9/16/13 Fluency Lecture 4

Question 1

What does SSI stand for?

Answer 1

Stuttering Severity Instrument

Question 2

What are the 3 areas the SSI assesses?

Answer 2

• Duration of the number
• Frequency
• Physical Concomitants (Secondary/Accessory)

Question 3

What type of instrument is the SSI?

Answer 3

It is an instrument with a numerical rating system

Question 4

What does OASES stand for?

Answer 4

Overall Assessment of Speakers Experience of Stuttering

Question 5

What were the only 2 formalized assessments that were discussed in Chapter 3?

Answer 5

• SSI

- OASES

Question 6

What is the best assessment tool?

Answer 6

• Clinician’s ear

- Observation

Question 7

What is Abandoned Utterance?

Answer 7

• Where the speaker stops mid phrase/sentence, knows they will have trouble with a word & avoids it so they can move on with discussion.
• EXAMPLE: “I’ll be there at …….. Where are we going again?”

Question 8

In Stuttering Modification Therapy describe the technique of cancellation.

Answer 8

Speaker stutters and says the sentence/phrase, then goes back to repeat phrase without stuttering

Question 9

In Stuttering Modification Therapy describe the technique of pullout.

Answer 9

Stop mid-stutter to fix the word.

Question 10

What is the hierarchy of Stuttering Modification therapy?

Answer 10

• Fake/voluntary stuttering
• Cancellations
• Pullouts
• Bounce
• Preparatory Sets

Question 11

What are the techniques used in the Boberg & Kully Method?

Answer 11

• Easy onset
• Soft Contact
• Short phrases
• Continuous airflow

Question 12

Which is the most important techniques used in Boberg & Kully’s Method?

Answer 12

-Continuous Airflow

Question 13

Who is the author of Speech Processing Therapy Approach?

Answer 13

Dahm (1997)

Question 14

VIDEO–

T/F: 3 to 4 boys stutter for every girl?

Answer 14

TRUE

Question 15

VIDEO–

T/F: 20% of all children will stutter at some time in life?

Answer 15

TRUE

Question 16

VIDEO–

After how many years of stuttering is it unlikely the child will grow out of it?

Answer 16

• 3 years

Question 17

VIDEO–

T/F Stuttering is a psychological problem?

Answer 17

FALSE

Question 18

VIDEO–

T/F: There are no differences in intelligence compared to other children?

Answer 18

TRUE

Question 19

VIDEO–

T/F: Stuttering can be cyclical and vary across situations?

Answer 19

TRUE

Question 20

VIDEO–

What are some ways to improve oral presentation experience?

Answer 20

• Order they want to go in
• Ways she or he can practice
• Audience Size
• Time limits

Question 21

VIDEO–

What are 4 reasons why using speech tools can be difficult?

Answer 21

• Unsure about using tools
• Excited or rushed
• Fatigue or Illness
• Language complexity

Question 22

What is stuttering NOT caused by?

Answer 22

• Shyness
• Demanding parents
• Parents speech rate
• Emotional trauma
• Imitation

Question 23

VIDEO–

T/F: Stuttering is a complex interaction between child’s inherent abilities and his/her internal/external environment.”

Answer 23

TRUE

Question 24

Is assessment the same or different for children and adults who stutter?

Answer 24

SAME

Question 25

What are the two tests for measuring disfluency/stuttering?

Answer 25

- SSI | - OASES

Question 26

What are the 3 components of an assessment report?

Answer 26

1. Frequency of stuttering; percent of stutter situations 2. Type of stuttering: Primarily what core features are most frequently present 3. Describe secondary/accessory behaviors (Rank them mild to severe)

Question 27

how do you identify the nature of the disfluency?

Answer 27

- Identify specific vowel/consonant patterns - Identify what the core features are (Prolongations, repetitions, blocks) - Look at specific Sounds syllable, words, phrases - Look at severity-frequency of the disfluencies (how often and how long) - Look at Secondary behaviors (Presence of struggle-accessory behaviors) - What are the child's reactions to the disfluencies (embarrassment, abandoning utterances) - Location of disfluencies (e.g., initial words, final words) - Situational variability ( excited, tired, competing to talk) - How handicapping is the stuttering? (social emotional, academic) - Family History - Parent reaction to disfluencies - Motivation (Client needs to be ready to participate actively)

Question 28

What are some frequently asked questions?

Answer 28

- What causes stuttering? - Can it be cured? - Why does it seem to come and go? - Should we discuss the stuttering with our child? - Why does singing or talking in a funny voice seem to help?

Question 29

Why does singing or talking in a funny voice help with stuttering?

Answer 29

There is speculation that due to the music being on the right side of the brain, and language on the left side, that is why people who stutter (left side of brain) are able to sing fluently (right side of brain)

Question 30

What are some at risk signs you should look at to see if the child has chronic stuttering?

Answer 30

- Nature of child's disfluencies - Frequency of disfluencies (with your clinical ear) - Situational variability (hiding out) - Presence of struggle/secondary behaviors - Child's reaction to disfluencies - Familial history - Child's gender (3:4 ratio girl to boy)

Question 31

What are a few fluency case history questions? | List is long just name a few

Answer 31

- Parent /Client concerns - Parent/ Client description of disfluencies - When did parent first notice disfluency? - Have the disfluencies changed since they began? - Why seeking evaluation/treatment now? - How does client react to stuttering? - Does client struggle or abandon? - Does the client have strategies they use that help - Situations in which client is most fluent? or most disfluent? - Family history? - Previous treatment? - Is client’s speech during evaluation representative of disfluent patterns? - Anything we need to know, that didn’t ask? - Client/parent questions?

Question 32

What are the best strategies for stutter therapy?

Answer 32

Early identification and treatment

Question 33

What is the best approach for assessment?

Answer 33

Counting syllables or words