Final SHS 716 (Stuttering)

A reading sample A. should be at a slightly difficult level, to encourage disfluencies B. should contain about 200 syllables C. should only be used when assessing adults D. all of the above

B

A relationship between difficult life events and the onset of stuttering A. Has been found in many research studies B. Has been noted by many authors C. Has been theorized but has not actually been observed D. All of the above E. None of the above

B

A school-aged person who stutters A. should not view a video of him- or herself stuttering B. is often helped by group therapy C. should talk about stuttering with his or her family but not peers D. All of the above

B

Between the ages of 3 and 4 A. A child's vocabulary typically increases from 50 to 100 words B. Children begin to compare their own behaviors with those of their peers C. Children are too young to have many "self-conscious" emotions D. All of the above E. None of the above

B

Children with borderline stuttering A. are unlikely to achieve fluency B. likely have an innate predisposition toward disfluency C. All Choices D. are likely to have suffered a trauma

B

Duration of stutters A. should be estimated while recording a speech sample B. should be calculated while watching a videotape C. is not used in determining severity of stuttering D. all of the above

B

Altering auditory feedback A. was a technique used by John Philip Sousa B. has no effect on the fluency of a person who stutters C. Can create an artificial stutter in normal speakers D. all of the above E. None of the above

C

One of the first things to do when treating someone with intermediate stuttering is to A. All Choices B. help them feel accepted even when stuttering C. have a psychologist explore any anxieties they may have D. use hypnosis to help in deconditioning

B

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

B

When evaluating an adolescent A. the clinician should first meet with the stutterer and his or her parents together B. parents may be asked to express their fears, concerns, and frustrations C. parents' questions should be answered before the clinician meets with their child D. all of the above

B

When working with someone with advanced stuttering, the clinician should A. work on emotions only after fluency has improved significantly B. understand conditioning principles in order to eliminate avoidance behaviors C. determine what amount of fluency to strive for D. All Choices

B

"Catch Me" refers to A. All Choices B. throwing a ball back and forth as a reward for fluent speech C. having a child recognize one of the clinician's stutters D. going outside and having a foot-race as a reward for fluent speech

C

A genetic contribution to stuttering is suggested because A. Most people who stutter have a family history of stuttering B. Boys are less likely than girls to be persistent stutterers C. Studies have identified specific chromosomes that are believed to carry genes for stuttering D. All of the above E. None of the above

C

According to Wendell Johnson's Diagnosogenic Theory A. A child's earliest disfluencies are caused by parental pressure B. Children who are normally disfluent are unlikely to stutter C. Stuttering can rise from parents overreacting or misdiagnosing to normal disfluencies D. All of the above

C

Which of the following may be a basis for stuttering? A. Genes B. Birth trauma C. Emotional stress D. All of the above E. None of the above

D

A taped speech sample A. should include both conversation and reading B. should contain at least 800 syllables C. should preferably be on audiotape rather than videotape, to avoid distractions D. all of the above

A

According to some theories, stuttering would be most likely to develop in A. A child with advanced language development and delayed motor development B. A child with advanced motor development and delayed language development C. A child with advanced language and motor development D. All of the above E. None of the above

A

Associating speaking to a large audience with stuttering is an example of A. Classical conditioning B. Operant conditioning C. Avoidance conditioning D. None of the above

A

Avoidance conditioning is based on A. Trying to eliminate a learned fear B. Avoiding verbal "starters" when stuttering C. Avoiding arm-waving used to help produce a word D. None of the above

A

Borderline stuttering usually emerges A. In children around 2 to 3.5 years old B. After a child enters school C. After a parental separation or divorce D. All of the above

A

Children who stutter A. Are more likely than nonstuttering children to have relatives who stutter B. Are known to have at least one gene for stuttering C. Usually have parents who stutter D. All of the above E. None of the above

A

Core stuttering behaviors include A. Repetitions, prolongations, and blocks B. Substitutions and postponements C. Tightening of the facial muscles and looking away D. All of the above E. None of the above

A

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 or she not use "tricks" to get difficult words out D. all of the above

A

Having a client stutter and receive praise for keeping stutter going and ending it easily is an example of what type of unlearning? A. countercondition B. decondition C. decrease fear D. none of the above

A

It is likely that stuttering is generally caused by A. A mix of factors, including environmental and developmental factors B. Parent's who speak too slowly C. Parents who interrupt frequently D. All of the above E. None of the above

