Chapter 9

Question 1

When obtaining a speech sample get at least 200 syllables…also what general observations are you going to make? (6)

Answer 1

• frequency of disfluency
• types
• nature of reps, prolongations and blocks
• starting and sustaining airflow and phonation
• physical concomitants
• word avoidance

Question 2

What are 3 main areas you should assess?

Answer 2

severity (SSI)
speech rate
feelings and attitudes

Question 3

When you are doing an assessment you need to draw a hypothesis. You should hypothesize about 3 things?

Answer 3

child’s current developmental/treatment level
important risk factors
treatment approach

Question 4

In the closing interview with the parent what should you talk about?

Answer 4

describe pos aspects of child and parents’ response to stuttering

describe stuttering in appropriate clear terms

discuss treatment options

respond to questions and implied concerns

Question 5

Stuttering modification explain a little about it?

Answer 5

• have student catch clinicians pretend stutters
• have student put in pretend (or real) stutters and have Clinician catch student and reward him
• have student control length of clinicians pretend stutter
• roles reverse, and clinician signals student to make stutter longer
• can student hold on to stutter, reduce tension, and release stutter slowly?

Question 6

Fluency shaping explain a little about it?

Answer 6

teach student to model easy onset, light contact, and flexible rate

• can student follow model
• does he become more fluent?

Question 7

What are the components of assessment?

Answer 7

1. case hx (questionnaires etc..)
2. gather more bckgrnd info (parent teacher interview etc..)
3. observation or present behaviors and feelings
   (parent-child interaction/clinician-child interaction/structured convo/reading sample)
4. diagnosis (data interpretation/developmental treatment level)
5. Meet with client and family to review options for therapy ( parent counseling, explanation of therapy /prognosis)