Final

Question 1

1. In terms of the historical understanding of temperament, Jerome Kagan was the psychologist who defined temperament as the child’s inborn style of behavior. According to the authors of this temperament chapter (Jones, Eggers & Zengin-Bolatekale, 2022), Kagan also focused on what area?

Answer 1

inhibited (e.g., shy reserved, timid) and uninhibited (e.g., social, spontaneous, low fear) temperaments

Question 2

2. Which of the following terms refers to an aspect of temperament that shows the capacity an individual has to refrain from a desired or dominant behavior while also maintaining attention on a task; resisting distraction; showing effortful control?

Answer 2

self regulation

Question 3

State whether this statement is true or false.
Higher positive emotional reactivity, emotions and decreased emotion regulation have been found to be associated with increased stuttering frequency in children who stutter.

Answer 3

true

Question 4

4. State whether this statement is true or false.
   CWS who shifted their attention away from frustrating stimuli increased stuttering during a narrative speaking tasks that occurred immediately after the stimuli presentation

Answer 4

false

Question 5

5. Jones et al. (2022) discussed several standardized assessment tools that can be used for either learning about the child’s functional and emotional “impact” of stuttering or would be useful in measuring temperament. Which of the following does NOT fit in this list?

Answer 5

stuttering severity instrument - 4

Question 6

Conceptual features (e.g., the transportation with a pickup capability) are retrieved (e.g., truck) in this stage.

Answer 6

semantic processing

Question 7

sound structure is retrieved (e.g., /t/, /r/, /ʌ/, /k/) in this stage

Answer 7

phonological processing

Question 8

the word is selected out of other competing words with similar semantics (e.g., car v. truck)

Answer 8

lexical processing

Question 9

the phonological code of the selected word is transformed into motor programs, which then leads to articulation

Answer 9

speech-Motor programming and execution

Question 10

a temporal impairment in phonological encoding, causing covert errors that the speaker attempts to repair

Answer 10

covert repair hypothesis

Question 11

the speaker perceiving excessive internal errors in language processing, a resulting need for their repair, cycling back to more perceived errors in the repair process

Answer 11

vicious circle hypothesis

Question 12

a lack of synchrony between phonetic and prosodic language components; time pressure is also a factor

Answer 12

neuropsycholinguistic theory

Question 13

a timing mismatch between language PLANing and motor EXecution

Answer 13

EXPLAN theory

Question 14

What is the correct term for a child’s ability to disregard irrelevant information or to suppress certain responses?

Answer 14

inhibition

Question 15

What is the correct term for a child’s ability to temporarily store and manipulate information?

Answer 15

working memory

Question 16

True or False?
Anderson et al. (2021) argue that older children who stutter need to draw upon executive function and attention skills when in speech fluency therapy sessions. For example, inhibition of the previous ways they have spoken needs to occur, so that they can replace those prior behaviors with pausing, phrasing, slow rate of speech, and cancellations, and then vigilance and greater self-monitoring is required to use these skills outside of the therapy session. Finally, cognitive flexibility is required by these school-aged children who stutter during times we are asking them to talk about their stuttering and communication skills.

Answer 16

true

Question 17

How do linguistic demands influence a persona ability to be fluent?

Answer 17

1. linguistic constraints make some words and sentences more challenging to produce therefore more vulnerable to a disfluency
2. indv who stutter have difficulty w/ speech-lang processing (i.e., semantic, lexical, phonological, or syntactic processing) so when they experience challenges to this system, result is stuttering rather than a typical non stuttered disfluency

Question 18

Which types of words do FUNCTIONS words include?

Answer 18

determiners, conjunctions, prepositions, pronouns

EX: a, an, the, FANBOY, on, off, I, she, he

Question 19

Which types of words do CONTENT words include?