A

Lidcombe treatment sessions A. should maintain a linguistic level that enables the child to be mostly fluent B. include directions for how to produce fluent speech C. All Choices D. are conducted only in the clinic

A

Light contact A. is used on consonants B. is used on all sounds C. is used on vowels D. is not used on sounds

A

Oliver Bloodstein proposed that stuttering emerges A. From a child's frustration and failure when attempting to talk B. After a trauma C. From parental neglect D. None of the above

A

Stuttering 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

A

Substitutions, circumlocutions, and postponements A. Are ways to avoid saying a word B. Are core stuttering behaviors C. Are not noticed by listeners D. All of the above

A

The Personal Aims for Treatment questionnaire A. is a great tool to establish the goals and motivation of an adolescent/adult client B. All Choices C. has been shown to be predictive of treatment outcomes D. may be given to someone more than once

A

The term "disfluency" A. Refers to an interruption of normal speech B. Cannot refer to a stutter C. Cannot refer to hesitancies or repetitions in people who don't stutter D. All of the above E. None of the above

A

Theories of Brain Disorganization most commonly address: A. Hemispheric dominance B. Location of gyri & sulci C. amount of gray matter D. None of the above

A

There is evidence that treatment for stuttering A. Repairs deficits in auditory processing B. Repairs deficits in language production C. Improves subjects' hearing D. All of the above E. None of the above

A

Treatment for reducing avoidance behaviors A. includes voluntary stutters B. should begin by having a person who stutters speak in a difficult situation C. All Choices D. is most important when working with younger children

A

When beginning therapy with a child with intermediate stuttering, the clinician might A. All Choices B. explain to the child how stuttering develops C. find out what the child's goals are D. go over the vocal tract and how speech is produced

A

Whether or not a word is stuttered is influenced by what? A. Class of word B. Location C. Length D. All of the above E. None of the above

D

"Developmental" stuttering A. Refers to stuttering associated with psychological problems B. Is the most common form of stuttering C. Develops suddenly after a trauma D. All of the above E. None of the above

B

"Stuttering modification" A. does not target escape and avoidance behaviors B. includes attempting to change tense stutters into more relaxed ones C. All Choices D. is another name for "fluency shaping"

B

A child with beginning stuttering A. will not yet show secondary behaviors such as eye blinks B. will have part-word repetitions as the predominant core stuttering behavior C. will not yet show tension D. All Choices

B

Having 12 disfluencies per 100 words without tension or other reaction to one's disfluencies A. would likely be considered normal disfluency B. Would likely be considered borderline stuttering C. Would likely be considered intermediate stuttering D. All of the above

B

Having to carry out complex speech and language tasks A. Is impossible for a child who is beginning to develop language B. Is a possible factor in the development of stuttering C. Begins when a child is around 5 years old D. All of the above E. None of the above

B

It has been suggested that the reason girls are more likely than boys to recover from early stuttering is A. Girls talk more than boys and therefore get more practice speaking B. Girls' brains may have greater organizational plasticity C. Girls have more cognitive and emotional resources to draw on D. None of the above

B

It is likely that classical conditioning A. Is a factor in the earliest signs of stuttering in a child B. Is a factor in the development of stuttering in a child C. Is a factor in the development of language in a child D. All of the above

B

Learning to blink one's eyes as a way to produce a word is an example of A. Classical conditioning B. Operant conditioning C. Avoidance conditioning D. None of the above

B

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

B

Many studies show that people who stutter A. Speak more rapidly than people who don't stutter B. Have slower reaction times than people who don't stutter C. Have poorer hearing than people who don't stutter D. All of the above E. None of the above

B

Research to determine the critical developmental and environmental factors affecting the onset of stuttering A. Has conclusively shown that factors cause stuttering B. Has provided promising evidence but not conclusive results C. Has shown that developmental and environmental factors have little to do with stuttering D. All of the above E. None of the above

B

Research to determine the critical developmental and environmental factors affecting the onset of stuttering A. Has conclusively shown which factors cause stuttering B. Has not produced conclusive results C. Has shown that developmental and environmental factors have little to do with stuttering D. All of the above E. None of the above

B

Some research shows that when compared with children who don't stutter, children who stutter are more likely A. To be inherently maladjusted psychologically B. To have increased anxiety C. To have vivid dreams D. All of the above E. None of the above

