A teacher notices that a child cannot pronounce the sound “sh” in “ship.” Based on the classification of impairments, what should the teacher do first?

• Punish the child whenever incorrect sounds are produced

• Immediately refer the child to a neurologist for brain imaging

• Provide targeted sound exercises to help the child articulate correctly

• Allow the child to continue speaking without correction to avoid embarrassment

A parent observes that her 3-year-old child can say only 2–3 words but not sentences. What should the parent do based on Laule’s developmental milestones?

• Force the child to memorize songs and rhymes quickly

• Stop talking to the child until he learns words on his own

• Worry immediately because the child is severely delayed

• Encourage storytelling and expand words during playtime

During a reading class, a student with dyslexia confuses “d” and “b.” What instructional approach is most appropriate?

• Avoid teaching words with “d” and “b” to reduce confusion

• Repeatedly scold the student until the letters are memorized

• Assign more silent reading activities to practice independently

• Use multisensory strategies that connect letters with sound and touch

A child with apraxia cannot say the word “ear.” Which teacher strategy best supports this child?

• Let the child avoid saying the word until older

• Ask the child to write the word “ear” multiple times

• Test the child on vocabulary lists to improve pronunciation

• Use touch cues by letting the child touch his ear while saying the word

A student in grade 2 struggles with spelling and sentence construction due to morphological difficulties. What should the teacher emphasize?

• Ignoring writing activities until oral skills improve

• Memorization of dictionary words without context

• Word formation activities such as root words and affixes

• Encouraging the student to focus only on oral communication

A teacher wants to differentiate between stuttering and normal disfluencies. Which observation best shows stuttering?

• Saying “uh” or “um” while speaking

• Taking short pauses between ideas

• Forgetting words during conversation

• Repeating entire words like “go-go-go to school”

A child consistently substitutes “w” for “r” (e.g., “woad” for “road”). Based on analysis, which disorder does this most likely indicate?

• Apraxia

• Dysarthria

• Selective Mutism

• Speech Sound Disorder

A student cannot follow instructions and fails to answer basic “who” and “what” questions. Which disorder is most likely present?

• Apraxia

• Dysarthria

• Preschool Language Disorder

• Stuttering

A child who speaks clearly at home but remains silent in class for months may be experiencing:

• Selective Mutism caused by anxiety

• Speech Sound Disorder caused by hearing loss

• Dysarthria caused by weak oral muscles

• Apraxia caused by brain injury

A teacher records a student’s voice to help him evaluate his pronunciation errors. What type of cue is the teacher using?

• Listening cue

• Stress cue

• Touch cue

• Visual cue