Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

SLP 573: Fluency Disorders > Exam 2 > Flashcards

Exam 2 Flashcards

(82 cards)

Start Studying
1
Q

increased _______________ is associated with decreased adverse impact of stuttering

A

spontanaity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

which of the following can empower clients and reduce the impact of stimga?

A

self-disclosing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

which 3E component is described here: pseudostuttering: educating others on stuttering

A

empowerment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

which 3E component is described here: learning all about therapy approaches, reviewing the research base on the stuttering experience

A

education

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

which 3E component is described here: monitoring secondary behaviors; practicing speech techniques

A

ease

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

caregivers are relatively ___________ at identifying their child stuttering

A

good

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

which questionnaire is used directly with the child?

A

kiddyCAT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

T or F: low speech sound skills may put a child who stutters at greater risk to persist

A

true

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what can help caregivers to narrow down their child’s stuttering onset?

A

recalling specific events/data around the time they noticed the child stuttering

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

the Palin Parent rating scales are helpful in evaluating parent perceptions of the child’s

A

attitudes and awareness towards stuttering

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

which of the following is least valuable when diagnosing stuttering with a child learning english as a second language?

A

repetitions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

which of the following is not a recommended therapy approach/strategy to use with children with autism and concomitant stuttering disorders?

A

fluency shaping

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

which of the following 2 characteristics are not typically seen in children with autism with concomitant stuttering?

A

negative attitudes towards communication, avoidance of different situations (related to stuttering)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

which of the following treatment formants reflects targeting the primary impairment until it is remediated before addressing the secondary impairment

A

sequential

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

example of a self-disclosure goal

A

the client will self-disclose with 10 unfamiliar listeners over the phone as measured by SLP data collection

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

example of an education goal

A

the client will present to their class on stuttering including at least 5 facts about stuttering and 1 thing they want to do when they stutter as measured by SLP data collection

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

example of a participation goal

A

the client will introduce themselves in four of their largest feared scenarios (e.g. ordering pizza, drive-thru, class presentations, etc) as measured by the clinician or client self report.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

examples of avoidances

A

word/sounds, situations, being identified as a PWS, showing struggle, feeling shame, potential thoughts of others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

T or F: PWS choose to avoid for many reasons including momentary relief, preventing emotional suffering, and obtaining control

A

True

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

ABC’s

A

a = affective
b = behavior
c = cognitivee

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

example of A (ABC’s)

A

“i’m scared to stutter”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

example of C (ABC’s)

A

“stuttering means I’m a failure or ‘there’s something wrong with me’“ex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

example of B (ABC’s)

