Final Exam Review

Question 1

assessments used with preschool population

Answer 1

SSI-4: to obtain stuttering severity
kiddyCAT: used to assess child awareness and attitudes of stuttering
Test of childhood stuttering (speech fluency rating): a parent questionnaire used to assess parent concerns about their child’s stuttering
Test of childhood stuttering (observation rating scale): a parent questionnaire used to assess parental reactions to stuttering and child’s reaction to environments)
Palin parent rating scale: used to assess
the four factor model: used by the clinician
vanderbilt’s responses to your child’s stuttering (parent questionnaire) used to assess parent’s perceptions of stuttering

Question 2

assessments for school-aged population

Answer 2

SSI-4: overt behaviors
CAT-D
Erickson Scale
OASESas

Question 3

assessments for adult pioulation

Answer 3

CAT-D
Erickson scale
OASES

Question 4

primary behaviors

Answer 4

SLDs and Non-SLDs

Question 5

secondary behaviors

Answer 5

learned behaviors that are triggered by the experience of stuttering or the anticipation of ite

Question 6

examples of secondary behaviors

Answer 6

escape or concomitant
avoidance

Question 7

escape or concomitant behaviors

Answer 7

occur when the speaker is stuttering and attempts to terminate the stutter and finish the word (e.g. eye blinks and head nods)

Question 8

avoidance behaviors

Answer 8

occur when the speaker anticipates a stutter and tries to avoid it by, for example, changing the word or saying “uh” just before a word

Question 9

developmental stuttering

Answer 9

the abnormally high frequency and/or duration of stoppages in the flow of speech
the most common fluency disorderlo

Question 10

loci of developmental stuttering - children

Answer 10

children: more likely to stutter on pronouns (e.g. I, my) and function words (e.g. but, and) as opposed to content words

Question 11

loci of developmental stuttering - adults

Answer 11

more likely to stutter on:
- initial consonants
- longer words
- words at the beginning of sentences
- content words (e.g. nouns, verbs, adjectives, asverbs)

Question 12

cluttering

Answer 12

a fluency disorder characterized by a rate that is percieved to be abnormally rapid, irregular, or both, for the speaker

Question 13

symptoms of cluttering

Answer 13

• excessive disfluencies (typically non-SLDs)
• reduced intelligibility: leaving out (collapsing) or distorting various sounds or syllables
• abnormal pauses, syllable stress, or speech rhythm
• language problem: unclear organization and planning
• adequate self-monitoring: lacking awareness

Question 14

neurogenic stuttering

Answer 14

stuttering caused by a neurological disease such as:
- stroke
- head trauma
- tumor
- neurodegenerative conditions (e.g. parkinson’s disease)

Question 15

symptoms of neurogenic stuttering

Answer 15

• the occurence of repitions, prolongations, and blocks NOT retrieved to initial sounds and syllables
• stuttering on function and content words
• secondary symptoms are not associated with moments of dysfluency
• speaker may be annoyed (but not anxious) regarding speech characteristics
• disfluency may not be greater in spontaneous vs imitated/automatic speech tasks
• stuttering may not be amendable to the adaptation effect

Question 16

psychogenic stuttering

Answer 16

late onset stuttering (late teens and older) that typically occurs in association with:
- prolonged periods of stress
- a traumatic event
- psychoemotional trauma
- NOT with an organic etiology

Question 17

symptoms of psychogenic stuttering

Answer 17

• secondary patterns may be unusual and occur independently of stuttered words
• impression of “holding” on to their stuttering
• speaker may appear to have chosen a brand/type of stuttering
• little-to-no adaptation effect in some cases
• stuttering does not change during fluency enhancing activities (and may increase)

Question 18

3E model components

Answer 18

education, ease, empowered

Question 19

3E: educaiton

Answer 19

includes any activity where the client is learning about the science, psychology, or sociology of communication

Question 20

3E: ease

Answer 20

includes any activity that focuses on skill or proficiency

Question 21

3E: empowerment

Answer 21

includes any activities that focus on the nexus between the individual person and the world they live in

Question 22

components of stuttering management

Answer 22

1. learn and use new strategies or techniques for speaking more fluently and/or with less tension and struggle
2. change negative thoughts and feelings
3. say what you want to say without avoiding sounds, words, or situations