final

Question 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

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. (Hint: Look for supporting literature that uses the AMA style of citation):
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

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 4

Stuttering Severity Instrument-4

Question 4

State whether this statement is true or false. (Hint: Look for supporting literature that uses the AMA style of citation):
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

Match the description of each stage of word production on the left with its corresponding term on the right.

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

Answer 5

Semantic processing

Question 6

Match the description of each stage of word production on the left with its corresponding term on the right.

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

Answer 6

Phonological processing

Question 7

Match the description of each stage of word production on the left with its corresponding term on the right.

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

Answer 7

Lexical process

Question 8

Match the description of each stage of word production on the left with its corresponding term on the right.

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

Answer 8

Speech-motor programming and execution

Question 9

“Stuttering results from…”
a temporal impairment in phonological encoding, causing covert errors that the speaker attempts to repair

Answer 9

Covert repair hypothesis

Question 10

“Stuttering results from…”
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 10

Vicious circle hypothesis

Question 11

“Stuttering results from…”
a lack of synchrony between phonetic and prosodic language components; time pressure is also a factor

Answer 11

Neuropsycholinguistic theory

Question 12

“Stuttering results from…”
a timing mismatch between language PLANning and motor EXecution processes

Answer 12

EXPLAN theory

Question 13

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

Answer 13

Inhibition

Question 14

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

Answer 14

Working Memory

Question 15

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 15

True

Question 16

How do linguistic demands influence a person’s ability to be fluent?

Answer 16

Linguistic constraints make some words and sentences more challenging to produce therefore more vulnerable to a disfluency (thus place more cog and linguistic demands on speaker)
Ex: “donkeys are good” & “dogs are good”
Speaker will stutter more on donkeys than dogs because dogs does not occur frequently in language
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 rath than a typical non stuttered disfluency
Ex: CWS stutters at beginning of a long complex dependent clause = difficulty w/ syntactic processing

Question 17

Function words are more commonly stuttered in preschoolers who stutter, either because they tend to occur in the first three words of the utterance, or because they are a fundamentally different type of word than so-called content words. Adults who stutter tend to stutter on content words. Which types of words do function words include? Which types of words do content words include?

Answer 17

Function words: determiners, conjunctions prepositions, pronouns
Ex: a, an, the, FANBOY, on, off , I, she , he

Content words: nouns, verbs, adjectives, adverbs
	Ex: computer (n), walk (v), clean (adj), cheerfully (adv)

Question 18

Preschool-age stuttering risk factors: Be prepared to use the MOPTOP acronym to determine if a given child is more or less likely to recover from or persist in stuttering.

Answer 18

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 19

Name two standardized (norm-referenced) tests we can use to assess preschoolers who stutter, older than 4 years of age

Answer 19

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

Stuttering Severity Instrument (SSI-4)

Question 20

What is a disfluency cluster? Give an example of one and how it would be coded in the Disfluency Frequency Type form

Answer 20

Occurrence of two or more disfluencies on the same or adjacent words
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 21

From your classmates’ presentations ….what is acquired stuttering

Answer 21

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.
There are 3 subtypes of acquired stuttering;
acquired NEUROGENIC stuttering : associated with known/suspected neurological condition like strokes, TBI, and COVID 19),
acquired FUNCTIONAL stuttering :associated with traumatic emotional/psychological events such as stress of emotional trauma), and
FEIGNED stuttering : factitious: intentional feigning of stuttering symptoms, malingering: intentional feigning of stuttering to obtain external benefit (e.g., financial compensation).

Question 22

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

Answer 22

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.

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 23

What are the two basic approaches to treating stuttering in school-age children (and beyond that age)? What are the techniques belonging to each approach?

Answer 23

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)

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 24

Be prepared to explain the following as they apply in particular to school-age children through to the age of teens/adolescents who stutter

OASES
Iceberg of stuttering

Answer 24

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 circle the number on the scale that corresponds to their perspective.

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