Georgia teacher certification tests, field 28: speech-language pathology, objectives and assessment characteristics [June 1992]

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Werner Rogers State Superintendent of Schools Georgia Department of Education

Georgia Teacher Certification
Tests
Field 28: Speech-Language
Pathology Objectives and
Assessment Characteristics
Produced by Georgia Assessment Project
Georgia State University
For Georgia Department of Education
Division of Assessment Atlanta, Georgia
Objectives effective March 1991 First printing December 1990
First revised printing June 1992

2
The Georgia Assessment Project (GAP) at Georgia State University has prepared this set of objectives for the Georgia Department of Education (GDE). These objectives have been verified as important content and professional knowledge required for certification in the field of Speech-Language Pathology. The objectives defined in this document are based on an extensive job analysis carried out by the Georgia Assessment Project. Approximately 450 Speech-Language Pathology practioners statewide provided judgments on a comprehensive set of instructional tasks. Then, working with the guidance of GAP and GDE staff, groups of highly skilled content specialists--teachers, supervisors, and teacher educators--examined the tasks and developed detailed descriptions of the knowledge that an educator must possess in order to perform those tasks competently. More than 75 content specialists participated in this process. The objectives described in this publication, and their relative weighting on the examination, reflect the consensus of these speech-language pathologists. The objectives and assessment characteristics in this document are given to specially trained Georgia content specialists who write the actual test items. The items are then reviewed to ensure that they accurately assess the objective for which they are written and that they do not contain any element that will unfairly penalize the members of any group. The purpose of providing these objective specifications is to define the content and professional knowledge required of an applicant for certification in this field. The information contained in this guide will assist you in preparing for the test. We encourage applicants to study these materials to enhance their understanding of the requirements of the field and to form realistic and confident expectations about the nature of the Georgia Teacher Certification Tests. Along with these materials go hopes for a productive and rewarding career in education. If you have questions or desire further information, please contact:
Test Administration Unit Division of Assessment Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334
(404) 656-2556
Werner Rogers State Superintendent of Schools
r(128

3
Introduction
This guide is designed for those individuals preparing to take the Georgia Teacher Certification Test (TCT) for Speech-Language Pathology. Speech-language pathologists from across Georgia participated in the preparation of these objectives, which became effective with the March 1991 administration of the TCT in Speech-Language Pathology. When preparing for the TCT, you should review each objective, content component, and indicator. Carefully read the assessment characteristics and sample items that accompany them. The assessment characteristics and sample items are designed to show you how each objective will be assessed on the test. You should be aware that
1. Most TCT items are multiple-choice with four possible answers. Each multiple-choice item has only one correct answer.
2. There are no penalties for guessing. 3. While you will be given 3t hours of actual test time, you may request up to one hour of
additional time if needed. 4. There are different numbers of test questions for each objective. Look carefully at the content-
weighting information given with each objective statement on page 7 to see how important each objective is. The distribution of content across objectives is based on recommendations of content experts and practitioners. The distribution will remain the same in each edition of the test. 5. In order to pass the TCT, you do not have to pass each objective.. The test score is. determined by the total number of correct answers on the test. Read the directions carefully before attempting to answer an item. Be sure you know what the item is asking you to do. If you need assistance in test-taking strategies or dealing with test anxiety, please seek help through a college or university counseling center.
Acknowledgements
The Georgia Department of Education wishes to express its appreciation to the group of Georgia speech-language pathologists who volunteered their time and expertise to develop these objective specifications.
TCl 28

8ZDl

5
Using The Objective Specifications
Objective specifications define and describe the test content for a given certification field and are used to develop test items that will appear on the Georgia Teacher Certification Test for that field. Each objective is described in two ways. Objectives are first defined in a section called Assessment Characteristics. The assessment characteristics establish parameters for item development and describe items for that objective. A second section provides several sample test items for the objective.
Statement of the Objective
Objectives have been constructed so that each statement contains three parts: a response term (e.g., identifies, recognizes, selects); a content term (e.g., consultation and program extension skills); and a context (e.g., therapeutic environment, academic materials).
An objective might read, "The educator identifies principles of state and federal laws, rules, regulations, and policies that apply to special education in the context of the therapeutic environment and academic materials."
Assessment Characteristics
Assessment Characteristics define what an objective is intended to test, that is, the acceptable range of content to measure an objective. The characteristics may include definitions, limits to the complexity of item types, or rules that specify which content can or cannot be used to assess the objective.
A content component further defines content within an objective (e.g., in Objective 1, "planning for assessment" is a content component. An indicator describes content within a content component (e.g., in Objective 1, "selection of the assessment environment" is an indicator under the component, "planning for assessment;" some content components have no indicators to subdivide them).
Examples
Sample test items illustrate possible item content and formats used to assess each content component or indicator of an objective. Examples are offered as suggestions, not as restrictive guides. Each sample test item in this document is labeled with a number and a descriptive phrase. Answers for sample items are indicated by bold italics.
Using the Objective Reference Number
The objective reference number is a six-digit code that identifies pertinent information about any test item. Objective reference numbers are used to designate test items by the objective, content component, indicator, and context for which they are written.
Each digit of the six-digit reference number contains specific information about a test item:
-The first two digits (012142) identify the objective for which the item has been written. Objective
01 deals with princiPia's of student assessment.
The third digit (012142) indicates a specific content component within an objective. All objectives
have at least one content component. Content component =2- is interpretation.
- .. The fourth digit (012142) refers to an indicator, if there is one within a content component.
Indicator 1 in this case means informal assessment. If there are no indicators for the content component, the fourth digit is 0 (e.g., 041,0.11).

