Free Practice Questions for Esame di Stato Logopedista

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Key Facts: Esame di Stato Logopedista Exam

Practical + Thesis

Exam format under Art. 7 D.I. 19 febbraio 2009

Decreto Interministeriale 19 febbraio 2009, Art. 7

L/SNT2

Degree class: Professioni Sanitarie della Riabilitazione

MUR Decreto Interministeriale 19 febbraio 2009

Ordine TSRM-PSTRP

Mandatory professional register under Legge 3/2018

Legge 11 gennaio 2018, n. 3 (Legge Lorenzin)

D.M. 742/1994

Foundational professional profile decree

Ministero della Sanità D.M. 14 settembre 1994, n. 742

varies-by-university

Examination fees and passing thresholds

University Academic Regulations (Regolamenti Didattici di Ateneo)

IDDSI & SNLG

National clinical guidelines for speech and dysphagia care

Istituto Superiore di Sanità & IDDSI Framework

The qualifying final examination for the Laurea in Logopedia (L/SNT2) has Esame di Stato value under Article 7 of D.I. 19 febbraio 2009. It combines a profession-specific practical assessment with preparation and discussion of a thesis; local logistics are university-specific. This OpenExamPrep bank is an independent English-language MCQ study adaptation and does not simulate either mandatory component.

Sample Esame di Stato Logopedista Practice Questions

Try these sample questions to review concepts for the Esame di Stato Logopedista exam. Each question includes a detailed explanation. Start the interactive quiz above for the full 88+ question experience with AI tutoring.

1A 26-month-old child is brought to a developmental clinic because the parents are concerned about speech delay. Clinical evaluation reveals an expressive vocabulary of approximately 25 words and no spontaneous multi-word combinations (e.g., 'mamma via', 'voglio palla'), with intact non-verbal cognitive abilities and normal receptive language. According to consensus criteria for 'late talkers' (parlatori tardivi), how should the logopedista categorize and manage this child?

A.Diagnose severe childhood apraxia of speech and initiate immediate daily oral-motor strengthening exercises

B.Identify the child as a late talker with expressive risk, schedule periodic monitoring, and counsel parents on language facilitation strategies

C.Assign an immediate definitive diagnosis of Developmental Language Disorder (DLD) and recommend a special education school placement

D.Advise the parents to wait until age 6 without any intervention, as spontaneous catch-up is guaranteed in all cases

Explanation: A child at 24–30 months with an expressive vocabulary of fewer than 50 words and/or the absence of two-word combinations, in the presence of preserved cognitive and receptive skills, meets the clinical criteria for a 'late talker' (parlatore tardivo). Clinical guidelines recommend close developmental monitoring (watchful waiting) and parent-implemented language stimulation (e.g., dialogic reading, expanding utterances) because, while many are 'late bloomers' who catch up by age 3–4, a significant subgroup progresses to persistent Developmental Language Disorder.

2According to the international CATALISE consortium consensus guidelines for Developmental Language Disorder (DLD), which clinical condition represents a recognized 'associated risk factor' rather than an 'excluding biomedical condition' that would reclassify the impairment as secondary to another disorder?

A.Severe sensorineural hearing impairment with profound bilateral deafness

B.Down syndrome (Trisomy 21) with moderate intellectual disability

C.Family history of speech, language, or literacy difficulties

D.Severe cerebral palsy with spastic quadriplegia and microcephaly

Explanation: Under the CATALISE criteria, a family history of speech, language, or literacy difficulties is recognized as an associated biological or genetic risk factor commonly co-occurring with Developmental Language Disorder (DLD). In contrast, differentiated biomedical etiologies such as profound sensorineural hearing loss, genetic syndromes like Down syndrome, and cerebral palsy lead to a diagnosis of 'Language Disorder associated with [Biomedical Condition]', rather than primary DLD.

3A 5-year-old child consistently pronounces the target word /'tavolo/ as /'kavolo/, /'topo/ as /'kopo/, and /'dado/ as /'gado/ across all spontaneous and repeated utterances, but can effortlessly execute isolated alveolar tongue-tip elevations during oral-motor examination. What type of speech sound disorder does this clinical presentation reflect?

A.A phonetic articulatory disorder characterized by mechanical inability to produce alveolar consonants

B.A phonological disorder characterized by an atypical systematic substitution rule (backing)

C.A structural orofacial disorder secondary to subtotal ankyloglossia

D.Childhood apraxia of speech characterized by unpredictable articulatory groping and inconsistent tokens

Explanation: This pattern exemplifies a phonological disorder characterized by the cognitive-linguistic rule of 'backing' (spostamento posteriore), in which anterior alveolar sounds (/t/, /d/) are systematically replaced by posterior velar sounds (/k/, /g/). Because the child possesses the motor ability to elevate the tongue tip in non-speech and isolated tasks, the deficit is phonological (organizational/representational) rather than an articulatory mechanical motor failure.