Answer 19

nouns, verbs, adjectives, adverbs

Computer(n) walk (v) clean (adj) cheerfully (adv)

Question 20

What is MOPTOP acronym

Answer 20

Male
Older (than 3.5 yo onset)
Poorer (phonological skills)
Tenser (stutter types)
One- year (post-onset child is still stuttering)
Positive Family History (for recovered/persistent stuttering in the immediate/ extended biological family members of the child)

Question 21

Name two Standardized (norm referenced tests)

Answer 21

1. Communication Attitudes Test of Preschool and Kindergarten Children who Stutter (KiddyCAT)

2.Stuttering Severity Instrument (SSI-4)

Question 22

what is disfluency cluster?
Give an example of one and how it would be coded in the disfluency frequency form

Answer 22

1. occurrence of two or more disfluencies on the same or adjacent words

ex:Ex: if a child began a syllable with a repetition of the initial consonant and then prolonged the vowel within the same syllable (e.g., dog → [d-d-d-oooo]g), the clinician could enter one code for sound/syllable repetition and one code for sound prolongation into the cell that corresponds to “dog.” It is a cluster due to BOTH repeated and prolonged speech. CODE: P (prolonged speech sound) and R (part word repetition)

Question 23

What is acquired stuttering? (classmates presentation)

Answer 23

acquired stuttering is characterized by an acquired onset of stuttering disfluencies. it most often begins in adulthood and patients typically have no previous history of developmental stuttering.
TYPES:

• Acquired NEUROLOGICAL stuttering: it is associated with suspected or known neuro issue like a TBI.
• Acquired FUNCTIONAL stuttering: trauma emotional psychological events such as stress
• FEIGNED stuttering: factitious: intentional feigning stuttering symptoms

Question 24

What are two basic approaches to treating stuttering in preschoolers? What are the techniques to each approach.

Answer 24

1. Lidcombe Program: parent delivered tx for early stuttering
   The theoretical underpinnings of the LP are behavioral, in that the child’s stuttering is targeted directly, with the aim of reducing it.
   (e.g., verbal feedback following a moment or instance of stuttering or fluent, stutter-free speech). The primary strategy used in LP is parent-administered feedback that is mainly given not only for stutter-free speech but also for stuttering.

2.Restart Demands and Capacities Model Based Tx (Restart-DCM)
The central premise of DCM treatment is that decreasing communicative demands, both internal and external to the child, can promote the child’s speech fluency.

Question 25

What are the two basic approaches to treating stuttering school aged children. What techniques belonging to each approach.

Answer 25

1. Stuttering Impairment
   Goal: child will demonstrate:
   Knowledge of parts of the body involved in producing speech (ex: draw pictures of body)
   Ability to identify a moment of stutter in their own speech; (ex: tallying activities 10 moments)
   Ability to “freeze” while producing a moment of stutter (10 times) (ex: “speech detective” play around to help child learn more about what they do w/ their speech mech during stutter)

2.Child’s Reaction to Stuttering
Goal: child will demonstrate:
Reduced negative reactions to moments of stutter (ex: stutter opening by producing natural occurring sutter in a supportive environment)
Reduced physical tension during moments of stutter (ex:produce speech at different tension levels with aid of 1-10 scale)
Child will attend a stutter support group (ex: research support organization/ youtube videos)

Question 26

The Overall Assessment of the Speaker’s Experience of Stuttering (OASES;

Answer 26

The Overall Assessment of the Speaker’s Experience of Stuttering (OASES) is a rating scale designed for CWS between 7-12. It is designed to provide information about the impact of stuttering from the speaker’s perspective. The OASES consists of 4 areas: general info, speaker’s reactions, daily communication, and QOL. CWS are asked to read each question and

Question 27

The “iceberg of stuttering” (originally, Joseph Sheehan)

Answer 27

The iceberg of stuttering is an analogy by Joseph Sheehan that is related to PWS. This analogy explains how we are only able to observe what is above the surface and do not focus on what we are not able to see beneath the surface. This relates to PWS by the portion that is above the surface are all the overt behaviors that we are able to see like the different stuttering and the secondary behaviors .