6 The finat two digits (0131) define the context in which the item is presented. The fifth digit defines the type of handicapping condition represented in the item: 1 articulation disorder 2 language disorder 3 . fluency disorder 4 voice disorder (Items with 1-4 in the fifth digit include students whose only handicapping condition is their communication disorder. It also includes students with mild/moderate mental handicaps, specific learning disabilities, and behavior disorders.) 5 related handicapping conditions such as cerebral palsy, hearing impairments, severe emotional disorders, severe mental handicaps, and cleft palate 6 general item that addresses content across communication disorders and handicapping conditions The sixth digit (01214~ defines the setting of each item: Therapeutic environment - items that require the speech-language pathologist to apply knowledge in hypothetical situations. 2 Academic materials - items that relate to factual or academic material. Items that have no setting are considered to be in an academic context.
TeT 28

7

Field 28: Speech-Language Pathology Objectives

Objective 01: Objective 02: Objective 03: Objective 04: Objective 05: Objective 06: Objective 07:

The speech-language pathologist identifies and applies principles of assessment procedures in the context of the therapeutic environment and academic materials. This objective accounts for approximately 18-24 percent of the items on the test.
The speech-language pathologist identifies content and intervention strategies to provide a comprehensive intervention program for students with articulation disorders in the context of the therapeutic environment and academic materials. This objective accounts for approximately 13-19 percent of the items on the test.
The speech-language pathologist identifies content and intervention strategies to provide a comprehensive intervention program for students with language disorders in the context of the therapeutic environment and academic materials. This objective accounts for approximately 18-24 percent of the items on the test.
The speech-language pathologist identifies content and Intervention strategies to provide a comprehensive Intervention program for students with fluency disorders in the context of the therapeutic environment and academic materials. This objective accounts for approximately 8-14 percent of the items on the test.
The speech-language pathologist identifies content and intervention strategies to provide a comprehensive Intervention program for students with voice disorders in the context of the therapeutic environment and academic materials. This objective accounts for approximately 8-14 percent of the items on the test.
The speech-language pathologist identifies and applies principles of state and federal laws, rules, regulations, and policies that apply to special education in the context of the therapeutic environment and academic materials. This objective accounts for approximately 8-14 percent of the items on the test.
The speech-language pathologist identifies and applies behavior management and consultation skills in the context of the therapeutic environment and academic materials. This objective accounts for approximately 13-19 percent of the items on the test.

reT 28

8
TEACHER CERTIFICATION TESTS Field 28: Speech-Language Pathology
Objective 01: The speech-language pathologist identifies and applies principles of assessment procedures in the context of the therapeutic environment and academic materials.
Assessment Characteristics:
Principles of student assessment mean the knowledge and skills needed to plan, select, administer. score, interpret, and apply formal and informal assessment procedures.
Assessment includes applying principles of data collection and interpretation of data for the purposes of
screening, determining eligibility, and assessing a student's progress during a therapy session.
Screenings and formal and informal evaluations are included to assess
articulation, language, fluency, -voice, hearing sensitivity, and the oral peripheral mechanism.
Assessment techniques and instruments are
formal and
. informal.
Formal assessment instruments are considered to be standardized norm-referenced tests and criterionreferenced tests.
Informal assessment procedures include
observations (systematic and anecdotal), parent and teacher interviews (oral and written), classroom observation, and probes developed by the speech-language pathologist.
Assessment includes students who are standard and nonstandard speakers of English.
Nonstandard English speakers include Limited English Proficient speakers and dialectal speakers.
Nonstandard speakers demonstrate variations from the standard English system.
These variations may occur in the areas of
phonology, morphology, pragmatics, semantics, supra-segmented features, or social discourse rules.
TCT 28

9
Pragmatics may include proxemics.
Supra-segmental features may include
voice. inflection. stress.
pitch.
rate, volume. or
pause.
Nonstandard English speakers may demonstrate difficulties in reading. speaking, and writing.
Dialectal speakers are students whose first language system is a variation of standard English: .
Limited English Proficient students are those whose native/home/first/language is not English.
These students may also be referred to as Language Minority Students.
For the purpose of this test, nonstandard English speakers will include students from groups represented in sizeable numbers in Georgia's schools. These groups will include
Asians. Blacks. Hispanics, and Southern whites. Associated stimulus materials and item stems will not mention test names.
Content Component 0110 data collection
Indicator 0111 assessment need Items may require the speech-language pathologist to examine information available from such sources as student records. case histories, parent and teacher interviews, and assessment reports to determine what additional information may be needed for screening, determining eligibility, or developing an Individualized Education Program (IEP). Eligibility reports may include information from sources such as the Student Support Team (SST), Georgia Criterion-Referenced Tests (CRT's). psychological reports, systemwide standardized achievement testing. and outside evaluations including educational. speechlanguage pathology, audiological. and medical reports. Items may also require the speech-language pathologist to identify factors such as intellectual development. academic performance. limited English proficiency, dialectal differences. or social and emotional development, which may have an impact on the assessment situation. Items may also require the speech-language pathologist to identify when a hearing problem is manifested and needs to be assessed. Items may also require the speech-language pathologist to interpret results of air-conduction testing recorded on audiograms.
TCT 28

10
Within the area of language, instruments may be included to assess
phonology, morphology,
syntax, semantics, and pragmatics.
Indicator 0112 modification of test Items may require the speech-language pathologist to identify appropriate modifications of test procedures and test materials to meet the needs of the test taker. Items may also require the speech-language pathologist to identify appropriate modifications of test materials to meet the needs of the student and the requirements of the assessment procedure. Needs of the test taker may include nonstandard English usage or the presence of a handicapping condition. Handicapping conditions may include
mental handicaps, specific learning disabilities, hearing impairments, visual impairments, cerebral palsy, or severe emotional disturbances. Modification of test procedures or test materials may include use of electronic devices, change in response mode, change in schedule, and change in format such as manually coded English or Signing Exact English for the
hearing impaired.
Indicator 0113 informal assessment Items may require the speech-language pathologist to select an appropriate procedure for collecting data and/or recording student responses during informal assessment. Items may also require the speech-language pathologist to recognize the transcription of words in International Phonetic Alphabet (IPA) when presented in general American English. Indicator 0114 formal assessment Items may require the speech-language pathologist to identify the conversion of raw scores to standard scores using examples of charts and/or tables.
Conversions to percentile ranks and grade equivalences may also be included.
TeT 28