4A 6-year-old Italian child is administered the BVL 4-12 (Batteria per la Valutazione del Linguaggio in Bambini dai 4 ai 12 Anni). On the Grammatical Comprehension subtest, the raw score corresponds to a z-score of -2.40 standard deviations relative to normative age data. How should the logopedista interpret this result according to Italian clinical psychometric standards?

A.Performance is within normal limits, as any score above -3.00 SD represents typical developmental variation

B.Performance indicates a clinically significant deficit requiring focused rehabilitative intervention

C.Performance reflects mild giftedness, as negative z-scores denote advanced grammatical mastery in the BVL standard

D.The result is uninterpretable because the BVL 4-12 cannot be administered to children younger than 8 years

Explanation: In Italian neuropsychology and speech-language pathology psychometric batteries (such as the BVL 4-12), a performance lower than -2.00 standard deviations (or below the 5th percentile) falls into the clinically defective range ('richiesta di intervento clinico' / deficit significativo). A z-score of -2.40 SD in grammatical comprehension demonstrates a severe receptive morphosyntactic impairment that warrants targeted speech-language therapy.

5A 4-year-old child presents with severe unintelligibility. During speech testing, repeated attempts to produce the same multisyllabic Italian target word ('elicottero') yield widely disparate phonetic forms: [e'likɔtero], [e'toteko], [li'kɔpel], and [e'litemo]. Articulatory groping is prominent, coarticulatory transitions between syllables are visibly lengthened, and speech rhythm appears syllable-timed. Which condition is most strongly indicated by this clinical profile?

A.Severe developmental dysarthria secondary to lower motor neuron bulbar palsy

B.Childhood Apraxia of Speech (CAS / Aprassia Verbale Evolutiva)

C.Pure conductive hearing impairment secondary to bilateral serous otitis media

D.Isolated developmental stuttering with early covert avoidance maneuvers

Explanation: Childhood Apraxia of Speech (CAS / Aprassia Verbale Evolutiva) is a neurological pediatric speech sound disorder characterized by impaired motor planning and programming of speech movements. The hallmark diagnostic triad established by ASHA and Italian expert consensus comprises: (1) inconsistent consonant and vowel errors across repeated productions of identical words, (2) lengthened and disrupted coarticulatory transitions between sounds and syllables with articulatory groping, and (3) inappropriate prosody, including excess and equal stress and syllable segregation.

6In the Italian language, which linguistic structure is recognized in clinical linguistics as one of the most reliable and persistent clinical markers for Developmental Language Disorder (DLD) across preschool and early school ages?

A.Production of third-person direct object clitic pronouns (e.g., 'la lava', 'lo prende')

B.Production of basic monosyllabic masculine definite articles ('il', 'un')

C.Execution of simple subject-verb-object canonical declarative sentences ('il bambino mangia la mela')

D.Comprehension of high-frequency concrete nouns presented in isolation

Explanation: Extensive Italian developmental psycholinguistic research (e.g., Bortolini, Leonard, Chilosi) has established that the production of direct object clitic pronouns (pronomi clitici complemento oggetto, such as 'la' in 'la mamma la pettina' or 'lo' in 'il cane lo rincorre') is a prominent clinical marker of DLD in Italian. Children with DLD frequently omit the clitic pronoun altogether ('la mamma pettina') or substitute it with an incorrect form due to the complex syntactic movement, morphosyntactic agreement, and weak prosodic salience of unstressed preverbal clitics.

7A logopedista administers a Nonword Repetition Test (Test di Ripetizione di Non-Parole) to a 5-year-old child. What specific cognitive-linguistic component is this task primarily assessing?

A.Semantic lexical retrieval and breadth of receptive vocabulary

B.Phonological working memory and the phonological loop of Baddeley's working memory model

C.Motoric strength of the buccinator and orbicularis oris muscle groups

D.Pragmatic awareness of conversational turn-taking conventions

Explanation: Nonword repetition is the gold-standard measure for assessing the phonological working memory component, specifically the phonological loop in Baddeley's multi-component model of working memory. Because nonwords (parole inventate / non-parole) lack pre-existing semantic representations in the child's mental lexicon, performance relies entirely on immediate acoustic-phonetic processing, short-term phonological storage, and rapid speech motor output, making it an extraordinary marker for developmental language deficits.

