Assessment And Diagnosis Of Stuttering

Question 0

What a the three models for assessment?

Answer 0

CALMS model, Synergistic Model, WHO-ICF

Question 1

What is the purpose of a stuttering assessment?

Answer 1

• Determine if disfluencies or disfluencies
• stuttering or cluttering
• understand client’s unique behaviors: speech behaviors, thoughts/ attitudes/ perceptions understanding, feelings/ emotions/ attitudes, language skills/ capacities/ demands, contexts and/or environmental influences on fluency, avoidances, and perceptions
• create a treatment plan and goals for the client

Question 2

Describe the CALMS Model.

Answer 2

Five areas: cognitive, affective, linguistic, motor, social

Question 3

Describe the Synergistic Model.

Answer 3

Has 3 domains and 3 subdomains under each domain.

1. Speech- language- physiological, psycholinguistic, learned
2. Attitudes and feelings- self-esteem, locus of control, and assertiveness
3. Environmental- communication, family, cultural

Question 4

Describe the WHO-ICF Model for assessment.

Answer 4

Discusses functioning and disability: + and - aspects of daily health and living; body function(disorder)and activity/ participation (ability to meet demands of everyday life)

Contextual factors: + and - effect on performance; environmental (external influences on functioning and disability- individual and societal) and personal (internal influences- thoughts/ feelings, coping styles, past and current experiences, reactions)

Question 5

Describe assessment philosophy.

Answer 5

• Tests must be suitable for client’s age and cognitive level
• multidimensional and include areas specified for adults and children
• comprehensive and minimally cover the affective, behavioral, and cognitive domains
• result in ability to target all areas that impact the client

Question 6

What is the outline for assessment procedures?

Answer 6

Planning and info gathering, testing and interpretation, report writing and review of findings, and treatment planning

Question 7

What are some considerations during the planning and information gathering stage of assessment?

Answer 7

Gain insight to client’s developmental history, speech history, past experiences, self awareness, goals for treatment.

- Client/ family history of Tourette's syndrome or ADHD
- please provide 5 words that describe you/ your child

Question 8

What is the purpose of the planning and gathering information stage of assessment?

Answer 8

Establish a client-clinician relationship.
May be first opportunity of acceptance, give client opportunity to express feelings in an accepting, secure environment, use body language to show interested, objective listening, balance clinician speaking with clinician listening

Question 9

What are some characteristics important for the clinician to have when establishing the clinician-client relationship?

Answer 9

Flexibility, spontaneity, openness, honesty, trustworthiness, concentration, self- awareness, emotional stability, belief in people’s ability to change, good communication skills, clinical competence

Question 10

What are some formal/ standardized assessments used to test speech-language aspects of stuttering?

Answer 10

Stuttering Interview (SI, Ryan)
Stuttering Severity Instrument-4

Question 11

What are areas of speech that need to be observed while assessing speech-language aspects of stuttering?

Answer 11

Respiration, phonation, articulation, language skills, hearing

Question 12

What are the areas that need to be assessed under the attitudes and feelings domain of stuttering?

Answer 12

Self-esteem, locus of control, and assertiveness

Question 13

What are some formal measures used to assess attitudes and feelings of stuttering under the Synergistic Model?

Answer 13

Oases
Modifies Ericsson scale of communication attitudes
Rosenberg self esteem scale
Perceptions of stuttering inventory
Locus of control of behavior scale
The communication attitude test
Assertiveness scale

Question 14

A person with an internal locus of control is more likely to:

Answer 14

Be engaged in peer contact, have better social functioning, have an active approach to life, believe they are in control of their lives and decisions and actions shape outcomes, be positive and active in health-related behaviors

Question 15

People with an external locus of control are more likely to be:

Answer 15

Retiring, passive, less competent, dependent, and have higher levels of anxiety

Question 16

What are some tools to assess the environmental domain of the Synergistic model?

Answer 16

The Teacher Assessmet of Student Competence, parent interview, geogram, ecomap, situational hierarchies

Question 17

What are the four components of goals?

Answer 17

Actor, behavior, condition/context, degree of mastery

Question 18

Describe the actor in goal writing.

Answer 18

The person completing the task.

Question 19

Describe the behavior in goal writing.

Answer 19

What you want the actor to do.

Question 20

Describe the condition/ context in goal writing.

Answer 20

The conditions to be met (location, type of support, etc.)

Question 21

Describe the degree of mastery in goal writing.

Answer 21

The level at which the actor needs to perform the task to be successful.