11
Items may also require the speech-language pathologist to determine the raw score from a sample test protocol, determine chronological age from birthdate information, or determine basal and ceiling scores.
Items may also require the speech-language pathologist to select appropriate formal instrument(s) and/or procedures that address the area under scrutiny (one of the four areas of communication disorders).
Content Component 0120 interpretation
Indicator 0121 informal data
Items may require the speech-language pathologist to interpret information from informal data collection or recording procedures. This may include analyzing and synthesizing anecdotal information into a statement of performance, interpreting interview transcripts, or analyzing checklist data.
Items may also require the speech-language pathologist to interpretinformation and/or compare it to the student's overall communication performance.
Items may also require the speech-language pathologist to interpret information in relationship to normal development.
Items may also require the speech-language pathologist to interpret the transcription of words presented in the International Phonetic Alphabet (IPA).
Items may also require the speech-language pathologist to determine the need for modifying a therapy objective based on data collected during a therapy session.
Items may also require the speech-language pathologist to determine percentage of correct responses during a therapy situation based on hypothetical information.
Items that address the Present Level of Performance statement found in a student's IEP are covered in Objective 2.
Indicator 0122 formal assessment
Items may require the speech-language pathologist to determine from a description of a testing situation when formal procedures have been followed or violated.
Items may also require the speech-language pathologist to recognize statements about why formal assessment procedures must be followed.
Items may include definitions of statistical terms such as
basal and ceiling scores, standard score, percentile, standard deviation, test validity, and test reliability.
TCT 28

12
Items may also require the speech-language pathologist to interpret information in relationship to normal development. Items may also require the speech-language pathologist to interpret information in relationship to dialectal differences and/or limited English proficiency. Items may also require the speech-language pathologist to interpret information and/or compare it to the student's overall communication performance. Items will not require the speech-language pathologist to compute standard scores.

Examples for Objective 01:
011121
assessment need
The Student Support Team (SST) report states that Lindsey, a five-year-old student, exhibited these behaviors:
occasionally repeats words when excited difficulty with Irl, lsi, and lsi blends difficulty following two-step directions difficulty with "wh" questions average phrase length of four words
Which communication area might be suspected as being disordered and needs to receive in-depth evaluation?
(A) articulation (8) fluency (C) language (0) voice

13
012161 informal data
This sample of Tung's language suggests that Tung correctly uses
(A) articles. (8) tense. (C) pronouns. (0) plural markers.

011161
assessment need
Use the following paragraph to answer the next two questions.
Tung, a student with a bilateral moderate hearing impairment, has been referred for evaluation by the Student Support Team (SST). The SST report states that Tung reads at the third-grade level and that his parents speak only Vietnamese.
During assessment, the following language sample was collected:
1) Yesterday father go store. 2) Father buy ice cream and cookie. 3) Father and mother, and brother, and
me, we all go party. 4) My brother's birthday.
Which factor would NOT impact on the selection of an assessment battery for Tung?
(A) age (8) communication mode (C) cause of his hearing loss (0) number of years in the United States

TeT 28

14 Use the audiogram to answer the next three questions.

PURE TONE AUDIOMETRY

Hertz (Hz)

125 250 500 1000 2000 4000 8000 -10
0

Modality

Left Right

10
20
-30
en
...e\Qn 40
Vzi 50
S....60
:cIc: 70 ~80

AIR CONDUCTION EARPHONES

UNMASKED

X

MASKED

C

BONE CONDUCTION - MASTOID

UNMASKED

>

MASKED

]

0
tJ.
<
[

NO RESPONSE

~

~ AIR CONDUCTIONSOUND FIELD

~
,p

90

100

110

Ear Right
Masking Left
Masking

SPEECH AUDIOMETRY

CNT - Could not test

DNT - Did not test

CNM - Could not mask

DNM - Did not mask

SO

WN - White noise

NB - Narrow band noise

SL

HL - Hearing level

40

re audiometric zero

Word

EM - Effective masking

SO

SPL - Sound pressure level

re 20J.1Pa

Speech
Reception aw-, other:
Threshold

DELIVERED MASKING BY

o Tape

0 White nOise

O Disc IIlII Live "voice

0 Speech nOIse

DELIVERED RESPONSE BY

BTape
ODisc Olive
vOice

Talk back 0 White
nOise Written
Multi- 0 SnOpeiseech
choICe

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Examples for Objective 01:
011151
assessment need
Which phonemes are typically produced in error with this type of hearing loss?
A. Irl, hsl, lu I B. Igl, IkI, IiI C. lsi, IfI, It[I correct response D. Iml, Inl, IQI
Which type of hearing loss is indicated by this audiogram?
(A) unilateral high-frequency sensorineural hearing loss
(8) bilateral high-frequency sensorineural hearing loss
(C) bilateral conductive high-frequency hearing loss
(0) bilateral high-frequency mixed hearing loss

15
013261 formal assessment
Kevin was born on August 16, 1982. He was assessed on March 3, 1990. Which is his correct chronological age?
(A) 7 years, 6 months (8) 7 years, 7 months (C) 8 years, 6 months (0) 8 years, 7 months

The 12-year-old student with this hearing loss wears binaural hearing aids. However, the student reports that the classroom is "noisy" and that he cannot hear teacher directions. The speech-language pathologist has noted that he appears to have difficulty in the therapy setting.
Which would be the most effective intervention for this student?
(A) cued speech (8) sign language
(C) closed-captioned television
(0) a personal frequency modulation (FM)
system

