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Fluency Disorders > chapter 8 > Flashcards

chapter 8 Flashcards

1
Q

the identification of a specfic conditon usually not apparent in the beginning

A

diagnosis

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2
Q

main assessment task- ___ and ___ of the clients suttering and related factors, not a search for unkonwn disorder

A

classification and quantification

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3
Q

assessment objectives 1

A

establish rapport
obtain background/ case history
describe speech characteristics
consider home/social/work enviornments

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4
Q

assesment objectives 2

A

note conditions affecting speech
understand the impact on the client’s life
provide info. about stuttering and thherapy
recommend a plan of action

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5
Q

purpose of the case history is to-

A

provide and organzie record of all the relevant information concerning the clients condition, problem, or disorders that might be useful in its treatment

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6
Q

purpose of establishing rapport and trust-

A

develop and express genuine interest in their clients as people and strength and understanding to journey along with the client’s ups and downs on their path to improved speech

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7
Q

knowledge of the circumstances surrounding the referral-

A

foundation for the assessment and remediation

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8
Q

background & case history provde-

A

organized record of all the relevant information concerning the client’s condition, problem, or disorders that might be useful in its treatment.
rapport and trust
knowlegde of the circumstances surriunding the referral
clients thoughts and feelings related to coping with stuttering

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9
Q

clients thoughts and feeling related to coping with stuttering

A

background & case history

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10
Q

background and case history as it pertains to childern-

A

home environment and family background, genetic factors, family dynamics, and parental and/or caregiver legal rights over the client

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11
Q

information about the natire, effectiveness, and other effects of present or past treatment

A

background & case history

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12
Q

a thorough understanding of the client and his or her problem is essential for treating the individual, not only the problem

A

true

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13
Q

background & case history - ____ for student of speech-language pathology to develop

A

art form

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14
Q

background & case history - start with ________ Ex._______ before following up with more specfifc questions

A

open-ended questions; Ex. tell me why you are here, tell me about yourself

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15
Q

background case history- the focus is always on the ____, rather than the ____

A

person; problem

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16
Q

background and case history question- what do you do when you stutter?

A

examines the behavior of the stutter
reveals the clients understanding of stuttering
readiness to discuss it in terms of his/her own initiated speech movements & emotional reactions
emotional reactions

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17
Q

background & case history- readiness to discuss it in terms of his/her own initiated speech movements & emotional reactions

A

stems from the question- what do you do when you stutter?

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18
Q

later the clinician will strive to have the client develop a point of view of stuttering, which is a big part of the disorder

A
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19
Q

background case history - attitudes and expectations question

A

what is the client expecting?

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20
Q

Therapy is not about ____ stuttering for the client but aimed at providing the client with _______ that will have to be practiced to deal with stuttering and improve communication.

A

“fixing”; skills and abilities

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21
Q

Stuttering often involves doing the very things they ______

A

least like to do

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22
Q

Stuttering often involves doing the very things they least like to do, such as____

A

speak on the telephone, talk to strangers, make presentations exc.

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23
Q

different types of speech samples

A

conversational speech sample
monologue
speech sample from home
speech sample of oral reading

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24
Q

this type of speech sample is a naturalistic conversation with a client

A

conversational speech

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25
Q

during this speech sample, stimulus materials such as toys & stimulus pictures can be used

A

conversational speech sample

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26
Q

converstaional speech sample requires ____to ____ words & ____ syllables

A

300 to 400 words; 200 syllables

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27
Q

the speaking time for conversational speech sample is ____ mintues

A

3-5 mintues

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28
Q

to conduct a conversational speech sample you must-

A

record one or more converstational speech samples

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29
Q

to conduct a monologue, you must

A

obtain a monologue from older childern

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30
Q

during a monologue, a ralatively ____ stream of speech is delivered

A

continuous

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31
Q

duting a monologue speech sample, you must first -

A

ask the child to select a topic for a monologue

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32
Q

this type of speech sample states that if necessary, suggest serveral topics you think are appropriate for the child to select from

A

monologue speech sample

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33
Q

after a monologue topic has been selected-

A

inform the child you will simply listen to what he/she has to say on the topic

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34
Q

during a monologue speech sample, its best to ____ the child to say ____ at the start & ______ from _____ the child

A

Encourage the child to say as much as possible at the start and refrain from interrupting the child.

