Free Practice Questions for Sweden Speech-Language Pathologist Knowledge Test (Kunskapsprov för logopeder)

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Key Facts: Sweden Speech-Language Pathologist Knowledge Test (Kunskapsprov för logopeder) Exam

100 + 10

Multiple-choice and open questions in the theoretical test

Göteborgs universitet

60%

Pass mark required on each part of the theoretical test

Göteborgs universitet

5 / 3

Maximum attempts: five for the theoretical test, three for the practical test

Göteborgs universitet; Socialstyrelsen

SEK 990

Socialstyrelsen application fee for review of the foreign education (step 1)

Socialstyrelsen

Kunskapsprov för logopeder is run by Göteborgs universitet for Socialstyrelsen: a theoretical test of 100 multiple-choice questions (50 acquired, 50 developmental) plus 10 open questions, with 60% needed on each part, and a practical test based on written and video cases. Candidates have up to five theoretical and three practical attempts within five years. The test is in Swedish; this 100-question bank is an English-language MCQ study adaptation — not an official translation, format simulation, or substitute for writing/speaking/performance practice.

Sample Sweden Speech-Language Pathologist Knowledge Test (Kunskapsprov för logopeder) Practice Questions

Try these sample questions to review concepts for the Sweden Speech-Language Pathologist Knowledge Test (Kunskapsprov för logopeder) exam. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1According to the international CATALISE consensus, which criterion distinguishes Developmental Language Disorder (DLD, språkstörning) from a language disorder associated with a biomedical condition?

A.Persistent language difficulties without a known associated biomedical condition

B.The child's nonverbal IQ must fall strictly within the superior range on standardized cognitive testing

C.The language deficit must be isolated exclusively to expressive syntax with completely intact receptive comprehension

D.The language difficulties must spontaneously resolve before school entry at age 6 without formal speech-language intervention

Explanation: Under the CATALISE consensus, which is widely used in Swedish logopedics and research, Developmental Language Disorder (DLD; in Swedish språkstörning) is used when a child has significant, persistent language difficulties that affect everyday communication and learning without a known biomedical condition to explain them. When language difficulties occur with conditions such as intellectual disability, autism, cerebral palsy or sensorineural hearing loss, the term is 'language disorder associated with' that condition.

2A 4-year-old Swedish-speaking boy is referred to a logoped clinic due to unintelligible speech. Phonological analysis reveals systematic velar fronting (/k/ -> [t], /g/ -> [d]) and stopping of fricatives (/s/ -> [t], /f/ -> [p]). He can imitate tongue-tip and velar movements in non-speech tasks without difficulty. Which intervention approach is most evidence-based for this presentation?

A.Non-speech oral motor exercises (NSOMEs) focused on tongue-strengthening using spatulas and resistance bands

B.Phonological contrast therapy, e.g. minimal pairs or Metaphon

C.Continuous positive airway pressure therapy combined with velopharyngeal flap surgery

D.Auditory integration training with high-frequency music filtered through specialized headphones

Explanation: The boy demonstrates consistent, rule-governed phonological processes (fronting and stopping) with intact motor speech abilities (articulator movement is normal on non-speech tasks). The evidence-based logopedic intervention for phonological impairment is contrast-based therapy, such as minimal pairs (minimala par) or Metaphon, which targets cognitive-linguistic reorganization of phonemic categories and awareness of communication breakdowns.

3A 5-year-old girl is evaluated for severe speech sound difficulty. The logoped observes inconsistent consonant and vowel errors across repeated productions of identical words, disrupted and lengthened coarticulatory transitions between sounds, and inappropriate equal and excess lexical stress. Which condition is most strongly indicated by this clinical triad?

A.Isolated structural velopharyngeal incompetence

B.Flaccid dysarthria secondary to lower motor neuron lesion

C.Childhood apraxia of speech (verbal dyspraxi)

D.Transient developmental phonological delay

Explanation: According to the ASHA consensus on childhood apraxia of speech, three features have most support: inconsistent errors on consonants and vowels in repeated productions, lengthened and disrupted coarticulatory transitions between sounds and syllables, and inappropriate prosody, especially lexical or phrasal stress. They reflect impaired planning and programming of speech movements.

4When administering the standardized Swedish adaptation of TROG-2 (Test for Reception of Grammar) to a 6-year-old child, how is a test block scored to indicate grammatical mastery of that specific grammatical construct?

A.The raw count of individual correct items is summed without regard to block completion

B.The child must score at least 3 out of 4 items correctly in the block

C.The child must achieve at least 50% accuracy across two consecutive blocks

D.The child must correctly identify all 4 items within the block (4/4 correct)

Explanation: In TROG-2 (standardized in Sweden by Bishop and Swedish adapters), items are organized into blocks of four sentences testing a specific grammatical construct (e.g., negative sentences, relative clauses, reversible passives). To establish mastery of a construct and pass the block, the child must get all four items within that block correct (100% block criterion), which minimizes the probability of passing through chance guessing.

5A parent brings a 26-month-old toddler to the child healthcare centre (Barnavårdscentralen, BVC). The child uses approximately 20 spoken single words, produces no multi-word combinations, understands routine everyday instructions, and shows good eye contact and joint attention. What is the most appropriate initial logopedic recommendation?

