test 2 practice ?s

One of the things a clinician might ask the parents of a preschool child is:

A. All of these are correct

B. How do the parents feel about the child’s disfluency problems?

C. What was the child’s speech and language development like?

D. What do the parents believe caused the problem?

e) None of the above

A

If a child’s speech doesn’t seem to fit into the category of typical disfluency:

A. only the diagnosis of borderline stuttering is made

B. only the diagnosis of intermediate stuttering is made

C. all of these are correct

D. only the diagnosis of beginning stuttering is made

E. none of the above

E

When analyzing a preschool child’s speech sample, the clinician:

A. none of the above

B. all of the above

C. looks for signs of tension during prolongations and repetitions

D. doesn’t look for word avoidances

E. looks at frequency of disfluencies but ignores type of disfluencies

C

Parents who are active in the ongoing assessment process from the beginning:

A. all of these are correct

B. feel motivated to be involved in treatment

C. none of these are correct

D. feel less guilty

E. feel more helpful

A

Among the options after evaluating a preschool child are:

A. parent-delivered treatment

B. no treatment

C. watchful waiting

D. all of these are correct

E. none of these are correct

D

During an initial discussion with a school-age child, the clinician:

A. can have the child draw pictures to elicit feelings

B. should engage in light teasing to see how the child will react

C. should suggest to the child that he/she not use “tricks” to get difficult words out

D. all of these are correct

E. none of these are correct

A

A clinician should ask an adolescent stutterer:

A. If he or she uses any “tricks” to get words out

B. If there are any words he or she expects to stutter on

C. If he or she avoids certain speaking situations

D. All of these are correct

E. None of these are correct

D

Neurogenic disfluency in adolescents

A. may be diagnosed if onset of stuttering is after age 12

B. is usually the result of stroke, head trauma, or neurological disease

C. involves repetitive disfluencies but may include blocks as well

D. all of these are correct

E. none of these are correct

D

Trial therapy with a school aged child:

A. should begin at the first scheduled therapy appointment

B. can be conducted by the clinician during the evaluation

C. should be conducted by the parent during the first week after an initial evaluation

D. all of these are correct

E. none of these are correct

B

A clinician may refer an adult stutterer for psychotherapy:

A. if the stutterer won’t talk about his/her stuttering at the initial evaluation

B. if the stutterer shows shame about his/her stuttering at the initial evaluation

C. as an adjunct to ongoing stuttering therapy

D. all of these are correct

E. none of these are correct

C

A clinician’s beliefs about the etiology of stuttering can effect:

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

B. how he or she approaches treatment

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

D. all of these are correct

E. none of these are correct

D

A treatment goal should be to reduce the frequency of stuttering:

A. in preschool children

B. even if it leads to other behaviors that might be distracting in conversation

C. in all clients

D. all of these are correct

E. none of these are correct

A

The ability to communicate easily can be affected by:

A. a family’s communication style

B. stuttering

C. temperament

D. all of these are correct

E. none of these are correct

D

Environments that facilitate fluency:

A. should be the only places a young person who stutters is exposed to

B. are almost impossible to achieve in a regular classroom situation

C. include parents using a slow speech rate with their child who stutters

D. all of these are correct

E. none of these are correct

C

A clinician might decide to:

A. use some aspects of a treatment approach that is otherwise ineffective

B. adopt a treatment approach

C. adjust goals so that some stuttering is acceptable

D. all of these are correct

E. none of these are correct

D

Indirect treatment for a child with borderline stuttering:

A. includes learning to modify stutters

B. is largely based on reducing stresses on the speaker

C. should be decided upon consultation with the child

D. all of these are correct

E. none of these are correct

B

Families of children with borderline stuttering should be encouraged to carry out the following change in their lifestyle:

A. implement high levels of discipline with the child to increase fluency

B. quicken pace of family life to increase efficiency of therapy

C. increase child flexibility by changing structures and altering daily routines

D. all of these are correct

E. none of these are correct

E

If a child’s stuttering does not begin to decline within a month or 6 weeks after indirect therapy has begun

A. continue with indirect therapy as to not overwhelm the child

B. slightly more direct treatment should be undertaken

C. it is a cause for alarm and drastic measures should be taken to increase a child’s fluency

D. all of these are correct

E. none of these are correct

B

In order to maintain fluency after completing direct therapy:

A. parents should contact the clinician if their child has any disfluencies

B. the parents and child should practice fluent speech in daily sessions

C. parents should be able to examine their interaction style

D. all of these are correct

E. none of these are correct

C

Through resources from the stuttering foundation:

A. teachers are encouraged to allow the child the same speaking opportunities as other children and help the entire class develop good speaking and listening practices

B. parents instructed how to be good listeners and how to reduce both conversational and lifestyle pressures on the child

C. babysitters and day care centers are advised to ensure that the child has plenty of time to say what they want to say without feeling rushed

D. all of these are correct

E. none of these are correct

D.