8A 3-year-old child has a documented history of recurrent bilateral otitis media with effusion (OME) during the first two years of life. What type of hearing impairment is typically associated with this condition, and how does it most commonly affect speech sound development?

A.Permanent profound sensorineural deafness causing total absence of vocalization

B.Fluctuating mild-to-moderate conductive hearing loss causing inconsistent auditory input and delayed phonological contrast acquisition

C.Central auditory retrocochlear agnosia affecting only right-ear dichotic listening tasks

D.Auditory neuropathy spectrum disorder with completely preserved acoustic reflexes

Explanation: Otitis media with effusion (glue ear) causes a fluctuating mild-to-moderate conductive hearing loss due to fluid accumulation in the middle ear space dampening tympanic membrane and ossicular vibration. Because auditory thresholds fluctuate across seasons and illness episodes, the child receives an inconsistent, muffled auditory speech signal, which frequently leads to delays in acquiring subtle phonological contrasts, voicing distinctions, and low-intensity fricative sounds.

9During a speech fluency assessment, which set of observed behaviors represents 'primary' (core) stuttering disfluencies rather than 'secondary' (concomitant) accessory behaviors?

A.Sound/syllable repetitions, sound prolongations, and silent postural articulatory blocks

B.Rapid eye blinking, head nodding, and facial grimacing during speech attempts

C.Word circumlocution, substituting synonyms, and avoiding specific speaking situations

D.Clapping the thighs and forceful foot-stomping before initiating an utterance

Explanation: In stuttering phenomenology, core (primary) stuttering behaviors comprise the involuntary motor disruptions of the speech flow: part-word/syllable repetitions (e.g., 'ba-ba-bambino'), sound prolongations (e.g., 'ssss-sole'), and silent postural blocks where airflow and phonation cease. In contrast, physical tics, facial grimaces, head movements, circumlocutions, and situational avoidances are secondary (accessory) coping behaviors developed over time to escape or avoid core blocks.

10When administering the Stuttering Severity Instrument - 4th Edition (SSI-4) to an 8-year-old child, how is the core parameter of 'frequency' calculated?

A.By counting the total number of physical tics observed per minute of silent observation

B.By calculating the percentage of stuttered syllables (%SS) in a standardized speaking and reading sample

C.By measuring the duration in milliseconds of the longest single vocal tract inhalation

D.By tallying the number of phonological substitutions occurring across a 50-word naming test

Explanation: The SSI-4 measures stuttering frequency by determining the percentage of stuttered syllables (%SS, percentuale di sillabe balbettate) within both a spontaneous conversational speech sample (minimum 150–500 syllables) and a reading task. This percentage is converted into a standardized scale score, which is then summed with the duration score (average of the three longest blocks) and physical concomitant score to determine overall severity.

About the Esame di Stato Logopedista Exam

The Esame di Stato abilitante per Logopedista is the official qualifying milestone that grants graduates of the Laurea in Logopedia (Classe L/SNT2 - Professioni Sanitarie della Riabilitazione) the legal right to practice as registered speech-language therapists throughout Italy and enroll in the Commissione di Albo dei Logopedisti of the Ordine TSRM-PSTRP (Federazione Nazionale Ordini dei Tecnici Sanitari di Radiologia Medica e delle Professioni Sanitarie Tecniche, della Riabilitazione e della Prevenzione) pursuant to Legge 3/2018. Defined by Ministerial Decree n. 742 of 14 September 1994, the logopedista is the autonomous healthcare professional competent for prevention, assessment, habilitation, and rehabilitation of communication, voice, language, cognitive-communicative, and swallowing disorders across pediatric, adult, and geriatric populations. Independent Logopedista State Exam practice by OpenExamPrep provides an English-language MCQ study adaptation covering developmental language disorders, adult neurogenic language and speech impairments, dysphagia management, voice rehabilitation and AAC, and healthcare deontology.

Exam sponsor: Ministero dell'Università e della Ricerca (MUR) & designated universities with SSN teaching hospitals. The requirements and fees below concern the certification or admission exam, separate from our free practice resources.

Assessment

Article 7 of D.I. 19 febbraio 2009 gives the final examination for the Laurea in Logopedia (L/SNT2) the legal value of an Esame di Stato. The national rule requires two components: a practical examination demonstrating profession-specific theoretical, practical, and technical-operational competence, and preparation and discussion of a thesis. It does not prescribe one national item count, duration, numerical cut score, fee, detailed local task type, or delivery language; candidates must use their university's current notice for those logistics. Independent Logopedista practice by OpenExamPrep is an English-language four-option MCQ study adaptation, not an official translation, a format simulation, or a substitute for practical or oral performance practice.

