4383 final exam guide

stuttering-like disfluencies

part word repetition

single syllable word repetition

prolongations

blocks

Typical disfluencies

hesitations

multiple syllable word repetitions

phrase repetitions

interjections

revisions

restarts

filled pauses

indirect treatment

working on child’s environment, not working on actual stuttering

helps parents modify the environment to facilitate speech fluency

direct treatment

stuttering modification and fluency work

helps child learn strategies to change their speech production to minimize stuttering

types of indirect therapy- what approaches?

Family centered indirect approach for preschool-age children

types of direct therapy- what approaches?

Lidcombe program

types of indirect and direct mixed therapy- what approaches?

capacities and demands theory

family focused therapy

Palin parent-child interaction therapy

stuttering modification

includes the A&C of the ABC’s

primary goal is to help them stutter more fluently in the moment

addresses anxiety, fears, secondary behaviors

fluency shaping

no A&C of ABC’s, just working on B

based on operant conditioning

reducing stuttering is primary goal

PWS taught new speaking patterns to achieve fluency(turtle talk, robot talk, etc)

What client benefits from fluency shaping?

when stuttering can be easily eliminated with the use of shaping strategies

very few avoidance and secondary behaviors

openly stuttering and not avoiding speaking

What client best benefits from stuttering modification?

someone with a severe stutter accompanied by secondary behaviors

goal in therapy is NOT fluency

avoiding speaking and tries to hide stutter

What client benefits best from a hybrid approach?

NO significant fears or anxiety, so fewer secondary behaviors

BUT stuttering has persisted after fluency induction

when client can modify speech but lacks understanding about stuttering and the aspects of it(2nd behaviors, noral speech, etc)

what are the components of an assessment?

ethnographic interview(informal assessment)

case history

formal assessment(SLI, OASES, etc)

assessing if concomitant disorder is present

communication sample(2 samples from 2 different environments, 300-400 syllables)

self report tools(OASES, self assessment)

interpretation of findings

prognosis

planning for intervention and treatment

USE AS A REFERENCE, come up with answers for short answer:
What 5 questions would you want to ask parents as part of the interview?

1. Why are you here? What is your biggest concern that you want addressed in therapy?

2. Is there a family history of stuttering, and did it persist after treatment, if treated?

3. What is a normal morning like in your household?

4. When did you notice the stutter start? What does it sound like when it happens?

5. Do you notice any upsetness from your child when they stutter? Like are they frustrated or do they not notice it? Do they hold their throats because of tension and discomfort?

6. Was there any change to your child’s routine or normalcy when you noticed the stutter first? Like moving homes or schools, death of a family member, new sibling, divorce, etc)

7. How often do you notice the stutter?

8. Are there any concomitant disorders that I should be aware of?(Be careful with wording on this one)

USE AS A REFERENCE, come up with answers for short answer:

What questions would we want to ask the child in an interview?

1. How is it going at school and at home?

2. How do you feel when you stutter? Does it bother you?

3. How does your stutter impact your ability to function in daily life?

4. Do others notice your stutter?

5. Have you had anything lately that has stressed you out?

6. How is life at home? New siblings? Changes to family dynamic?

SSI- what does it address and how?

addresses frequency, duration, naturalness of speech, and physical concomitants(physical secondary behaviors)

based on administrator’s perspective so highly variable based on experience

doesn’t address the A and C of the ABC’s, only B

OASES- what does it address and how?

assesses SPEAKER’S experience with stuttering

self-report, standardized

assesses: general info about stuttering(what do they know about it), ABC' reactions, communication in daily life, and impact of stutter on quality of life

OASES S- 7-12 years

OASES T- 13-17 years

OASES A- 18+ years

What would it mean if someone scores low on their OASES but high on their SSI?

They have a high severity of stuttering but little awareness or care about it, they are living fine with it, it doesn’t impact their daily lives

TOCS-what does it address and how?

for children ages 4-12

very comprehensive, frequently used in schools

helps determine if there is a stutter, the severity, and changes in fluency over time

four subtests for