Term
You are completing an evaluation of a preschool child who stutters. You have had this child participate in several different conversations. Which of the following disfluency frequency measurements are important to calculate during each of the activities that you used to elicit speech from your client?
% of total disfluencies/ total words
% of stuttering-like disfluencies/ total words
% of stuttering-like disfluencies/total disfluencies
b and c
All of the above are important to calculate |
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Definition
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| Percentage of stuttering-like disfluencies per total disfluencies that would be indicative of a child who stutters. |
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In the study entitled, “Enhancing treatment for school-age children who stutter II: Reducing bullying through role-playing and self disclosure,” the authors contend which of the following about having a child who stutters give a classroom presentation about stuttering?
A) It is usually a not a good idea because it may give bullies more reasons to continue their unwanted behavior
B) It will reduce inquisitive remarks from classmates such as, “Why do you talk that way?”
C) It may create a more significant bullying problem than currently exists
D) It should be a required component of treatment for all school age children who stutter
c and d |
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When analyzing a conversational interaction you will look for increases in stuttering relative to many factors. Which of the following would be important to consider?
Speech rate of child
Parental response latency
Length and complexity of child’s utterances
a and c
All of the above |
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Parents play a critical role in facilitating fluency in preschool and younger school age children who stutter. Which of the following is not a technique that parents can use to facilitate fluency?
A) Verbally instructing the child to slow down his/her rate of speech
B) Pausing of at least one second prior to responding to the child
C) Use of slow physical movements when interacting with the child
D) Use of slow speech rate when interacting with the child
E) Reducing use of multiple questions when interacting with child |
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You have just initiated therapy with an adult female who presents with moderate stuttering. Your client has minimal to no awareness of when her stuttering moments occur. Which of the following would be appropriate to include in your therapy session with this client?
A) Show client a video of a speech sample when she is stuttering
B) Have client listen to an audio sample of when she is stuttering
C) Have client practice the initial stuttering modification strategy, “cancellation.”
D) Have client practice the “pull out” stuttering modification strategy.
E) b and c |
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You have just completed an evaluation of a school age child who stutters. Based on behaviors noted in your analysis of the conversational speech sample alone, this child appears to be presenting with more severe stuttering. Which of the following behaviors would indicate decreased severity of stuttering?
A) Increased occurrence of stutterings adjacent to one another (i.e., clusters)
B) Increased iterations of individual stuttering moments
C) Increased duration of stuttering moments
D) Increased percentage of stuttering-like disfluencies
E) None of above |
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In our discussion of the many theories of stuttering we noted that a significant drawback of at least one of the theories is that the theory includes too many potential variables to allow for adequate differentiation/identification of a specific cause. Which one of the following theories would fall into the category of being an extremely broad theoretical explanation?
a. Holistic Processing Theory
b. Diagnosogenic Theory
c. Bloodstein’s Re-interpretation of the Diagnosogenic Theory
d. Approach Avoidance Theory
e. Demands and Capacities Model.. |
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You are reviewing the Demands and Capacities Model with the parent of a young child who has been stuttering for approximately six months. In your explanation of this theory to this parent, you state that according to this model, in order for stuttering to develop the demands must
a. chronically outweigh the capacities
b. at the very least be equal to the capacities
c. be above normal limits
d. be internally driven
e. be below normal limits- |
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Which of the following treatment strategies reflect the clinical application of the Approach Avoidance Theory?
A) Have client stutter on purpose (i.e., voluntary stuttering)
B) Have client work through hierarchy of least to most difficult speaking situations
C) Have client tell people that they stutter (i.e., self-disclosure)
D) a and b
E) All of the above |
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Definition
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Term
| This hypothesis argues that the person stutters because of their efforts to try to change an error in their phonetic plan. |
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You are evaluating an adult male who stutters. During the evaluation he asks you to discuss with him theories that argue the cause of stuttering that might be relevant to him. Which of the following two theories would be the most appropriate response to this adult stutterer’s request?
A) Holistic Processing Theory and Demands Capacities Model
B) Demands Capacities Model and Stuttering Hexagon
C) Demands Capacities Model and Approach Avoidance Theory
D) Approach Avoidance Theory and Demands Capacities Model
E) Stuttering Hexagon and Approach Avoidance Theory |
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You are completing an evaluation of a school age child who stutters. You are using the CALMS Model as a foundation for your evaluation. Based on this model which of the following variables would need to be assessed in order to determine the cognitive component of stuttering for this client?
A) Determination of a relationship between the frequency of stuttering and changes in the length and complexity of utterances
B) Frequency and duration of child’s stuttering in different contexts
C) Impact of stuttering on child’s peer relationships
D) Child’s reactions to how others respond to stuttering and disruptive behaviors
E) Child’s awareness of stuttering moments |
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You are reviewing your results from an evaluation that you completed on a 5-year-old child who stutters. You indicate to the parents of this child that their child’s speech breakdowns may be related to the Holistic Processing Theory. Which of the following statements is an accurate description of this theory?
A) Stuttering results from the child’s continued use of encoding words as global syllable shapes rather than individual sound segments.
B) In conversational speech, stuttering occurs because of an incremental increase in the length and complexity of the child’s utterances.