Time Limit

Varies by university; no single national duration is published

Passing Score

Set by the university; no single national numerical cut score is published

Exam / Certification Fees

Varies by university; no single national fee is published

Exam sponsor website

Fees, eligibility, and exam policies can change. Confirm them with the exam sponsor before applying or paying.

Official sources

Our practice resources: topics covered

We aim to reflect publicly available exam outlines and topic information in our study resources. Coverage, format, and difficulty may differ from the actual exam, and we cannot guarantee that every detail is accurate or current. Confirm exam requirements, fees, and policies with the official exam sponsor.

24 local questions (not an official percentage)

Developmental Language & Speech Sound Disorders and Fluency

Assessment and clinical rehabilitation of developmental language disorder (DLD/Disturbo Primario del Linguaggio), phonological and articulatory speech sound disorders (SSD), childhood apraxia of speech (CAS), late talkers, developmental stuttering and cluttering, bilingual developmental variations, and standardized developmental battery administration (BVL 4-12, TFL, PFL)

24 local questions (not an official percentage)

Adult Neurogenic Communication Disorders (Aphasia, Dysarthria, Apraxia of Speech)

Differential diagnosis, syndrome classification, and evidence-based rehabilitation of fluent and non-fluent aphasias (Broca, Wernicke, conduction, transcortical syndromes), acquired apraxia of speech (AOS), dysarthria subtypes (flaccid, spastic, ataxic, hypokinetic, hyperkinetic, mixed), right hemisphere communication syndrome, traumatic brain injury (TBI) cognitive-communicative deficits, primary progressive aphasias (PPA), and standardized assessment batteries (AAB, BADA, ENPA)

19 local questions (not an official percentage)

Dysphagia Assessment & Swallowing Rehabilitation Across the Lifespan

Anatomy and physiology of swallowing phases (oral preparatory, oral propulsive, pharyngeal, esophageal), clinical bedside swallowing assessment, fiberoptic endoscopic evaluation of swallowing (FEES), videofluoroscopic swallowing studies (VFSS), International Dysphagia Diet Standardisation Initiative (IDDSI) food textures and liquid viscosities, postural adjustments and swallowing maneuvers (Mendelsohn, supraglottic, chin-tuck, Masako), pediatric feeding disorders, tracheostomy management and decannulation protocols

15 local questions (not an official percentage)

Voice Disorders (Dysphonia), Vocal Rehabilitation & AAC

Functional and organic dysphonia evaluation, perceptual voice scaling (GIRBAS, CAPE-V), acoustic voice analysis, aerodynamic measures, Voice Handicap Index (VHI), vocal hygiene and physiological voice therapy (semi-occluded vocal tract exercises - SOVTE, resonant voice therapy), post-total laryngectomy rehabilitation (esophageal speech, electrolarynx, tracheoesophageal puncture voice prostheses), and Augmentative and Alternative Communication (AAC) high- and low-tech systems, eye-gaze communication, and PECS

6 local questions (not an official percentage)

Professional Deontology, Healthcare Legislation & Individual Rehabilitation Projects

Statutory professional profile of the logopedista (D.M. 742/1994), professional autonomy under Legge 42/1999 and Legge 251/2000, mandatory registration in the Ordine TSRM-PSTRP under Legge 3/2018 (Lorenzin), Codice Deontologico del Logopedista, formulation and execution of the Progetto Riabilitativo Individuale (PRI) and Programma Riabilitativo Logopedico, informed consent and advance healthcare directives (Legge 219/2017), medical-legal liability (Legge 24/2017 Gelli-Bianco), WHO ICF-CY classification, and specific learning disorders legislation (Legge 170/2010)

Preparing for the Esame di Stato Logopedista Exam

What You Need to Know

Passing score: Set by the university; no single national numerical cut score is published
Assessment: Article 7 of D.I. 19 febbraio 2009 gives the final examination for the Laurea in Logopedia (L/SNT2) the legal value of an Esame di Stato. The national rule requires two components: a practical examination demonstrating profession-specific theoretical, practical, and technical-operational competence, and preparation and discussion of a thesis. It does not prescribe one national item count, duration, numerical cut score, fee, detailed local task type, or delivery language; candidates must use their university's current notice for those logistics. Independent Logopedista practice by OpenExamPrep is an English-language four-option MCQ study adaptation, not an official translation, a format simulation, or a substitute for practical or oral performance practice.
Time limit: Varies by university; no single national duration is published
Exam / certification fees: Varies by university; no single national fee is published Official sources

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Esame di Stato Logopedista: Suggested Study Strategy

1Master differential diagnosis between primary Developmental Language Disorder (DLD), Speech Sound Disorders (phonological delays vs. deviant processes), and Childhood Apraxia of Speech (inconsistent errors, prosodic disruption, lengthened coarticulatory transitions).