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16
TEACHER CERTIFICATION TESTS Field 28: Speech-Language Pathology
Objective 02: The speech-language pathologist identifies content and intervention strategies to provide a comprehensive intervention program for students with artIculation disorders in the context of the therapeutic environment and academic materials.
Assessment Characteristics:
Content and intervention strategies mean determining appropriate content and formulating activities, materials, and strategies to provide a comprehensive intervention program to students with articulation disorders. This includes determining delivery model, selecting appropriate content, choosing therapy approaches, and analyzing and adapting materials to address factors such as on-task behaviors, perseverance, and accuracy and speed of performance for students with articulation disorders.
Students with articulation disorders include preschool through secondary-level students. Preschool includes students three through five years old.
Students with articulation disorders may include students with other handicapping conditions such as hearing impairments, mental handicaps, severe emotional disturbances, behavior disorders, specific learning disabilities, cerebral palsy, vision impairment, and cleft palate.
Items may include initial production, practice, maintenance, and generalization.
Items may require the speech-language pathologist to identify appropriate modifications to instructional strategies for a specific learner or group of learners.
Items may require the speech-language pathologist to identify strategies to use in counseling students in relation to their articulation disorders.
Items may require the speech-language pathologist to consider the student's learning process(es) when selecting strategies and therapy approaches. Learning processes refer to those psychological processes through which the student learns.
Items may require the speech-language pathologist to analyze the appropriateness of commercially available material for an individual or for a group, based on student information. This analysis includes consideration of factors such as
age appropriateness, interest level, needs of the learner, ease of use, bias or stereotyping elements, and skill level of the learner.
Items may require the speech-language pathologist to identify material modifications appropriate for a
particular type of student or a specific student. Material modifications refer to alterations to a set
curriculum or to a specific task or set of materials that the speech-language pathologist would make within a program in order to address the needs and characteristics of the student(s).
Items will not require the speech-language pathologist to analyze, select, or adapt material for a specific student or group of students when given only a label such as "voice disordered."
Items and associated stimulus material will not mention specific commercial products.
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Content Component 0210 strategies
Items may require the speech-language pathologist to identify content, materials, and intervention strategies that promote phonological development.
Phonological development refers to the normal sequence of sound acquisition in children.
Strategies to increase phonological development may include
traditional (articulatory) approach, multiple phonemic approaches (including phonological approaches), and sensorimotor approaches. Traditional or articulatory approaches train one sound at a time. Multiple phonemic approaches are those that look at the error patterns within a student's speech and train the system or pattern involved.
Items will not require the speech-language pathologist to identify specific rules or statements tied to a specific theory of phonological processing.
Sensorimotor approaches are those that combine the input of sensations with the output of motor activity. Items addressing sensorimotor approaches will not name specific approaches but may address such activities as ear training and vibrotactile stimulation. Items may test whether the speech-language pathologist can identify errors when using either traditional classifications or phonological approaches. Errors may include
substitutions, omissions, distortions, additions. fronting, backing, and final consonant/deletion
Items may also require the speech-language pathologist to identify appropriate sequencing of therapy strategies.
The sequencing of therapy strategies refers to the systematic ordering of therapy objectives to reach an annual goal.
Items will not require the speech-language pathologist to label the level of severity of an articulation disorder.
Items may also require the speech-language pathologist to identify appropriate tongue placement for the production of sound.
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Content Component 0220 normal development
234 5678
D
m
n
n w b

':l::1 I

Ch ' n.qnqql

sh I ...............
z

'j

r

V
..

~A nqJ 3

f

zh

From: "When Are Speech Sounds Learned?" by E.K. Sander, 1972, Journal of Speech and Hearing Disorders. E(l). p. 62
Items may require the speech-language pathologist to identify developmental norms for phonological developme'lt according to Eric Sander.
Eric Sander's developmental norms are the average-age estimates and upper age limits of customary consonant production. The upper age limit is the age level at which 90 percent of all children are customarily producing the sound.
Items may also require the speech-language pathologist to identify when an articulation error is ageappropriate.

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19
Examples for Objective 02: 021011 strategies
Keturah, a seven-year-old, had the following phonemes in error during testing: lsI, Iz/, 1I1./v/. 131. Which phoneme would be the appropriate choice to initiate therapy? (A) Ivl (8) lsI (C) I II correct response (D) 131
021012 strategies
I aa bOi t:) da d:)g I contains an example of a(n)
(A) addition. (B) distortion.
(C) omission.
(D) substitution.
TCT 28

20
TEACHER CERTIFICATION TESTS Field 28: Speech-Language Pathology
Objective 03: The speech-language pathologist identifies content and intervention strategies to provide a comprehensive intervention program for students with language disorders in the context of the therapeutic environment and academic materials.
Assessment Characteristics:
Content and intervention strategies mean determining appropriate content and formulating activities, materials, and strategies to provide a comprehensive intervention program to students with language disorders. This includes determining delivery model, selecting appropriate content, choosing therapy approaches, and analyzing and adapting materials to address factors such as on-task behaviors, perseverance, and accuracy and speed of performance for students with language disorders.
Students with language disorders include preschool through secondary-level students. Preschool includes students three through five years old.
Students with language disorders may include students with other handicapping conditions such as hearing impairments, mental handicaps, severe emotional disturbances, behavior disorders, specific learning disabilities, cerebral palsy, vision impairment, and cleft palate.
Items may include initial production, practice, maintenance, and generalization. Items may require the speech-language pathologist to identify appropriate modifications to instructional strategies for a specific learner or group of learners.
Items may require the speech-language pathologist to identify strategies to use in counseling students in relation to their language disorders.
Items may require the speech-language pathologist to consider the student's learning process(es) when selecting strategies and therapy approaches. Learning processes refer to those psychological processes through which the student learns.
Items may require the speech-language pathologist to analyze the appropriateness of commercially available material for an individual or for a group, based on student information; This analysis includes consideration of factors such as
age appropriateness, interest level, needs of the learner, ease of use, bias or stereotyping elements, and skill level of the learner.
Content Component 0310 strategies
Items may require the speech-language pathologist to identify content, materials, and intervention strategies that promote language development in students with language disorders.
A language disorder is defined as the abnormal acquisition, comprehension, or expression of language.
TCT 28

