governing the structure of words and word forms then ___________________ is what you
want to study.
7.29 ___________________ is being used when your students are able to “think about, analyze, and
reflect on language as an object” similar to how students can describe or tell you about a picture
they have drawn.
7.30 There are two main areas where speech-language pathologists can help children with language
problems in the school. One is through ______________________ and the second is
through_________________________.
7.31 In your classroom you have two students who have physical disabilities that limit their use of
speech. You have found __________________________ systems like a communication board
that will be effective tools to help your students.
7.32 Define communication disorders. What are the three broad categories communication disorders
are divided into? Which of these categories most commonly affect students?
7.33 Define speech disorders. List and explain the three components of speech disorders. For each
component, describe possible classroom implications, and provide several modifications or
accommodations you would use.
7.34 What is language form and what are its three components? For each component, describe possible
classroom implications, and provide several modifications or accommodations you would use.
7.35 Describe the differences between pragmatics and metalinguistics and how each is affected by
development.
7.36 Discuss the prevalence of communication disorders. What percentages of students have
communication disorders, and how does this percentage change from preschool to elementary
school? What percentages of students have a primary disability of communication disorders?
Where are the majority of these students served? Describe how communication disorders affect
boys differently than girls.
7.37 What role does the general education teacher play in the identification of students with
communication disorders? Provide examples of questions general education teachers may ask
about their students to determine the possibility of difficulties in the three areas of language.
7.38 What can general education teachers do to facilitate speech development in the classroom?
7.39 What are some ways that teachers can create an accepting classroom community for students with
speech disorders? Provide examples of ways you can make your classroom a welcoming
environment for students who struggle with language.
7. 40 One of the best ways to promote language is through the use of every day
conversations. List some of the prompts teachers can use to facilitate speech through this process.
CHAPTER 7
