How to Answer Quiz Question Match Questions (Complete Guide)

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QUIZ Question 1 Match each research strategy to the appropriate description: Prompts: Quantitative Experimental Descriptive Research Qualitative Research Mixed Methods Research Answers: -provides information regarding development, describes differences between groups, and/or indicates relationships between variables; this research strategy is not sufficient for determining cause and effect relationships -uses numbers to represent data -requires manipulation of an independent variable to determine how it influences a dependent variable; this research strategy is the most valid and reliable strategy for determining cause-and-effect relationships -uses words to represent data -uses both quantitative data (numbers) and qualitative data (words) Question 2: Fill in the Blank Within experimental research, an uncontrolled factor that may influence the relationship between the independent variable(s) and dependent variable(s) is referred to as a(n) ____Blank 1_____variable. Question 3: Review the following open-access research article. Jesus, L. M., Martinez, J., Santos, J., Hall, A., & Joffe, V. (2019). Comparing traditional and tablet-based intervention for children with speech sound disorders: A randomized controlled trial. Journal of Speech, Language, and Hearing Research, 62(11), 4045-4061. https://doi.org/10.1044/2019_JSLHR-S-18-0301 Identify the dependent variable(s) (select all that apply): Option A traditional intervention Option B tablet-based intervention Option C percentage of consonants Option D percentage of vowels Option E percentage of phonemes Question 4: Review the following open-access research article. Jesus, L.M., Martinez, J., Santos, J., Hall, A., & Joffe, V. (2019). Comparing traditional and tablet-based intervention for children with speech sound disorders: A randomized controlled trial. Journal of Speech, Language, and Hearing Research, 62(11), 4045-4061. https://doi.org/10.1044/2019_JSLHR-S-18-0301 Identify the independent variable(s) (select all that apply): Option A traditional intervention Option B tablet-based intervention Option C percentage of consonants Option D percentage of vowels Option E percentage of phonemes Question 5 Review the following open-access research article: McCurtin, A., Byrne, H., Collins, L., McInerney, M., Lazenby-Paterson, T., Leslie, P., O’Keeffe, S., O’Toole, C., & Smith, A. (2024). Alterations and preservations: Practices and perspectives of speech-language pathologists regarding the intervention of thickened liquids for swallowing problems. American Journal of Speech-Language Pathology, 33(1), 117-134. https://doi.org/10.1044/2023_AJSLP-23-00226 This research article is an example of which of the following: Option A Quantitative Research Option B Qualitative Research Question 6 Review the following open-access research article: Noble, C., Cameron-Faulkner, T., Jessop, A., Coates, A., Sawyer, H., Taylor-Ims, R., & Rowland, C. F. (2020). The impact of interactive shared book reading on children’s language skills: A randomized controlled trial. Journal of Speech, Language, & Hearing Research, 63(6), 1878-1897. https://doi.org/10.1044/2020_JSLHR-19-00288 This research article is an example of which of the following: Option A Experimental Research Option B Descriptive Research Question 7 Review the following open-access research article: Delaney, A. L., Van Hoorn, M., Staskiewicz, S., Feuling, M. B., Pladies, S., Bansal, N. K., Goday, P. S. (2021). Texture consumption patterns of 8- to 12-month-old infants: A reflection of typical feeding development. American Journal of Speech-Language Pathology, 30(6), 2643-2652. https://doi.org/10.1044/2021_AJSLP-21-00048 This research article is an example of which of the following: Option A Experimental Research Option B Descriptive Research Question 8: Orlikoff et al. (2022) state that evidence-based practice “integrates a clinician’s knowledge and skills, an intervention supported by the best available experimental research evidence, and the client’s own needs, preferences, and perspectives.” Based on the titles and abstracts provided below, match each research article with the component of evidence-based practice that the research article supports. Prompts 1,2 and 3: Prompt 1: Purpose Childhood apraxia of speech (CAS) is a speech disorder that many generalist speech-language pathologists feel underqualified to treat. For children with CAS, this may result in ad hoc interventions resulting in slower progress. Research evidence for various CAS treatments is primarily limited to single-case experimental design studies; however, two treatments (Rapid Syllable Transition Treatment [ReST] and the Nuffield Dyspraxia Programme, Third Edition) have been compared in a single randomized controlled trial. Conclusion This tutorial describes one of those treatments: ReST which was designed to address the three consensus core features of CAS simultaneously: consistency and accuracy of sounds, sequencing, and prosody. The treatment uses nonwords to help children build and store accurate motor plans and programs using principles of motor learning. Treatment data are described, and commonly reported clinical issues are discussed. Recommendations for which children may be suitable for ReST and for evidence-based practice are described. McCabe, P., Thomas, D. C., & Murray, E. (2020). Rapid syllable transition treatment—A treatment for childhood apraxia of speech and other pediatric motor speech disorders. Perspective of the ASHA Special Interest Groups, 5(4), 821-830. https://doi.org/10.1044/2020_PERSP-19-00165 Prompt 2: Purpose To present a