21
A laf1guage disorder may involve all, one, or some combination of the components of the linguistic system. The components of the linguistic system include
expression, reception, morphology, syntax, semantics, and pragmatics.
Items may also require the speech-language pathologist to select appropriate material, content, and approaches considering a student's developmental level. Items may also require the speech-language pathologist to identify appropriate sequencing of therapy strategies. The sequencing of therapy strategies refers to the systematic ordering of therapy objectives to reach an annual goal. Items will not mention specific commercial programs or materials.
Content Component 0320 normal language development
Items may also require the speech-language pathologist to identify developmental norms associated with language development. Items will not require the speech-language pathologist to identify specific stages of language development.
Content Component 0330 augmentative communication
Items may also require the speech-language pathologist to identify when the use of an augmentative communication system would be appropriate. Augmentative communication includes any approach designed to support, enhance, or supplement the communication of individuals who are not independent verbal communicators in all situations. An alternative communication system is any approach designed to take the place of verbal communication for the nonverbal student. Items may also require the speech-language pathologist to identify different types of augmentative communication approaches. Different types of augmentative approaches include aided and unaided approaches. An aided approach is one that depends on a system or device of some kind such as a communication board. An unaided approach is one that relies on manually coded English or Signing Exact English. Items may also require the speech-language pathologist to select an appropriate type of augmentative communication system based on specific student information.
TCT 28

22
Examples for Objective 03: 032021 normal language development
Data collected during Jason's comprehensive evaluation reveal that Jason does not use verb tenses when communicating. In planning Jason's program to address this characteristic, the speech-language pathologist should begin with the
(A) regular past tense. (B) irregular past tense. (C) present progressive. (0) third-person singular present tense.
033052 augmentative communication
Which would be an appropriate consideration for a student with severe cerebral palsy and severe dysarthria?
(A) alaryngeal speech (B) cued speech training (C) augmentative communication system (0) a tracheosophageal puncture and speech-
restoration technique
reT 28

23

TEACHER CERTIFICATION TESTS Field 28: Speech-Language Pathology

Objective 04:

The speech-language pathologist identifies content and intervention strategies to provide a comprehensive intervention program for students with fluency disorders in the context of the therapeutic environment and academic materials.

Assessment Characteristics:
Content and intervention strategies mean determining appropriate content and formulating activities, materials, and strategies to provide a comprehensive intervention program to students with fluency disorders. This includes determining delivery model, selecting appropriate content, choosing therapy approaches, and analyzing and adapting materials to address factors such as on-task behaviors, perseverance, and accuracy and speed of performance for students with fluency disorders.
Students with fluency disorders include preschool through secondary-level students. Preschool includes students three through five years old.
Students with fluency disorders may include students with other handicapping conditions such as hearing impairments, mental handicaps, severe emotional disturbances, behavior disorders, specific learning disabilities, cerebral palsy, vision impairment, and cleft palate.
Items may include initial production, practice, maintenance, and'generalization;
Items may require the speech-language pathologist to identify appropriate modifications to instructional strategies for a specific learner or group of learners.
Items may require the speech-language pathologist to identify strategies to use in counseling students in relation to their fluency disorders.
Items may require the speech-language pathologist to consider the student's learning process(es) when selecting strategies and therapy approaches. Learning processes refer to those psychological processes through which the student learns.
Items may require the speech-language pathologist to analyze the appropriateness of commercially available material for an individual or for a group, based on student information. This analysis includes consideration of factors such as
age appropriateness, interest level, needs of the learner, ease of use, bias or stereotyping elements, and skill level of the learner.