C) After a period of increased vocabulary development, stuttering occurs because of the decreased propositionality related to the child’s marked use of content words
D) a and c
E) All of the above- |
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Term
| This theory states that stuttering begins in the ear of the listener not the mouth of the speaker. |
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Definition
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Term
| This theory assumes that a change in one aspect automatically facilitates a change in the other ultimately leading to a self sustained system of fluency. |
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Definition
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| This theory cannot be universally applied because many children have no awareness and/or concern about their disfluent speech yet they still become CWS |
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Definition
| Bloodstein’s reinterpretation of the diagnosogenic theory |
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Term
| This theory contends that stuttering occurs when the drive to speak is equal to the drive to not speak. |
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Definition
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| According to the demands and capacities model of stg there are certain general environment demands that can exacerbate disfluencies. Name 2 of these types of general environment demands. |
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Definition
Busy hurried lifestyle
Frequent changes in family constellation
Lack of consistent, daily predictable routines
Lack of consistent discipline
Sibling rivalry
High expectations of parents/others |
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| For the motor component of the CALMS model you will want to assess a few key variables. Identify 2 of these variables. |
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Definition
Types and form of stuttering
Presence of secondary coping behaviors
Frequency and duration of stuttering in different contexts
Relationship between speech rate and stuttering |
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| Name three types of stuttering like disfluencies. |
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Definition
| sound repetition, sound prolongation, syllable repetition, whole word repetition, blocks or inaudible sound prolongations? |
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Term
| Name and describe the stuttering modification strategy you would teach a client after they learn cancellation |
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Definition
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Term
| Describe the easy onset technique and when in therapy you can begin using it |
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Definition
| stretch out and prolong all your voicing of sounds, particularly the starting sounds. And prolong all transitions between all sounds (consonant and vowel) with light, easy contacts on the consonants. Use easy onset after identification is around 75% |
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Term
| Identify one pro and one con for the clinician and client when completing stuttering modification therapy |
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Definition
pro for client - sounds more natural
con for client - has to face fears and uncomfortable speaking situations
pro for clinician - therapy more fun
con for clinician - harder to measure progress |
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| Identify one pro and one con for the clinician and client when completing fluency shaping therapy |
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Definition
pro for client - does not have to address fears
con for client - robotic sounding speech
pro for clinician - easy, canned therapy
con for clinician - heavier on the data |
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Term
| This theory argues that the person who stutters does so because their mother weaned them from nursing at too early of an age |
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Definition
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| What is the biggest challenge of working with parents and the biggest challenge of working with adults who stutter |
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Definition
| guilt, history of disorder, tx |
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Term
| For preschool children you can have them do this in order to get a better idea of how they might be feeling about their speech |
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Definition
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| To assess stuttering during an automatic speech task you can have the person do this |
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Definition
| say their name, ABCs, etc |
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Term
| When you are analyzing a parent child conversational sample you will want to examine the child’s stuttering relative to a several variables. Identify 2 |
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Definition
Speech rate
Interruptions
Accepting comments by parents
Verbal reaction
Nonverbal reaction
Utterance length
Utterance complexity
Multiple questions
Response time
Communicative intent |
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Term
| When completing an oral motor examination persons who stutter will typically have the most difficulty with what part of this task |
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Definition
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Term
| For trial therapy with preschoolers you can do this. |
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Definition
| What is play interaction with fluency facilitating techniques |
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Term
| When you are having a hard time seeing any stuttering in the person’s speech you can do this type of interaction |
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Definition
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| This questionnaire can be used with preschool children to determine their communication attitude |
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Definition
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Term
| This technique requires the client use an open mouth relaxed approach at the beginning of words and phrases |
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Definition
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Term
| This type of approach focuses only on the tip of the iceberg |
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Definition
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Term
| Identify three of the general treatments goals for clinicians and parents when working with preschoolers who stutter |
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Definition
Help parent determine need for change
Model use of fluency facilitative techniques
Promote appropriate interaction styles
Desensitization to speech disfluencies
Demonstrate appropriate reactions to speech disfluencies
Demonstrate different ways of talking
Teach value of reflective listening
Promote positive communication reinforcement
Provide education and promote related discussion
Monitor transfer to home environment |
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Term
| Identify one of the techniques supported in the DCM model for working with preschoolers who stutter |
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Definition
Pausing of at least one second before responding
Slow rate
Slow movements
Reduced question asking
Reduce demand speech
Open versus closed ended statements
Let child lead |
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| Identify one of strategies of the Lidcombe Program. |
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Definition
Acknowledgment and/or praise for periods of stutter-free speech
Acknowledgment of stuttering and/or a request that the child corrects stuttering
Praise for correct self-evaluation or stutter-free speech
Praise for spontaneous self-correction of stuttering
redirected phonation? |
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Term
| When can your client begin the first strategy in the hierarchy of stuttering modification strategies and what is this strategy. |
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Definition
| What is at 80% identification and cancellation? |
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Term
| Provide two fundamental treatment goals for demystifying stuttering to your school age clients. |
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Definition
| education about stuttering, education about speech production |
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| Relative to the nature of stuttering in bilinguals, Nwokah (1988) proposed three theoretical possibilities for how stuttering manifests itself in bilinguals. |
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Definition
| What is same, what is different, what is stuttering one language but not the other |
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Term
| number of total disfluencies per total words |
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Definition
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| number of stutter-like disfluencies out of total words |
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Definition
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| Number of stuttering-like disfluencies out of total disfluencies |
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