SHS 616 Chapters 10-14 (Asa Marie Quizlet)

An attribute important for a clinician to have is?

-genuine

-empathy

-warmth

A clinicians beliefs about the etiology of stuttering can affect?

-what he or she might look for in assessing someone who stutters

-how he or she approaches treatment

-what he or she might say to the parents of a child who stutters.

Cognitive therapy

Helps a stutterer examine his or her thought processes

A school-aged person who stutters?

Is often helped by group therapy

Treatment for reducing avoidance behaviors?

Includes voluntary stutters

"Stuttering modification"

Includes attempting to change tense stutters into more relaxes ones.

When starting to work with a child with borderline stuttering, the clinician should?

Begin working with the family members.

Children with borderline stuttering?

Likely have an innate predisposition toward disfluency.

An important aspect of indirect treatment for borderline stuttering is for a parent?

-engage in non directive play with the child

-to show understanding of the child's feelings

-to spend one-on-one time with the child each day.

When using direct treatment with a child with mild borderline stuttering?

Parents should have a daily "one-on-one" time with their child.

When beginning to model easy stutters, the clinician?

Makes accepting comments about his or her own stutters.

"Catch Me" refers to?

Having a child recognize one of the clinician's stutters.

A child with beginning stuttering?

Will have part-word repetitions as the predominant core stuttering behavior.

Treatment for a child with beginning stuttering?

Includes daily practice of fluency.

In the Lidcombe Program?

Parents conduct daily treatment sessions.

Lidcombe treatment sessions?

Should maintain a linguistic level that enables the child to be mostly fluent

The Severity Rating Scale

Should be "calibrated" to see if the parent and clinician are in agreement.

Verbal contingencies in the Lidcombe Program

-might include "that sounded a little bumpy"

-are given in a ratio of about 5 praises for fluency to 1 contingency for stuttering

-and include pointing out a stutter.

Someone with intermediate stuttering?

Have anticipation and fear of the moment of stuttering.

One of the first things to do when treating someone with intermediate stuttering is to?

Help them feel accepted even when stuttering.

Fluency-shaping strategies?

Include techniques such as flexible rate, easy onsets, and light contacts.

Shame about stuttering?

Can be reduced by talking about it.

When beginning therapy with a child with intermediate stuttering, the clinician might?

-find out what the child's goals are

-explain to the child how stuttering develops

-go over the vocal tract and how speech is produced.

Light contact

Is used on consonants.

Someone with advanced stuttering is likely to?

Display tension, struggle, and escape and avoidance behaviors.

"Controlled fluency"

-can be used when a speaker anticipates a stutter

-can sometimes be used with the stuttering modification approach

-uses fluency shaping strategies to generate fluency.

When working with someone with advanced stuttering, the clinician should?

Understand conditioning principles in order to eliminate avoidance behaviors.

The Personal Aims for Treatment questionnaire?

Is a great tool to establish the goals and motivation of an adolescent/adult client.

Confronting stuttering by examining it and talking about it?

Can help decrease fear and avoidance.

It is helpful for someone with advanced stuttering?

To learn about his or her vocal tract and how speech is produced