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35
Q

an example of a monologue-

A

job task
“tell me anout the work you do”
“tell me about your hobbies”

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36
Q

a monologue should be approximately ____ mintues

A

approximately 3 mintues

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37
Q

At the time of scheduling the assessment, the clinician may ask the parent for a speech sample from home. true or false

A

true

38
Q

in a speech sample from home, a parent must-

A

record a 5-minute sample of speech they think represents the amount of stuttering the child does at home.

39
Q

In a speech sample ffrom home, you must give ______ about obtaining a speech sample from the child.

A

general guidelines

40
Q

A parent who brings 2-3 brief speech samples, recorded across that many days or time periods, will assist the clinician in understanding the disfluency rates in the child’s natural setting. true or false

A

true

41
Q

A parent who brings 2-3 brief speech samples, recorded across that many days or time periods, will assist the clinician in ________ in the child’s _____

A

understanding the disfluency rates in the childs natural setting

42
Q

before selecting the reading passage for an oral reading speech sample, obtain ______ about the clients ________ &______

A

obtain information about the clients level of education & reading ability

43
Q

in an oral reading speech sample you must-

A

record an oral reading passage from a person who reads

44
Q

when selecting a reading passage decide - will you be _____ or ____ - this eill detemine your selection

A

will you be comparing to speech samples ot published reference data

45
Q

when conducting an oral reading speech sample, its best to

A

ask parent for suggestions
ask the client to bring a couple of books that are his/her favorite
select books that are appropriate for the childs grade & ethnocultural background

46
Q

its best to select books that are appropriate for the childs ____ & ____

A

grade & ethnocultural background

47
Q

____ is the simplest and most popular metric

A

percentage of suttered words

48
Q

For example, “A-a-ari-zo-zo-zo-na” will be counted as one word, although it contains two instances of stuttering.

A

percentage of stuttered words

49
Q

to obtain a score of precentage of stuttered words, follow these steps:

A

1.Count the number of words in the speech sample.
2. Determine for each word whether it was stuttered. Count these words.
3. Determine for each word whether it was stuttered. Count these words.

50
Q

To obtain a score follow these steps:
Count the ________ in the speech sample.
Determine for each word whether it was ______. Count these words.
Calculate the ____ of stuttered words in the total number or words.

A

number of words; stuttered; percentage

51
Q

example of percentage of stuttered words:
In a 453 word sample, 27 words were judged to be stuttered.
calculate actual percentage

A

divide 27 by 453; next multiply by 100= 5.96%

52
Q

This metric includes all stuttering events occurring in each word.

A

frequency of stuttering per 100 words

53
Q

This measure provides more precise information.

A

frequency of stuttering per 100 words

54
Q

For example, “A-a-ari-zo-zo-zo-na” is counted as two events. this is an example of ______

A

frequency of stuttering per 100 words

55
Q

To obtain a score of frquency of stuttering per 100 words, follow these steps:

A
  1. Count the number of words spoken.
  2. Identify and count all different stuttering events that occurred, even on the same word.
  3. Calculate the number as a ratio per 100 words.
56
Q

frequency of stuttering per 100 words
Count the _____ spoken.
Identify and ______ that occurred, even on the same word.
Calculate the number as a ____ per 100 words.

A

number of words; count all different stuttering events; ratio

57
Q

example of frequency of stuttering per 100 words:
In the same 453- word sample, there are 46 different instances judged as stuttering events.
calculate the actual frequency

A

Divide 46 by 453, multiply by 100 = 10.15

58
Q

Two previous metrics reflect the perceived quantity of stuttering.

