10/2/13- Lecture 7

Question 1

What are questions you ask in regards to the case history of an adult?

Answer 1

• Client’s description of his/het speech
• When did it begin?
• Family history
• Situational variability
  
  • do you have more trouble speaking in some situations than others?
  • certain words or sounds; some people harder to talk with than others?
  • Speech better or worse at times?
• Impact on work/academic/social situations
  
  • do you avoid certain situations, what are they?
• Do you avoid certain words; sounds; listeners (WHAT IS A LISTENER?)
• Do you use any “tricks” that help when you stutter?
  - as a clinician verify tricks are helping
• How do people react to you stuttering?
• How do you (clinician) react?
• Past therapy; what worked, what didn’t?
• Why are they seeking therapy now?
• Family interaction
• Goals for therapy, exceptions, and motivation
• Is speech today representative of your fluency issues?
• Do they have any questions?

Question 2

After the case history, what is the next step?

Answer 2

• Language sample
• Counting disfluencies
• Identify the nature of the disfluencies
• Social/emotional/academic aspects- how handicapping is stuttering?
• obtain taped reading/monologue/conversational sample
• develop a fluency profile

Question 3

According to Conture page 176, how many words should be gathered in a speech sample?

Answer 3

300

Question 4

What are you looking for when counting disfluencies?

Answer 4

• 300 word speech sample
• frequency and range of all speech disfluencies
• frequency of each disfluency type
• duration from onset to offset of 10 randomly selected speech disfluencies
• number of iterations per sound syllable repetition for 10 randomly selected speech disfluencies
• rate of speech in words or syllables per minute

Question 5

How do you identify the nature of disfluencies?

Answer 5

• Identify specific vowel / consonant pattens
• Loci of disfluencies
• Core features
• Sounds, syllables, words, phrases
• Severity- frequency of the disfluencies
• Presence of struggle- accessory behavior reaction to disfluencies (e.g., embarrassment, abandonment)

Question 6

Besides obtaining a taped reading, monologue and conversational sample, what else can we do to show them what they are doing when having a disfluent moment?

Answer 6

We can visually record them

Question 7

What are some self help and mutual aid groups?

Answer 7

• National Stuttering Association
• National Association of Young People who Stutter
• Speak Easy International
• Stuttering Foundation of America

Question 8

When should you as a clinician refer a stuttering client to a self help group?

Answer 8

Look at that client individually, they might not be there yet as far as self help groups. Monitor how they feel about their disfluencies.

Question 9

What benefits (for adults and children) are there for stutterers to participate in these groups?

Answer 9

Adults:
- Talk and hear from others that are sharing the same frustrations

• Coping techniques
• online resources (chat rooms)
• education to help with the anxiety
• practice the techniques during therapy
• not feeling alone

Kids:
- Support groups where adults who stutter come and discuss their success stories

DID CHP 14 SAY ANYTHING ELSE ABOUT SUPPORT GROUP BENEFITS FOR KIDS?

Question 10

What benefits to the clinician are there in support groups?

Answer 10

• Gain perspective

- Better equip & understanding of how they feels