A.Late talker (sen talstart); parent guidance on responsive communication and follow-up

B.Reassure that speech before 4 is irrelevant; return only if speech is absent at school start

C.Immediately schedule formal surgical intervention for adenoidectomy and frenulectomy

D.Refer immediately for brain MRI and genetic sequencing under general anesthesia

Explanation: At 24 to 30 months, typical expressive language milestones include an expressive vocabulary of at least 50 words and spontaneous two-word combinations. Children failing to meet these thresholds are identified as late talkers ('sen talstart'). Best practice in Swedish healthcare involves parent-mediated communication guidance (e.g., responsive interaction, expanding child utterances) and active monitoring, because a significant proportion remain at elevated risk for persistent DLD.

6A 5-year-old who speaks Arabic at home and has attended a Swedish preschool for 18 months is referred for language assessment. In Swedish the child has limited vocabulary and grammatical errors. Which assessment principle is essential?

A.Use only monolingual Swedish norms and compare directly with native Swedish peers

B.Assess both Arabic and Swedish, since DLD must appear in all the child's languages

C.Postpone assessment until the child has lived in Sweden for 10 years

D.Advise the family to stop using Arabic at home to reduce cognitive load

Explanation: A bilingual child cannot be diagnosed with a language disorder from assessment in the second language alone. DLD affects the capacity to learn language in general, so it must be evident in the home language (modersmål) as well as in Swedish. Assessment therefore combines a careful history of first-language development, testing with an interpreter or a bilingual logoped, and dynamic assessment where possible.

7A 7-year-old child in primary school grade 1 struggles with reading acquisition. The logoped assesses the underlying cognitive-linguistic components of literacy. Which core cognitive-linguistic deficit is considered the primary proximal cause of developmental dyslexia (specifika läs- och skrivsvårigheter) according to the phonological deficit hypothesis?

A.Gross motor uncoordination and vestibular semicircular canal hypofunction

B.Primary peripheral visual acuity impairment and defective binocular saccadic fixation

C.Phonological processing deficits: phonological awareness, phonological memory and RAN

D.General nonverbal reasoning deficits below the 2nd percentile

Explanation: The core deficit hypothesis of developmental dyslexia (specifika läs- och skrivsvårigheter / dyslexi) posits that phonological processing deficits—specifically in phonemic awareness, phonological working memory (e.g., nonword repetition), and rapid automatized naming (RAN)—underlie difficulties with accurate and fluent word decoding and spelling, despite adequate intelligence and educational opportunity.

8A 5-year-old boy born with repaired cleft palate (LKG - läpp-, käk- och gomspalt) presents with hypernasality and nasal air emission during pressure consonants (/p/, /t/, /k/, /s/). On oral examination, he substitutes glottal stops [ʔ] for oral stops. How should the glottal stops be classified and managed logopedically?

A.Evidence of generalized verbal apraxia requiring neuropharmacological treatment

B.Obligatory effects of VPI that only re-operation can resolve

C.Normal developmental substitutions that should be ignored until permanent dentition erupts

D.Compensatory errors that need speech therapy to establish oral placement and airflow

Explanation: Glottal stops [ʔ] and pharyngeal fricatives in individuals with cleft palate are compensatory (maladaptive) articulation patterns learned by the child to produce acoustic closure below a deficient velopharyngeal valve. Unlike obligate symptoms (e.g., passive nasal emission or weak pressure), compensatory articulations are active speech sound errors that require direct logopedic speech therapy to teach correct oral placement and airflow, often before evaluating whether residual anatomical VPI requires secondary surgery.

9A logoped gives an 8-year-old girl the Swedish version of CELF-4. Her Core Language Score is a standard score of 68 (mean 100, SD 15). How should this be interpreted?

A.Invalid, because standardized tests cannot be administered to school-aged children in Sweden

B.Within the average range of developmental variation

C.Mild delay falling within one standard deviation of the population mean

D.More than 2 SD below the mean, indicating significant language impairment

Explanation: A standard score of 68 lies more than 2 standard deviations below the mean of 100 (100 − 2 × 15 = 70). Scores below −2 SD (below about the 2nd percentile) are usually interpreted as a significant impairment, while the average range is 85–115.

10A 9-year-old boy shows age-appropriate vocabulary and flawless syntactic grammar, but consistently struggles to take conversational turns, fails to adapt his communicative register to teachers versus peers, interprets sarcasm and metaphors literally, and does not understand unwritten social conversational rules. What diagnosis best characterizes this profile?

A.Social (pragmatic) communication disorder

B.Expressive phonological disorder

C.Syntactic-morphological DLD with secondary mutism

D.Congenital auditory agnosia

Explanation: Social (pragmatic) communication disorder (pragmatisk språkstörning) is characterized by primary deficits in the social use of verbal and nonverbal communication, including conversational turn-taking, modifying context-appropriate registers, understanding non-literal language (idioms, metaphors, irony), and storytelling, while formal structural aspects of language (phonology, syntax) are largely preserved.