B

Someone with intermediate stuttering A. has not yet begun to use escape devices to get out of a stutter B. have anticipation and fear of the moment of stuttering C. All Choices D. have generally been stuttering for several months

B

Stuttering is most likely to begin A. When a child first begins to use language B. When speech and language are developing rapidly C. When a child is being reprimanded D. All of the above E. None of the above

B

The "Covert Repair" hypothesis A. Suggests that people who stutter are more likely than people who don't stutter monitor their own speech B. Suggests that stuttering is caused by attempts to repair phonological errors before they are spoken C. Suggests that, unlike stutters, normal disfluencies are overtly corrected D. None of the above

B

The Severity Rating Scale A. is used by the parent for once-a-week assessments B. should be "calibrated" to see if the parent and clinician are in agreement C. is a standardized test of stuttering D. None of the Choices

B

The interview with an adult stutterer begins with A. having him or her demonstrate how he or she stutters B. having him or her talk about why he or she has come to the clinic C. a description of when he or she began to stutter D. all of the above

B

The onset of stuttering generally occurs A. During periods of slower language development B. Between the ages of 2 and 5 C. While children are still too young to have many "self-conscious" emotions D. All of the above E. None of the above

B

Treatment for a child with beginning stuttering A. should focus first on reducing tension and frustration B. includes daily practice of fluency C. should only be conducted in a structured setting, rather than at home D. All Choices

B

Avoidance behaviors A. include repetitions B. Include blocks C. Occur before the moment of stuttering has begun D. All of the above E. None of the above

C

Clinically, consistency refers to A. Having the same type of stuttering at all times B. Always stuttering at a given locale C. The tendency to stutter on the same words when a passage is read several times D. All of the above

C

Cognitive therapy A. is not recommended for dealing with negative attitudes about stuttering B. should never be used as the sole treatment C. helps a stutterer examine his or her thought processes D. All Choices

C

Compared with borderline stuttering, beginning stuttering is characterized by A. An increased number of slower repetions B. A greater regularity in the rhythm of repetitions C. An increase in the tempo of repeated syllables D. none of the above

C

Fluency-shaping strategies A. should always precede any other treatment with someone with intermediate stuttering B. All Choices C. include techniques such as flexible rate, easy onsets, and light contacts D. should only be practiced with a speech therapist present

C

Having to carry out complex speech and language tasks A. Is impossible for a child who is beginning to develop language B. Is probably not a factor in the development of stuttering C. Is implicated in the demands and capacities view of stuttering D. All of the above E. None of the above

C

Primary stuttering generally includes A. Prolongations with visible tension in the lips B. Blocks with some tension in the jaw C. Repetitions with little or no physical tension D. None of the above

C

Shame about stuttering A. has not yet emerged in most people with intermediate stuttering B. should be talked about only with a counselor C. can be reduced by talking about it D. All Choices

C

The stuttering severity index A. has well-established reliability and validity B. requires measuring the length of the first five stutters in a speech sample C. is a useful tool for assessing stuttering D. all of the above

C

Trial therapy with a school-age child A. should begin at the first scheduled therapy appointment B. should be conducted by the parent during the first week after an initial evaluation C. can be conducted by the clinician during the evaluation D. all of the above

C

When beginning an interview with parents of a preschool child, the clinician should A. avoid "open-ended" questions B. ask them to demonstrate how their child stutters C. listen and be nonjudgmental D. all of the above

C

When calculating frequency of stuttering A. each repetition is counted as one stutter B. there is generally poor interrater reliability C. words used as avoidance behaviors are counted as a stutter D. all of the above

C

When compared with stuttering, normal disfluency generally has a higher proportion of A. Monosyllabic repetitions B. Part-word repetitions C. Multisyllabic whole-word and phrase repetitions D. None of the above

C

Secondary behaviors A. Include tension in reaction to disfluency B. Include pauses or interjections before disfluencies C. Are a sign of stuttering, rather than normal disfluency D. All of the above

D

Secondary stuttering A. May develop in children with more sensitive temperaments B. Generally includes an increase in physical tension during a stutter C. Can include avoiding certain words D. All of the above

D

"Controlled fluency" A. can be used when a speaker anticipates a stutter B. uses fluency shaping strategies to generate fluency C. can sometimes be used with the stuttering modification approach D. All Choices

D

"Escape behaviors" when stuck in a stutter might include A. Pushing with the articulators B. Eye blinks C. Head nods D. All of the above