Treatment for a child with beginning stuttering:

A. should only be conducted in a structured setting, rather than at home

B. includes daily practice of fluency

C. should focus first on reducing tension and frustration

D. all of these are correct

E. none of these are correct

B

If a child stutters more than occasionally during Lidcombe sessions:

A. one on one sessions with the parent should be abandoned

B. the parent should have the child only use one word utterances

C. the clinician can model how to help a child produce linguistically simpler speech

D. all of these are correct

E. none of these are correct

C

Unstructured Lidcombe sessions

A. can include a 1:1 ratio to praise contingencies

B. can take place in a car or at meals

C. should take place if structured sessions are still being conducted

D. all of these are correct

E. none of these are correct

B

In schools, clinics, and private practice

A. you will likely not find children who stutter

B. it is not uncommon to assess and treat children who stutter but also have other communication problems

C. children usually present with a single speech or language disorder

D. all of these are correct

E. none of these are correct

B

Verbal contingencies of the Lidcombe program might include:

A. might include “that sounded a little bumpy”

B. are given in a ratio of about every 5 praises for fluency to one contingency for stuttering

C. include pointing out a stutter

D. all of these are correct

E. none of these are correct

D

Among the principles of treatment for individuals with intermediate stuttering is:

A. The clinician must be unafraid of stuttering
B. The student must explore and study their stuttering
C. The longer the student is able to remain in contact with moments of stuttering, the more his or her fear will be reduced

D. All of these are correct

E. None of these are correct

D

The parents of a child with intermediate stuttering:

A. generally need to make major changes in their behavior for treatment to be successful

B. should be consulted about environmental influences at home

C. should quietly sit in on all treatment sessions

D. all of these are correct

E. none of these are correct

B

A clinician should work with a classroom teacher to:

A. facilitate the teacher talking with the student about their stuttering

B. explain the treatment program and the teacher’s role in it

C. help the student and teacher work out the student’s class participation

D. all of these are correct

E. none of these are correct

D

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

A. Use hypnosis to help in deconditioning

B. Help them feel accepted when stuttering

C. have a psychologist explore any anxieties they may have

D. all of these are correct

E. none of these are correct

B

Depending on his or her temperament, a child with intermediate stuttering can respond to teasing by:

A. ignoring it

B. role-playing teasing back

C. role-playing reporting the teaser to the school principal

D. all of these are correct

E. none of these are correct

D

The challenges of adolescence stem from:

A. highly active limbic regions and less mature prefrontal regions

B. the drastic changes in socio-emotional networks in the brain

C. shifting their dependence on their parents to their peers instead

D. all of these are correct

E. none of these are correct

D

When producing voluntary stutters or pseudostutters with adolescents:

A. it is okay to jump right in without asking for explicit permission

B. create lots of tension in the vocal tract to mimic real stutters

C. do not make pseudostutters really hard and struggled

D. all of these are correct

E. none of these are correct

C

Within stuttering, a linguistic hierarchy is:

A. Highly unique to each client and therefore should be created together with the client

B. Useful within therapy sessions as clients are first learning to hold, tolerate, and ease the tension of stutters

C. Used within and outside therapy sessions because the people and contexts on the hierarchy likely exist outside the therapy room

D. All of these are correct

E. None of these are correct

B

Carl Rodgers (1951) argued that for a person to flourish, they need an environment that offers:

1. Kindness, joy, and belonging

2. Structure, peace, and solitude

3. Genuineness, acceptance, and empathy

4. All of these are correct

5. None of these are correct

4

To create a safe stuttering place, when an adolescent is just sharing about their life:

1. Best practice to remind a client to use their speech strategies

2. It's helpful not to remind them to use their 'speech tools'

3. A clinician should gently redirect the conversation back to therapy

4. All of these are correct

5. None of these are correct

2

'Spontaneous fluency:'

1. Is the outcome of therapy for most adults who stutter

2. Is the fluency of a 'normal speaker

3. Contains no disfluencies

4. All of these are correct

5. None of these are correct

2

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

1. Work on emotions only after fluency has improved significantly

2. Understand conditioning principles in order to eliminate avoidance behaviors

3. Determine what amount of fluency to strive for

4. All of these are correct

5. None of these are correct

2

At first, the idea of voluntary stuttering:

1. Is exciting to clients

2. Is usually confusing to clients

3. Often makes sense to clients

4. All of these are correct

5. None of these are correct

2

Group therapy for stuttering:

1. Is effective for children but not adults

2. Not only offers emotional support but also aids in treatment

3. Was discontinued by Van Riper after he measured treatment outcomes

4. All of these are correct

5. None of these are correct

2

Adults with advanced stuttering are likely to:

1. Display tension, struggle, and escape and avoidance behaviors

2. Receive little benefit from further therapy

3. Show acceptance of their stuttering and has gotten over anxiety about stuttering

4. All of these are correct

5. None of these are correct

1

When assessing stuttering, an audio. or videotape

1. None of these are correct

2. All of these are correct

3. Should be made at the clinical setting

4. Should be available from home, school, or work

5. Of telephone conversations can be helpful

2

When calculating frequency of stuttering:

1. there is generally poor interrater reliability

2. Each repetition is counted as one stutter

3. Words used as avoidance behaviors are counted as a stutter

4. All of these are correct

5. None of these are correct

3

Assessing attitudes and emotions:

1. Often causes an increase in stuttering severity

2. Is important only when working with advanced stutterers

3. Should be done only by a psychologist

4. None of these are correct

5. All of these are correct

4

Assessment includes:

1. Collecting information about a person's emotions and attitudes

2. Gathering objective data about a person's stuttering

3. Making subjective judgments about a person and his or her family

4. All of these are correct

5. None of these are correct

4