A

“I avoid talking”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

characteristics of CBT

A

exposire
cognitive restructuring
behavioral experiments
attentional training

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
cognitive restructuring
challenging negative thoughts and judgments by (a) considering alternative points of view and (b) evaluating the evidence
26
examples of cognitive restructuring
- what evidence do you have for the thoughts? - what does the thought do for you? how does it make you feel? is it helpful in any way, or is it just distressing?
27
components of behavioral experiments
form hypothesis collect data analyze data consider results
28
T or F: desensitization is not the same thing as exposure
false
29
___________________ is a desensitization strategy characterized by gradually experiencing feared situations in a supportive environment using a controlled, systematic hierarchy
exposure
30
psuedostuttering
this is a technique that involves intentionally stuttering
31
benefits of pseudostuttering
it enables the PWS to experiment with a variety of fluent and non fluent speech behaviors it breaks the link between stuttering and being out of control
32
pseudostuttering can result in:
decreased stuttering increased confidence/feelings of freedom decreased fear
33
positive impact of voluntary stuttering increases when:
used outside the therapy room it mirrors a person's true stuttering patterns
34
self disclosure
identifying oneself as a person who stutters
35
T or F: self disclosure is an informative manner results in more friendly and outgoing evaluations of the speaker
true
36
informative disclosure
a more "matter of fact way" of self-disclosing
37
an example of informative disclosure
"before we get started, I want to let you know that I stutter. You may hear me repeat sounds or phrases, but if there is anything that I say that you do not understand, don't hesitate to ask me"
38
apologetic disclosure
a more apologetic and emotional way to self-disclose
39
an example of an apologetic disclosure
"before we get started, I should let you know that I stutter, so this might be hard in spots, bear with me"
40
adult simulation treatment plan
education related to stuttering (e.g. stuttering iceberg, specific theory, normal talking process) that helps to understand your therapy plan a fluency shaping and/or stuttering modification strategy - collect quantitative data desensitization/exposure activity (e.g. pseudostuttering, self-disclosure practice, evaluate evidence) - collect qualitative data discuss/assign desensitization homework challenge
41
what is the goal of fluency shaping?
increased (controlled) fluency
42
what do fluency shaping techniques target?
fluent speech and fluent speech only through manipulation of the motor aspects and timing and tension of speech
43
when are fluency shaping techniques appropriate?
when the client expresses the desire to be more fluent when the use of strategies improves the speaker's experience communicating
44
light contact
focus on minimizing tension targets light pressure when articulating sounds listen for light consonants
45
smooth/constant movements
focus on elongated constituents and connections between sounds and words can focus on lips constantly moving listen for connections between words and elongated sounds
46
easy voicing/easy onset
focus on minimizing tension targets gentle vocal fold vibration on vowels listen for gently, accelerating vowels
47
phrasing and pausing
chunking utterances together into short utterances at natural boundaries stuttering is less likely to occur during short utterances listen for 3-5 word phrases that are broken up naturally
48
example of phrasing and pausing
I wanted to go / to the store / yesterday
49
shortcomings of fluency shaping techniques
- fluency can come at the expense of spontanaiety - it can be hard for clients to generalize the use of these strategies - it's making an automatic process less automatic (greater cognitive load) - relapse is common - fluency is not associated with perceived quality of life outcomes
50
what is the goal of stuttering modification
easier stuttering
51
what do stuttering modification therapies target
reducing tension during moments of (anticipated) stuttering and acceptance of your stuttering
52
cancellations
used as an in-clinic strategy to help identify places of tension and increase feelings of control after a client stutters, they are able to - identify the place of tension - say the word again but more intentionally and controlled - slower and with less tension (this may not result in fluent production and that is okay)
53
easy stuttering
used to gain control of speech and replace tense stuttering with more easy, forward moving stuttering voluntary, less tense stuttering often used when stuttering is anticipated
54
pull-outs
used to gently move through a moment of stuttering targets holding onto tension - until it can be identified and the speaker can release the tension and gently move onto the next sound
55
prepatory sets
used to gently move into sound the speaker anticipates stuttering on targets slowing and stretching speech to reduce the liklihood of tension build-up
56
ableism
the refusal to see the value in neurodiversity and the instence that normalization is the only solution
57
outcomes that may perpetuate ableist conceptualizations of stuttering
increasing fluency reducing overt disfluencies teaching strategies that encourage concealment, covering, or avoidance of disfluencies or "passing as a fluent speaker" improving how speech sounds these outcomes are listener focused
58
outcomes that may interrupt ableist conceptualizations of stuttering
increasing spontaneity, joy, and ease of communication decreasing physical and mental speaking effort promoting self-advocacy improving how speech feels these outcomes are speaker focused
59
primary clinical questions
1. is this child overtly stuttering (behavior, affective) 2. is the child or family negatively impacted by the stuttering (cognitive) 3. is the child at risk to persist? (language/speech) 4. what seems to be contributing to the stuttering? (environment) 5. what support is most appropriate? (motivation)
60
what information do you use to make a stuttering diagnosis?
- overt stuttering (3% SLD) - parent report of disfluency type - impact of stuttering on child and parent
61
what information do you use to determine a prognosis for stuttering?
sex, family history, age at onset, time since onset, stuttering/severity/frequency, speech-sound accuracy, receptive language, expressive language, nonword repetition
62
palin PRS
this is a parent questionnaire that measures three factors (1) the impact of stuttering on the child, (2) the severity of stuttering and its impact on the parents, (3) the parent's knowledge about stuttering and confidence in managing it
63
kiddyCAT
this is a child questionnaire that gives the clinician information about the child's attitudes towards their communication
64
test of childhood stuttering observation scale
this is a parent questionnaire that asks the parents to assess how frequently (never-often) their child demonstrate certain behaviors
65
overarching goal for therapy
the child will communicate whatever the child wants, whenever the child wants, with whomever the child wants, using whatever reasonable manner the child wants
66
common elements of treatment for preschoolers who stutter
1. target communication 2. emphasize caregiver education and counseling 3. make it FUN for the child (e.g., play-based therapy)a
67
target communication
Set the foundation for the caregivers and the child that communication is more important than fluency; therapy should benefit who would have recovered without it and those who will persist with itep
68
emphasize caregiver education and counseling
Caregivers’ understanding of stuttering and the goals/progress of therapy can influence their interactions with the child and adherence to the treatment
69
make it FUN for the child (e.g., play-based therapy)
You’re working with a child and, particularly for children who stutter, it’s important to emphasize joyfulness of communication
70
three basic domains of treatment
change the home SPEAKING ENVIRONMENT change the child's (and caregiver's) BELIEFS/THOUGHTS about communication TIME/TENSION aspects of child's SPEAKING behavior
71
change home SPEAKING ENVIRONMENT
Stuttering will be aggravated or maintained by any environment event that increases the chance that the child will RUSH the planning for and/or execution of speech and language production
72
change child’s (and caregiver’s) BELIEFS/THOUGHTS about communication
EXTERNAL behavior is motivated by what someone INTERNALLY believes
73
change TIME/TENSION aspects of child’s SPEAKING behavior
stuttering is influenced by time and tension
74
Palin PCI
12 week program with a focus on family interactions and parent behaviors
75
lidcombe program
focus on parent-provided verbal contingencies/operant conditioning
76
popular treatment approaches that may particularly influence the ABC's, include:
praise regular parent-child interaction time acknowledgemtn of stuttering
77
special time
these times may provide the child with an opportunity for enjoyable low pressure communication
78
acknowledgment of stuttering
identifying stuttering in a supportive manner may reduce changes that the child will develop negative thoughtsp
79
praise
pointing out what the child does well can support positive feelings
80
what ABC domain does the special time fall under?
behavioral domain
81
what ABC domain does the acknowledgment of stuttering?
cognitive domain
82
what ABC domain does praise fall under?
affective domain

SLP 573: Fluency Disorders (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions