Speech & Fluency

Question 1

A 24-year-old male self-refers for a fluency evaluation. His presenting complaint is stuttering. During conversation at the initial assessment, he speaks intelligibly at a typical rate and produces no overt stutter-like disfluencies. He reports that he often expects to stutter while conversing, but that he usually can prevent or conceal the occurrence of the expected fluency disruptions either by substituting a word or by inserting a pause or “um” before the word upon which he expects to be disfluent. He states that these strategies are useful and that he would like to be able to “talk without thinking about talking.” He reports that he attended speech therapy from elementary school through high school and that it helped him reduce disfluency significantly during therapy activities, but his disfluency frequency did not change much during activities outside of therapy. He fears that coworkers will react negatively to hearing him stutter. Consequently, he talks as little as possible at work.

Answer 1

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Question 2

During the course of treatment, as a child manipulates various toys in symbolic play, the clinician vocalizes the child’s actions (for example, “You’re putting the pan on the stove.”). The intervention technique used by the clinician is identified as

Answer 2

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Question 3

Which of the following statements best reflects the role of stimulability in generating a prognosis for remediation of gliding in a 9-year-old child?

Answer 3

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Question 4

To best apply the multiple oppositions method for phonological errors when treating a child, an SLPS L P should use pairs of words such as

Answer 4

To best apply the multiple oppositions method for phonological errors when treating a child, an SLPS L P should use pairs of words such as..