TeT 28,

24
Content Component 0410 strategies
Items may require the speech-language pathologist to identify content and intervention strategies that promote fluency.
Content and strategies that promote fluency may include establishing awareness, vocal control, control of linguistic complexity, and transfer.
Vocal control includes easy onset, rate control, and relaxation. Items may also require the speech-language pathologist to differentiate between normal dysfluency and stuttering. Normal dysfluency, or developmental hesitations, refers to the phase of normal speech and language development characterized by numerous regular and effortless repetitions of initial syllables. Stuttering is the involuntary, audible, or silent repetitions or prolongations of sounds, syllables, or one-syllable words. Items may also require the speech-language pathologist to identify primary or secondary characteristics associated with dysfluency. Primary behaviors are disruptions in the fluency of verbal expression characterized by activities involving the speech mechanism, other body structures, or other speech utterances. These behaviors may be indicators of emotional states such as excitement or tension. Secondary behaviors may include
excessive eye blinking, lack of eye contact, physical movements, and presence of tension sites. Items may also require the speech-language pathologist to identify the sequence of therapy strategies. The sequencing of therapy strategies refers to the systematic ordering of therapy objectives to reach an annual goal. Environmental management to promote fluency is covered under Objective 05.
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25 Examples for Objective 04: 041031 strategies
A child uses a prolonged lsi in structured conversational activities such as reading or story generation. This is an example of inappropriate
(A) discrimination. (8) generalization. (C) stress maintenance. (0) preparatory lip sets.
041031 strategies
During the third reading of a passage, the speechlanguage pathologist notes that John's stuttering behavior has decreased dramatically. Which behavior has occurred?
(A) adaptation (8) avoidance (C) extinction (0) reaction
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TEACHER CERTIFICATION TESTS Field 28: Speech-Language Pathology
Objective 05: The speech-language pathologist identifies content and intervention strategies to provide a comprehensive intervention program for students with voice disorders in the context of the therapeutic environment and academic materials.
Assessment Characteristics:
Content and intervention strategies mean determining appropriate content and formulating activities, materials, and strategies to provide a comprehensive intervention program to students with voice disorders. This includes determining delivery model, selecting appropriate content, choosing therapy approaches, and analyzing and adapting materials to address factors such as on-task behaviors, perseverance, and accuracy and speed of performance for students with voice disorders.
Students with voice disorders include preschool through secondary-level students. Preschool includes students three through five years old.
Students with voice disorders may include students with other handicapping conditions such as hearing impairments, mental handicaps, severe emotional disturbances, behavior disorders, specific learning disabilities, cerebral palsy, vision impairment, and cleft palate.
Items may include initial production, practice, maintenance, and generalization. Items may require the speech-language pathologist to identify appropriate modifications to instructional strategies for a specific learner or group of learners.
Items may require the speech-language pathologist to identify strategies to use in counseling students in relation to their voice disorder.
Items may require the speech-language pathologist to consider the student's learning process(es) when selecting strategies and therapy approaches. Learning processes refer to those psychological processes through which the student learns.
Items may require the speech-language pathologist to analyze the appropriateness of commercially available material for an individual or for a group, based on student information. This analysis includes consideration of factors such as
age appropriateness, interest level, needs of the learner, ease of use, bias or stereotyping elements, and skill level of the learner. Augmentative communication is covered under Content Component 0320.
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Content Component 0510 strategies
Items may require the speech-language pathologist to identify content, materials, and intervention strategies that promote the remediation of voice disorders.
Voice disorder is defined as the absence or abnormal production of voice characterized by inappropriate vocal
quality, pitch, loudness, and prosody (including rate). Items may also require the speech-language pathologist to read a report written by an otorhinolaryngologist or otolaryngologist and select an appropriate intervention technique based on the information.
Items may include strategies to address
vocal abuses, pitch disorders, and disorders of resonances.
Content Component 0520 fundamentals of voice production
Items may also require the speech-language pathologist to identify normal voice processes.
Normal voice processes may include
respiration, phonation, and resonance. Items may also require the speech-language pathologist to identify how these three areas function together to produce normal voice.
Items may also require the speech-language pathologist to identify the main organs used in voice production (phonation).
Items may also require the speech-language pathologist to label a diagram addressing the major organs and muscle groups associated with voice production (phonation).
The major organs and muscle groups associated with voice production (phonation and resonance) include
mouth, larynx (including vocal cords), nose, pharynx, soft palate, trachea, and tongue.
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Content Component 0530 characteristics and etiologies
Items may also require the speech-language pathologist to identify the cause of a specific voice disorder. Causes of voice disorders may include organic causes and special problem disorders. Organic voice disorders have a medical or physiological basis such as cancer. Special problem disorders include voice problems associated with hearing impairments, cerebral palsy, and cleft palate.
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Examples for Objective 05: 051042 strategies
Which procedure would NOT provide subjective information on a student's optimal/natural pitch?
(A) having the student clear her throat and continue on into a sustained tone
(8) having the student yawn and then turn the yawn into a sigh followed by soft phonation
(C) having the student start at a comfortable pitch level and sing [i] to the bottom of her vocal range
(0) having the student cover her ears and hum up the scale listening for those tones that sound louder
052042 fundamentals of voice production
Which term describes v.oice disorders resulting from the dysfunction in the coupling 'or uncoupling of the nasopharyngeal cavities?
(A) falsetto (8) harshness (C) hoarseness (0) hypernasality
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TEACHER CERTIFICATION TESTS Field 28: Speech-Language Pathology
Objective 06: The speech-language pathologist identifies and applies principles of state and federal laws, rules, regulations, and policies that apply to special education in the context of the therapeutic environment and academic materials.
Assessment Characteristics:
Principles of state and federal laws, rules, regulations, and policies refer to those legal documents and decisions related to the educational rights of students with special educational needs, including. the impact of compliance and recording procedures.
This includes P.L.94-142 and its 1986 amendment, P.L.99-457, as interpreted in Georgia's Regulations and Procedures for exceptional students.
Items may only include information contained in Georgia's Regulations and Procedures for exceptional students. Information contained in School Standards, Georgia State Board of Education minutes, or changes made in policy due to state or federal court cases is not included unless the information is also found in Regulations and Procedures for special education.
Items do not ask the speeCh-language pathologist to select or identify the specific number of days between legal processes or timelines specified in the law.
Content Component 0610 local education agency responsibility
Items may require the speech-language pathologist to identify the legal rights, requirements, and responsibilities of local education agencies concerning the identification and placement of students with speech and language disorders.
The legal rights, requirements, and responsibilities of local education agencies include
eligibility, confidentiality of personally identifiable information, the role and responsibility of the placement committee, and placement procedures, including the role of the Student Support Team (SST) as a regular
education initiative.
Items may also require the speech-language pathologist to identify eligibility requirements for programs for students with speech and language disorders.
Items may also require the speeCh-language pathologist to identify the age range of students who must be provided with special education services.
Items may also require the speeCh-language pathologist to identify the role of the communication aide in the therapy session.
Items may also require the speech-language pathologist to identify the legal requirements related to the supervision of a communication aide.
Items may also require the speech-language pathologist to identify the regulations related to class size and caseload.
Items may also require the speech-language pathologist to identify purposes and components of due process.
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Items may also require the speech-language pathologist to identify regulations on least restrictive environment.
Items do not require the speech-language pathologist to identify the least restrictive educational placement for a student based on student information.
Items do not require the speech-language pathologist to select the appropriate placement alternative based on student information.
Items do not require the speech-language pathologist to identify the timeline for when an eligibility report needs to be completed.
Items do not require the speech-language pathologist to identify age ranges within classrooms.
Content Component 0620 comprehensive evaluation
Items may also require the speech-language pathologist to identify components of a comprehensive evaluation consistent with the intent of state and federal laws, rules, regulations, and policies. This includes nondiscriminatory testing.
Items may also require the speech-language pathologist to identify how often a comprehensive evaluation must be administered.
Components of a comprehensive evaluation include
screening of voice, fluency, language, articulation, and oral mechanism, in-depth evaluation in the areas suspected of being disordered, the incorporation of cultural, language, and adaptive factors into the evaluation so it is
not racially or culturally discriminatory, hearing and vision screening before evaluation, and adaptation for handicapping condition(s).
Items may also require the speech-language pathologist to identify specific assessment requirements for determining eligibility in programs for students with speech and language disorders. This includes screening in the nondeficit areas.
Content Component 0630 procedural safeguards of parental rights
Items may require the speech-language pathologist to identify procedural safeguards of parental rights as defined by state and federal laws, rules, regulations, and policies.
Procedural safeguards of parent rights include
written notice to parents before the public agency proposes to initiate or change the identification, evaluation, or educational placement of a student;
ensuring that the communications made to parent(s) be in both English and the primary language of the home, if the primary language is not English;
signed, informed parental consent before evaluation and the right to information during the referral process, including the parents' right to refuse to have their child evaluated for special education services;
signed, informed parental consent for placement in a special education program before placement can occur;
notification to the parents that they may secure an independent evaluation of their child at public expense;
notification of appeal and hearing rights if they disagree with local education decisions or actions; and
an opportunity to examine, amend, and secure a copy of their child's school records.
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Items also require the speech-language pathologist to identify circumstances where a surrogate parent needs to be assigned to a student.
Items may also require the speech-language pathologist to identify the role that a surrogate parent may play in relation to the student's education.
Parental participation in the development of an Individualized Education Program (IEP) is covered under this content component.
Items do not require the speech-language pathologist to identify specific information needed in the consent for evaluation or consent for placement notice.
Items do not require the speech-language pathologist to identify membership or procedures for local mediation, local hearings, or state hearings.
Content Component 0640 Individualized Education Program (IEP)
Indicator 0641 legal requirements
Items may require the speech-language pathologist to recognize the legal content of an Individualized Education Program (IEP).
Legal content includes
present level of educational performance, annual goals, short-term instructional objectives, specific special education placement, related services, projected dates for initiation and anticipated duration of services, appropriate objective criteria and evaluation procedures and schedules for determining
on at least an annual basis whether the short-term instructional objectives are being achieved, and specific amount of time in regular education.
Items may also require the speech-language pathologist to identify
the purpose of an IEP, appropriate participants at an IEP meeting, and the procedures for IEP development.
Note: Parental participation in the development of an IEP is covered under Content Component 0430.
Indicator 0642 application
Items may require the speech-language pathologist to analyze or interpret information from case histories, observational reports, student records, student assessment reports, and analysis of work samples in order to identify the statement of present level of performance.
Present level of performance is a statement that describes a student's strengths and weaknesses and includes the type and severity of the communication disorder.
Items may also require the speech-language pathologist to identify an appropriately stated present level of performance statement.
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33 Items may also require the educator to identify an annual goal that appropriately addresses the needs of a student based on specific information about the student's present level of performance. An annual goal is a statement that describes what the student can reasonably be expected to accomplish within one academic year in the student's special education program. Items will not require the educator to identify appropriately stated annual goals. Items may also require the speech-language pathologist to identify appropriate short-term objectives based on information from case histories, student records, assessment information, observational reports, and annual goals. Short-term objectives are measurable, intermediate steps between the student's present level of performances and an annual goal. Short-term objectives are written in observable terms and must include schedules and criteria for mastery. Items may also require the educator to recognize behaviorally stated short-term objectives. Items may also require the educator to identify appropriate criteria that indicate mastery of short-term objectives and the methods by which the student is to be evaluated.
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Examples for Objective 06: 062062 comprehensive evaluation
Which screening must be completed prior to a comprehensive educational evaluation?
(A) hearing and vision (8) speechAanguage (C) achievement (0) intelligence
061062 local education agency responsibility
A student has been evaluated to determine eligibility for services in a speech and language program. Who decide(s) what service(s) the student should receive?
(A) parents and Student Support Team (8) parents and school psychologist (C) placement committee (0) eligibility team
064162 Individualized Education Program
Which is NOT included on an Individualized Education Program (IEP)?
(A) initiation/duration dates for service (8) present level of performance (C) therapeutic techniques (0) related services
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TEACHER CERTIFICATION TESTS Field 28 - Speech-Language Pathology