systematic review of single-case experimental treatment studies for childhood apraxia of speech (CAS). Methods A search of 9 databases was used to find peer-reviewed treatment articles from 1970 to 2012 of all levels of evidence with published communication outcomes for children with CAS. Improvement rate differences (IRDs) were calculated for articles with replicated (n > 1), statistically compared treatment and generalization evidence. Results Forty-two articles representing Phase I and II single-case experimental designs (SCEDs; n = 23) or case series or description studies (n = 19) were analyzed. Six articles showed high CAS diagnosis confidence. Of the 13 approaches within the 23 SCED articles, treatments were primarily for speech motor skills (n = 6), linguistic skills (n = 5), or augmentative and alternative communication (n = 2). Most participants responded positively to treatment, but only 7 of 13 approaches in SCED studies reported maintenance and/or generalization of treatment effects. Three approaches had preponderant evidence (Smith, 1981). IRD effect sizes were calculated for Integral Stimulation/Dynamic Temporal and Tactile Cueing, Rapid Syllable Transition Treatment, and Integrated Phonological Awareness Intervention. Conclusions At least 3 treatments have sufficient evidence for Phase III trials and interim clinical practice. In the future, efficacy needs to be established via maintenance and generalization measures. Murray, E. McCabe, P., & Ballard, K. J. (2014). A systematic review of treatment outcomes for children with childhood apraxia of speech. American Journal of Speech-Language Pathology, 23(3), 486-504. https://doi.org/10.1044/2014_AJSLP-13-0035 Prompt 3: Purpose Much of the research literature on childhood apraxia of speech (CAS) has focused on understanding, diagnosing, and treating the impairment, rather than examining its functional effect on children’s daily lives. This study focuses on the Personal Factors component of the World Health Organization International Classification of Functioning, Disability and Health-Children and Youth Version Framework. Specifically, the purpose was to examine the self-reported communication attitudes of children with CAS. Method Two validated communication attitude questionnaires were administered to 12 children with CAS enrolled in an intensive speech-focused intervention (age range: 4-10 years old). Children’s scores were compared to the questionnaires’ typically developing norms. Descriptive analyses explored relationships between communication attitude and CAS severity, caregiver perceptions of communicative participation, frustration ratings during therapy, and change in communication attitude over a brief time. Results Older (ages 6-10 years) but not younger (ages 4-5;11 [years; months]) children with CAS were more likely to have negative attitudes about their speech. No clear relationships were observed between communication attitudes and caregiver perceptions of communicative participation; small positive relationships were observed between communication attitude and frustration during therapy. For the younger children, there was also a relationship with CAS severity. For most children, no change in communication attitude was observed over a brief period, though one child appeared to develop more negative and one appeared to develop more positive attitudes. Conclusions These initial findings suggest that older children with CAS may be at greater risk for negative communication attitudes than their peers without CAS. The findings also highlight the need to include more child self-report measures in research. Further implications for CAS assessment and intervention are discussed. Keller, S. & Maas, E. (2023). Self-reported communication attitudes of children with childhood apraxia of speech: An exploratory study. Journal of Speech-Language Pathology, 32(4S), 1806-1824. https://doi.org/10.1044/2022_AJSLP-22-00163 Match each prompt with the following: -the client’s own needs, preferences, and perspectives – an intervention supported by the best available experimental research evidence -a clinician’s knowledge and skills Question 9: Evaluate the title of the following research article. Jewell, C., Diedrichs, V. A., Schwen Blackett, D., Zezinka Durfee, A., & Harnish, S. M. (2025). Comparing effectiveness of in-person and virtual picture-naming treatment for post-stroke anomia. American Journal of Speech-Language Pathology, 34(1), 218-230. https://doi.org/10.1044/2024_AJSLP-24-00172 Be sure to address each of the following: -Is the title clear and concise? Explain your answer. -Does the title identify the target population and/or variables under study? Explain your answer. -Does the title reflect the research question or type of study (e.g., experimental, descriptive, qualitative). Explain your answer. Your response should be concise (no longer than 6-9 sentences). Question 10 Evaluate the title of the following research article. Sawyer, B., Hindman, A., Smith, J., Scheffner Hammer, C., & Santoro, J. (2025). Parents plus: A parent-implemented intervention for preschool children with developmental language disorders. Language, Speech, and Hearing Services in Schools, 56(1), 177-193. https://doi.org/10.1044/2024_LSHSS-24-00042 Be sure to address each of the following: -Is the title clear and concise? Explain your answer. -Does the title identify the target population and/or variables under study? Explain your answer. -Does the title reflect the research question or type of study (e.g., experimental, descriptive, qualitative). Explain your answer. Your response should be concise (no longer than 6-9 sentences).

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