D

A clinician's beliefs about the etiology of stuttering can affect A. how he or she approaches treatment B. what he or she might look for in assessing someone who stutters C. what he or she might say to the parents of a child who stutters D. All Choices

D

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

D

An attribute important for a clinician to have is A. Warmth B. Empathy C. Genuine D. All Choices

D

An important aspect of indirect treatment for borderline stuttering is for a parent A. to engage in nondirective play with the child B. to spend one-on-one time with the child each day C. to show understanding of the child's feelings D. All of the above

D

Assessment includes: A. Gathering objective data about a person's stuttering B. Making subjective judgments about a person and his or her family C. Getting information about a person's emotions and attitudes D. All of the above

D

Blocks can occur at which level of speech production? A. Respiratory B. Laryngeal C. Articulatory D. All of the above E.None of the above

D

For classical conditioning to take place A. An unconditioned stimulus that reliably elicits a response must first be present B. A neutral stimulus, called the conditioned stimulus, is paired with the unconditioned stimulus C. The conditioned stimulus is then presented without the unconditioned stimulus D. All of the above

D

In operant conditioning, which type of consequence can occur? A. A positive reinforcer B. A negative reinforcer C. A punisment D. All of the above

D

In the Lidcombe Program A. parents and clinician discuss stuttering only when the child is not present B. All Choices C. parents focus first on negatively reinforcing disfluencies D. parents conduct daily treatment sessions

D

Normal disfluency can be distinguished from stuttering by A. The amount of disfluency B. The number of units in each repetition or interjection C. The type of disfluency D. All of the above

D

One of the things a clinician might ask the parents of a preschool child is A. What was the child's speech and language development like? B. What do the parents believe cause the problem? C. How do the parents feel about the child's disfluency problem? D. all of the above

D

Predictors of recovery from stuttering include A. Good phonological and language skills B. Family members who have recovered from stuttering C. Early age of onset D. All of the above

D

Situations that can cause typical disfluencies to increase include A. Periods of excitement, such as holidays or vacations B. Periods of stress, such as moving or parents' separation C. During competition to be heard, such as at the dinner table D. All of the above E. None of the above

D

Someone with advanced stuttering is likely to A. show acceptance of his or her stuttering and has gotten over anxiety about speaking B. receive little benefit from further therapy C. All Choices D. display tension, struggle, and escape and avoidance behaviors

D

Stressful speaking situations for children include A. Parents who speak rapidly B. Parents who interrupt often C. Parents who use overly complex syntax D. All of the above E. None of the above

D

Studies have demonstrated that even when speaking fluently, stutterers have A. Longer vowel durations B. Slower transitions between consonants and vowels C. Delayed onset of voicing after voiceless consonants D. All of the above E. None of the above

D

Studies have shown that the brains of people who stutter, when compared with nonstutterers, may have differences in function or structure A. In the basal ganglia B. In the planum temporale C. In Broca's area D. All of the above E. None of the above

D

The "Capacities and Demands" theory proposes that stuttering can develop A. When parental expectations are too high B. When children place too many demands upon themselves C. If children with limited speech capacities grow up in an environment with normal levels of demand D. All of the above

D

Verbal contingencies in the Lidcombe Program A. might include "That sounded a little bumpy" B. include pointing out a stutter C. are given in a ratio of about 5 praises for fluency to 1 contingency for stuttering D. All Choices

D

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

D

When beginning to model easy stutters, the clinician A. makes accepting comments about his or her own stutters B. All Choices C. produces repetitions but not prolongations D. directs the child to listen to the difference between "hard" and "easy" stutters

D

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

D

When starting to work with a child with borderline stuttering, the clinician should A. All Choices B. begin working with the child's teachers immediately C. begin direct therapy immediately D. begin working with the family members

D

When using direct treatment with a child with mild borderline stuttering A. All Choices B. parents should comment on all disfluencies C. parents should use one praise for every two to three fluent utterances D. parents should have a daily "one-on-one" time with their child

D

Prolongations A. Occur when airflow is stopped by movement of the articulators continues B. Are only noticeable if they last for more than 2 seconds C. Are an example of an avoidance behavior D. All of the above E. None of the above

E

Research has shown that mothers of children who stutter A. Are more likely to speak more quietly than mothers of nonstutterers B. Are more likely to speak more loudly than mothers of nonstutterers C. Are more likely to speak more slowly than mothers of nonstutterers D. All of the above E. None of the above

E