Objective 07:

The speech-language pathologist identifies and applies behavior management and consultation skills in the context of the therapeutic environment and academic materials.

Assessment Characteristics:
Consultation skills are skills used to facilitate or develop a communication program,and/or extend a student's speech and language program into the regular or special education classroom, the home, and the community.
Group management includes strategies and management practices aimed at providing a safe and positive instructional climate and at increasing appropriate behavior.
The students may include students who are not served in the speech-language program such as those students still in Student Support Team (SST), deemed ineligible by SST. or placed in an English to Speakers of Other Languages program.
Consultation and program extension skills include
conferencing and consulting skills, communication skills. and training skills.
Conferencing or consulting may involve making available information about agencies that provide medical assistance, adaptive equipment, counseling services. financial aid/assistance, and child protection.
Conferencing or consulting may also involve providing instruction to parents and other school personnel in effectively supplementing therapy activities with the student in the home, in the classroom or in the community.
Conferencing or consulting may also include providing instruction to parents, school personnel, or others to facilitate the identification of students with speech and language disorders:
Training skills may include techniques to share information with parents, teachers, and other professionals. These techniques may include checklists, written communication, school-based conferences, home visits, and phone calls.
Communication skills may include the identification of the steps that lead to and assist in the sharing of ideas and speaking without using technical jargon.
Items do not require the educator to name specific commercial programs, checklists, or specific instruments for training.