2Thoroughly review adult neurogenic syndromes: differentiate non-fluent aphasias (Broca, transcortical motor) from fluent aphasias (Wernicke, conduction, transcortical sensory) and know specific rehabilitation techniques (Constraint-Induced Aphasia Therapy, Melodic Intonation Therapy, Semantic Feature Analysis).

3Memorize the motor speech profiles of dysarthrias: flaccid (lower motor neuron, hypernasality, breathiness), spastic (bilateral upper motor neuron, strained-strangled phonation), ataxic (cerebellar, scanning speech, irregular articulatory breakdowns), and hypokinetic (Parkinsonian, monoloudness, festination, LSVT LOUD targets).

4Learn swallowing assessment and intervention protocols in detail: bedside screening methods, fiberoptic endoscopic evaluation of swallowing (FEES) vs. videofluoroscopy (VFSS), IDDSI food textures and liquid levels (0 to 7), and biomechanical targets of compensatory postures and swallowing maneuvers (chin-tuck, Mendelsohn, supraglottic swallow).

5Understand objective voice assessment measures: aerodynamic parameters (MPT, s/z ratio), perceptual scales (GIRBAS, CAPE-V), acoustic metrics (jitter, shimmer, CPP, HNR), and evidence-based physiological therapy (SOVTE, resonant voice therapy).

6Master Augmentative and Alternative Communication (AAC): aided vs. unaided modalities, communication boards, high-tech eye-tracking devices, and the Phase framework of the Picture Exchange Communication System (PECS).

7Learn the legal and deontological foundations of Italian healthcare: D.M. 742/1994, Legge 42/1999 (elimination of auxiliary status), Legge 251/2000, Legge 3/2018 (Ordine TSRM-PSTRP), Legge 219/2017 (informed consent in rehabilitation), Legge 24/2017 (Gelli-Bianco guidelines and liability), and the PRI/Programma Riabilitativo structure.

Frequently Asked Questions

What is the legal framework governing the Italian Speech Therapist State Exam (Esame di Stato Logopedista)?

The qualification is governed by Article 7 of Decreto Interministeriale 19 febbraio 2009 (Determinazione delle classi delle lauree delle professioni sanitarie) in conjunction with Decreto Ministeriale 14 settembre 1994, n. 742 (statutory professional profile of the Logopedista). Under Italian health and higher education law, the final degree examination (prova finale) of the 3-year Laurea in Logopedia (Classe L/SNT2 - Professioni Sanitarie della Riabilitazione) has the direct statutory standing of an Esame di Stato abilitante, empowering successful candidates to exercise the regulated healthcare profession of Logopedista across Italy without needing a separate post-graduate state licensing session.

How is the qualifying examination structured and what are the passing criteria?

Article 7 of D.I. 19 febbraio 2009 requires two components: a practical examination demonstrating profession-specific theoretical, practical, and technical-operational competence, and preparation and discussion of a thesis. Detailed tasks, order, scoring, duration, and delivery arrangements are set by the university rather than standardized nationally.

What professional order must an Italian speech-language therapist register with upon passing the exam?

D.I. 19 febbraio 2009 does not publish one national delivery language for this university-run final examination. This OpenExamPrep resource uses English four-option MCQs as an independent study adaptation. It is not an official translation, does not simulate the practical examination or thesis defense, and is not a substitute for performance practice or the candidate's university notice.

What fees and costs are associated with taking the exam?

Fees, dates, duration, grading details, and any repeat procedure are set by the individual university. D.I. 19 febbraio 2009 does not publish a single national fee, timetable, duration, or numerical cut score for this final qualifying examination.

What are the core clinical responsibilities of a logopedista under D.M. 742/1994?

Under Ministerial Decree n. 742 of 14 September 1994, the logopedista is the autonomous healthcare professional who performs prevention, clinical assessment, functional habilitation, and rehabilitation for all disorders of voice, speech, spoken and written language, communicative-cognitive abilities, and oral-pharyngeal deglutition across developmental, adult, and geriatric ages. The logopedista independently defines the speech therapy rehabilitation program (Programma Riabilitativo Logopedico) within the overarching multidisciplinary Individual Rehabilitation Project (Progetto Riabilitativo Individuale - PRI), verifies therapeutic outcomes, and educates patients and caregivers.

Why does OpenExamPrep present practice questions in English multiple-choice format?