A

percentage of stuttered words & frequency of stuttering per 100 words

59
Q

frequency of stuttering per 100 words & percentage of stuttered words do not provide information about the _____ &______

A

type of disfluent events; repetitions, prolongations, interjections

60
Q

frequency of stuttering per 100 words & percentage of stuttered words gives information on _____

A

how the person stuttered

61
Q

To obtain this information:

A
  1. Count the number of words in the sample.
  2. The occurrence of each disfluency type is counted.
  3. Calculate the frequency of each type as a ratio per 100 words.
  4. Calculate the total frequency of all types combined as a ratio per 100 words.
62
Q

Count the _____ in the sample.
The ______ of each disfluency type is counted.
Calculate the _____ of each type as a ratio per 100 words.
Calculate the_______ of all types combined as a ratio per 100 words.

A

number of words; occurance; frequency; total frquency

63
Q

____ refers to the level of disrtuption in the devlivery of continuous speech

A

stuttering severity

64
Q

stuttering severity has a ___ point scale

A

3 point scale- mild moderate and severe

65
Q

Wingate said that stuttering severity included

A

frequency, effort, presence of concomitant behaviors

66
Q

HOw to conduct a stuttering severity insturment

A

obtain 2 samples. find percent of syllables stuttered. average duration of the 3 longest stuttering moments. percevived level of distraction presented by any conocomitant disorder.

67
Q

Self-reported rating scales

A

SSI stuttering severity instrument

68
Q

The total summed score across the three areas is converted into a 5-point severity rating.

A

ssi stuttering severity instrumnet

69
Q

To be considered “secondary behaviors,” the movements must be associated with speaking and stuttering.

A

physical concomitants

70
Q

They contribute to the overall perception of stuttering severity and abnormality.

A

phsycial concomitants

71
Q

The clinician should consider the secondary characteristics when assigning the__________rating of the observed stuttered speech.

A

overall svereeity

72
Q

speaking rate is ______ than normal speaking rate

A

slower

73
Q

Results from the extra time consumed by the stuttered portion of speech.

A

speaking rate

74
Q

_____ the frequency and _____ the duration, the slower the speaking rate

A

Higher the frequency and longer the duration, the slower the speaking rate

75
Q

____ influences the perceptual judgment of speech naturalness.

A

speaking rate

76
Q

The rate influences the perceptual judgment of speech naturalness. treu or false

A

true

77
Q

how many words (or syllables) were spoken in the time needed to deliver an entire message or read a complete passage.

A

overall speech rate

78
Q

Includes pauses, disfluencies or any other variable dimensions of speech production.

A

overall speech rate

79
Q

overall speech rate the preferred metric is

A

Syllables per minute is the preferred metric.

80
Q

how to obtian overall speech rate

A

Record a speech sample
Transcribe the words
Count the words or syllables
The time from the beginning to the end of the sample is clocked.
The clock should be stopped when the conversational partner talks or during periods of 2s or more silence while thinking about what to say or while yawning, sneezing, or similar.
Divide the number of words or syllables spoken by the amount of time.

81
Q

speech of perceptually fluent utterances free of all disfluencies, hesitations, breaks, and detectible pauses longer than 250ms.

A

articulatory rate

82
Q

articulatory perfered measure

A

Syllables per second or phones per second

83
Q

how to obtain articulatory rate

A

Count the number of spoken syllables in each utterance.
Measure the duration of the utterance 3 times and find the average duration for each of the utterances.
Find the articulatory rate for each utterance by dividing the number of syllables by the time.
Average the values from each utterance to arrive at the overall rate measure.

84
Q

two types of speaking rates

A

articulatory rate
overalll speech rate

85
Q

natural sounding speech

A

Speech naturalness- natural sounding speech

86
Q

Noticeable changes during stuttering? examples:

A

vocal fry, sharp upward pitch breaks

87
Q

One of the most important variables but difficult to assess.

A

attitude rating scale

88
Q

attitude rating scale Dealing with 3 dimensions:

A

Affective (feelings)
Cognitive (thoughts)
Behavior (actions)

89
Q

OASES

A
90
Q

Understands the client’s overt and covert stuttering behaviors.

A

diagnosis

91
Q

within a diagnosis we want to: ______ the various aspects of the stuttering disorder and determine its overall severity and impac

A

Describe
Quantify
Assess

Fluency Disorders (10 decks)

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