Quiz 4 SPA 540 Stuttering

-A client's stuttering should be assessed: A. at the beginning of treatment B. at the completion of treatment C. periodically throughout treatment D. all of the above

A. at the beginning of treatment B. at the completion of treatment C. periodically throughout treatment *all of the above*

-Assessment includes: A. gathering objective data about a person's stuttering B. making subjective judgments about a person and his family C. getting information about a person's emotions and attitudes D. all of the above

A. gathering objective data about a person's stuttering B. making subjective judgments about a person and his family C. getting information about a person's emotions and attitudes *all of the above*

-A clinician's beliefs about the etiology of stuttering can affect: A. how she approaches treatment B. what she might say to a young stutterer's parents C. what she might look for in assessing a stutterer D. all of the above

A. how she approaches treatment B. what she might say to a young stutterer's parents C. what she might look for in assessing a stutterer *all of the above*

-A clinician should ask an adolescent stutterer: A. if there are any words he expects to stutter on B. if he avoids certain speaking situations C. if he uses any "tricks" to get words out D. all of the above

A. if there are any words he expects to stutter on B. if he avoids certain speaking situations C. if he uses any "tricks" to get words out *all of the above*

-When assessing children, which of the following should be counted as stutters? A. part-word repetitions B. sound prolongations C. blockages of airflow D. all of the above

A. part-word repetitions B. sound prolongations C. blockages of airflow *all of the above*

-When assessing a stutterer, an audio- or videotape: A. should be available from home, school, or work B. should be made at the clinical setting C. of telephone conversations can be helpful D. all of the above

A. should be available from home, school, or work B. should be made at the clinical setting C. of telephone conversations can be helpful *all of the above*

-When evaluating a school-aged child, it is important for the clinician to speak with: A. the child's parents B. the child's teachers C. the child D. all of the above

A. the child's parents B. the child's teachers C. the child *all of the above*

-Among the options after evaluating a preschool child are: A. watchful waiting B. no treatment C. parent-delivered treatment D. all of the above

A. watchful waiting B. no treatment C. parent-delivered treatment *all of the above*

-Secondary behaviors: a. include only physical movements such as eye blinks b. are only seen in advanced stutterers c. are also called concomitant behaviors d. all of the above e. none of the above

are also called concomitant behaviors

-Feelings and attitudes in a school-age child can be assessed: a) by looking at startle reactions b) by using the A-19 c) generally a month after the initial evaluation d) all of the above e) none of the above

by using the A-19

-Besides measuring stuttering severity in an adult stutterer, the clinician should: a) calculate speech rate b) look at dental records c) consult with the stutterer's physician d) all of the above e) none of the above

calculate speech rate

-During an initial discussion with a school-age child, the clinician: a) can have the child draw pictures to elicit feelings b) should engage in light teasing to see how the child responds c) should suggest to the child that he not use "tricks" to get difficult words out d) all of the above e) none of the above

can have the child draw pictures to elicit feelings

-Assessing a person's tendency to use techniques to avoid stuttering: a. should be done only by a psychologist b. can help determine what is the best course of treatment c. is difficult d. all of the above e. none of the above

can help determine what is the best course of treatment

-Cognitive therapy: a) should never be used as the sole treatment b) helps a stutterer examine his thought processes c) is not recommended for dealing with negative attitudes about stuttering d) all of the above e) none of the above

helps a stutterer examine his thought processes

-Environments that facilitate fluency: a) include parents using a slow speech rate with the child who stutters b) are almost impossible to achieve in a regular classroom situation c) should be the only places a young stutterer is exposed to d) all of the above e) none of the above

include parents using a slow speech rate with the child who stutters

-Basic communication skills: a) should be addressed only in group therapy b) include turn-taking, staying on-topic, and speaking intelligibly c) should be part of every stutterer's treatment d) all of the above e) none of the above

include turn-taking, staying on-topic, and speaking intelligibly

-"Stuttering modification": a) includes attempting to change tense stutters into more relaxed ones b) does not target escape and avoidance behaviors c) is another name for "fluency shaping" d) all of the above e) none of the above

includes attempting to change tense stutters into more relaxed ones

-Treatment for reducing avoidance behaviors: a) is most important when working with younger children b) should begin by having the stutterer speak in a difficult situation c) includes voluntary stutters d) all of the above e) none of the above

includes voluntary stutters

-The Stuttering Severity Index: a) has impeccable reliability and validity b) requires measuring the length of the first 10 stutters in a speech sample c) is a useful tool for assessing stuttering d) all of the above e) none of the above

is a useful tool for assessing stuttering

-Talking with a parent about stuttering: a) should not be done if the child is present b) is initially done with the child absent c) should begin with advice about what they can do d) all of the above e) none of the above

is initially done with the child absent

-A school-age stutterer: a) should talk about stuttering with his family, but not peers b) is often helped by group therapy c) should not view a video of himself stuttering d) all of the above e) none of the above

is often helped by group therapy

-The Lidcombe Program Severity Rating Scale a) is used by parents to make daily ratings of their child's stuttering b) is based on parents' calculations of stuttering frequency c) can be used by parents without any training from a clinician d) all of the above e) none of the above

is used by parents to make daily ratings of their child's stuttering

-When beginning an interview with parents of a preschool child, the clinician should: a) avoid "open-ended" questions b) ask them to demonstrate how the child stutters c) listen and be nonjudgmental d) all of the above e) none of the above

listen and be nonjudgmental

-When analyzing a preschool child's speech sample, the clinician: a) looks at frequency of disfluencies, but ignores types of disfluencies b) looks for signs of tension during both prolongations and repetitions c) doesn't look for word avoidances d) all of the above e) none of the above

looks for signs of tension during both prolongations and repetitions

-Making eye contact with a stutterer: a. is necessary in establishing rapport b. may be inappropriate in some cultures c. is a necessary component of stuttering modification therapy d. all of the above e. none of the above

may be inappropriate in some cultures

-Stutter severity: a. reflects an overall impression perceived by listeners b. means the same thing as frequency of stuttering c. generally remains constant throughout a person's school years d. all of the above e. none of the above

reflects an overall impression perceived by listeners

-Treatment for advanced stuttering: a) should always focus on achieving complete fluency b) should attempt to reduce negative feelings about stuttering c) should focus only on fluency before dealing with escape behaviors d) all of the above e) none of the above

should attempt to reduce negative feelings about stuttering

-A recorded speech sample: a.should include both conversation and reading b. should contain at least 800 syllables c. should preferably be on audio recording rather than video recording to avoid distractions d. all of the above e. none of the above

should include both conversation and reading

-If a preschool child is entirely fluent during an initial interaction with the clinician: a) the clinician can assume that he is not a stutterer b) the clinician may find examples of the child's stuttering on the home video c) the clinician can assume that this fluency is only temporary d) all of the above e) none of the above

the clinician may find examples of the child's stuttering on the home video

-When calculating frequency of stuttering: a) each repetition is counted as one stutter b) there is generally poor inter-rater reliability c) words clearly used as avoidance behaviors are counted as stutters d) all of the above e) none of the above

words clearly used as avoidance behaviors are counted as stutters