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Content Component 0710 consultation skills
Indicator 0711 educational personnel Items may require the speech-language pathologist to identify activities, materials, and strategies designed to promote cooperative interactions with regular classroom teachers, special education classroom teachers, other educational experts, school social workers, school psychologists, and paraprofessionals.
Items may also require the speeCh-language pathologist to recognize appropriate modifications, or the need for modifications, to be used by school personnel in the communication process of the student. This may include teaching style, student placement within the room, and modification of materials and activities.
Items may include instructing the teacher in the long-term effects of the student's' communication disorder.
Items may include instructing, collaborating, or determining appropriate procedures for an aide or paraprofessional to use within the therapy situation.
Items may include strategies to use to train teachers to recognize signs of speech and language disorders in order to make appropriate referrals.
Indicator 0712 parents Items require the speech-language pathologist to identify appropriate intervention strategies to be used in the home/community environment, such as modeling target responses and encouraging practice of learned communication skills.
Items may include counseling with the parents on the impact of the students' communication disorder on social and emotional development and educational and career ramifications.
Indicator 0713 other professionals Items may require the speech-language pathologist to identify activities, materials, and strategies to conference, collaborate, consult with, or instruct professionals outside the field of education to either gain information about a particular student or share information in order to enhance the Individualized Education Program (IEP). Professionals outside the field of education may include
dentists, medical doctors, audiologists, public health agency personnel, vocational rehabilitation personnel, hospital rehabilitation service personnel, private practice speech-language pathologists, private practice psychologists, and social workers.
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Content Component 0720 program management
Indicator 0721 group management
Items may require the speech-language pathologist to select behaviors that facilitate compliance and appropriate behaviors in students.
These behaviors may include
creating rules and procedures with student participation, posting rules and procedures, reviewing rules and procedures, maintaining consistency in management, using group token economics, negotiating group contracts, using natural consequences, and focusing on positive peer influence.
Items test whether the speech-language pathologist can identify strategies to increase and maintain appropriate behaviors. Strategies may include behavioral and cognitive strategies.
Behavioral strategies may include positive reinforcement (supplying a consequence that the learner deems desirable when behavior is appropriate) and negative reinforcement (removing a consequence in order to increase or maintain the response).
Indicator 0722 increasing target behaviors
Items may require the speech-language pathologist to identify strategies to increase and maintain appropriate behaviors in individual students. Strategies"may include behavioral and cognitive strategies.
Behavioral strategies may include positive reinforcement (supplying a consequence that the learner deems desirable when behavior is appropriate) and negative reinforcement (removing a consequence in order to increase or maintain the response).
Behavioral strategies may include reinforcement-based and nonreinforcement-based procedures.
Nonreinforcement-based procedures include presentation of an undesirable event, withdrawal of a desirable event, extinction or planned ignoring, time-out procedures, response cost procedures, and overcorrection procedures.
Reinforcement-based behavioral strategies may include positive reinforcement (supplying a consequence that the learner deems desirable when behavior is appropriate) and negative reinforcement (removing an aversive in order to increase or maintain the response).
Items may also require the speech-language pathologist to identify examples of appropriate reinforcement schedules and techniques to use with specific students.
Items may also require the speech-language pathologist to identify the appropriate type of reinforcer to use with a specific student.
Reinforcement techniques may include
differential reinforcement of other behavior, differential reinforcement of an incompatible behavior, and differential reinforcement of alternative behavior.
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Reinforcement schedules may inclu~e continuous reinforcement, fixed-ratio schedule, and fixed-interval schedule.
Types of reinforcers include primary or edible reinforcers and secondary reinforcers. Secondary reinforcers may include
materials, activities, and social reinforcers. Cognitive strategies may include role playing, games, discussions, and cognitive modeling. Items may also require the speech-language pathologist to select strategies to teach selfmanagement and identify situations where the use of such strategies would be appropriate. Strategies to teach self-management may include verbalizations, role playing in groups or individual sessions, physical and verbal modeling, and social reinforcement. Items that test whether the speech-language pathologist can identify strategies to manage student behavior through management of the classroom or instructional environment are covered in Objective 02. Items will not require the educator to identify the definition of a specific technique or reinforcement schedule.
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Examples for Objective 07:
071111
educational personnel
Zachery, a student in Ms. Stewart's fourthgrade classroom, receives therapy for a fluency disorder.
Which would NOT be an appropriate suggestion to make to Mrs. Stewart in order to address Zachery's communication needs?
(A) listen attentively without interruption (8) model calm, unemotional, slow speech (C) explain his dysfluency difficulties to the class (D) request that he reformulate information
when he is dysfluent

071231
parents
John is a six-year-old student with multiple repetitions of words and syllables. He does not exhibit any secondary behaviors.
Which would be an appropriate recommendation to John's parents?
(A) tell John to talk to you after he calms down (8) respond to what John says, showing
appropriate emotion to the content (C) stop John when he repeats and tell him to
think about what he wants to say (D) ask John to repeat what he has said, showing
appropriate emotion to the content

071211
parents
Mr. James, the school speech-language pathologist, receives a report from a private speechlanguage pathology clinic, which recommends that six-year-old Emily should receive therapy. The report indicates that Emily produces b/v, s/sh
and t! 1d3.
Which would be an appropriate interpretation of these results for Emily's parents?
(A) Emily should be enrolled in therapy to correct all errors.
(8) Emily should be enrolled in therapy to work on b/v
and s/sh but not t.r I ~.
(C) Emily's errors are probably developmental and therapy would not be appropriate at this time.
(D) Emily should be corrected when she makes these errors and should practice specific activities to remediate them.

072211
increasing target behavior
Which reinforcement schedule should be implemented when introducing correct production of a phoneme in isolation?
(A) intermittent (8) continuous (C) variable (D) random

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Federal law prohibits discrimination on the basis ofrace, color or national origin (Title VI ofthe Civil Rights Act of1964); sex (Title IX ofthe Educational Amendments of1972 and Title II ofthe Vocational Education Amendments of 1976); or handicap (Section 504 ofthe Rehabilitation Act of1990) in educational programs or activities receiving federal financial assistance. Employees, students and the general public are hereby notified that the Georgia Department ofEducation does not discriminate in any educational programs or activities or in employment policies. The following individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy.
Title II- Billy Tidwell, Vocational Equity Coordinator Title VI-Bill Gambill, Associate State Superintendent ofSchools, Coordinator Title IX -Ishmael Childs, Coordinator Section 504 - Wesley Boyd, Coordinator Inquiries concerning the application of Title II, Title IX or Section 504 to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education, Twin Towers East, Atlanta 30334; to the Regional Office for Civil Rights, Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C. 20201. TCT 28

Division of Research, Evaluation and Assessment Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334-5030
FIRST CLASS
Division of Research, Evaluation and Assessment Georgia Department of Education Atlanta, Georgia 30334-5030 (404) 656-2556
Werner Rogers State Superintendent of Schools .. 1992