About the Sweden Speech-Language Pathologist Knowledge Test (Kunskapsprov för logopeder) Exam

Kunskapsprov för logopeder is Socialstyrelsen's knowledge test for speech-language pathologists educated outside the EU/EEA who want a Swedish licence. Göteborgs universitet runs a theoretical test with 100 multiple-choice and 10 open questions on developmental and acquired communication and swallowing disorders, followed by a practical test based on written and video cases. This page offers independent English-language practice for the knowledge areas the test covers.

Exam sponsor: Göteborgs universitet on behalf of Socialstyrelsen (National Board of Health and Welfare). The requirements and fees below concern the certification or admission exam, separate from our free practice resources.

Assessment

Theoretical test (Göteborg): Part I, 50 multiple-choice questions on acquired disorders; Part II, 50 on developmental disorders; Part III, 10 open questions. Practical test (Göteborg): testing, assessment, analysis and intervention proposals from written and video cases, including evidence synthesis.

Time Limit

Theoretical and practical tests on separate days; timings sent to registered candidates

Passing Score

60% on each part of the theoretical test; practical test against set criteria

Exam / Certification Fees

No examination fee published (SEK 990 Socialstyrelsen application fee for the earlier education review)

Exam sponsor website

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

Official sources

Socialstyrelsen – Steg 2: Gör kunskapsprov (logoped utbildad utanför EU/EES) · Source checked 2026-10-14
Göteborgs universitet – Kunskapsprov för logopeder (format, dates and previous tests) · Source checked 2026-10-14
Göteborgs universitet – Kunskapsprov logopedi, 7 maj 2026 (pdf) · Source checked 2026-10-14
Socialstyrelsen – Regler vid kunskaps- och lämplighetsprov (2024-12-03) · Source checked 2026-10-14

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.

Part II (50 official MCQs); 30 practice questions

Developmental language and speech disorders

DLD, speech sound disorders, CAS, multilingualism, literacy, cleft palate and AAC.

Part I (50 official MCQs, shared with voice and swallowing); 25 practice questions

Acquired neurogenic communication disorders

Aphasia, apraxia of speech, dysarthria, cognitive-communication disorders and progressive conditions.

Parts I and II; 20 practice questions

Swallowing disorders

Physiology, assessment, IDDSI, manoeuvres and rehabilitation.

Part I; 15 practice questions

Voice disorders

Lesions, functional and neurological dysphonia, assessment, therapy and laryngectomy.

10 practice questions

Fluency disorders, ethics and legislation

Stuttering, cluttering and Swedish health care law.

Preparing for the Sweden Speech-Language Pathologist Knowledge Test (Kunskapsprov för logopeder) Exam

What You Need to Know

Passing score: 60% on each part of the theoretical test; practical test against set criteria
Assessment: Theoretical test (Göteborg): Part I, 50 multiple-choice questions on acquired disorders; Part II, 50 on developmental disorders; Part III, 10 open questions. Practical test (Göteborg): testing, assessment, analysis and intervention proposals from written and video cases, including evidence synthesis.
Time limit: Theoretical and practical tests on separate days; timings sent to registered candidates
Exam / certification fees: No examination fee published (SEK 990 Socialstyrelsen application fee for the earlier education review) Official sources

Using Our Practice Resources

Work through all 100 available questions
Review every answer and explanation
Track weak areas and revisit them
Use our AI tutor for tough concepts

Sweden Speech-Language Pathologist Knowledge Test (Kunskapsprov för logopeder): Suggested Study Strategy

1Work through the previous theoretical tests Göteborgs universitet publishes; they show the balance between acquired and developmental questions.

2Use Hartelius et al. (eds), Grundbok i logopedi (2024), which Göteborgs universitet especially recommends.

3Learn Swedish clinical terminology, since full marks on the open questions require correct use of current concepts in Swedish.

4Prepare for both halves equally: Part I (acquired, including voice and swallowing) and Part II (developmental) must each be passed.

5For the practical test, practise analysing video cases and justifying interventions with current evidence.

Frequently Asked Questions

How is the theoretical test structured?

On the published May 2026 paper, Part I had 50 multiple-choice questions on acquired communication and swallowing disorders, Part II 50 on developmental communication and swallowing disorders, and Part III 10 open questions worth up to 4 points each. You need 60% on each part, answers are written in Swedish, and no aids are allowed.

What is the practical test?

After passing the theoretical test you carry out tasks that logopeder are responsible for — testing, assessment, analysis and intervention proposals — based on case descriptions and video-recorded cases, including a summary of the evidence for different interventions. It is passed against set criteria.

When and where is the test held?

Both tests are held in Göteborg. In 2026 the theoretical test was offered on 13 February, 7 May and 9 October, and the practical test on 11 March, 5 June and 18 November. You register at least one month before the test date.

How many attempts do I get?

Five attempts at the theoretical test and three at the practical test, and the whole test must be passed within five years of your first sitting.

Is the test available in English?

No. The test is in Swedish, and the open questions must be answered in Swedish. This bank is an English-language multiple-choice study adaptation: it helps you review the knowledge areas but is not an official translation, and it cannot simulate the open questions or the practical test.