Fluency Quiz 2

List 2 risk factors for stuttering persistence

Male

Family history

List 3 parts to a thorough evaluation

• initial contact and background and/or case history

• Multiple and/or varied speech samples

• Functional impact/feelings

Indicate a rationale for moving from an indirect therapy approach to an integrated therapy approach

The child is beginning to show increased frequency and/or severity of stuttering, more complex disfluencies, or signs of frustration indicating a need for more direct strategies while also promoting a supportive language environment

List and provide the rationale for 2 strategies for caregivers to create a “fluency friendly” environment

1. Reduce the use of questions: the child can share info when they are comfortable, feel less time pressure, and receive a strong language model

2. Maintaining eye contact: child will receive a good language model for the use of appropriate eye contact, will know you are listening and feel less pressure, and will be less likely to think that stuttering is shameful

Overall goal of therapy is to

Help student become the best overall communicators they can be, whether fluent, disfluent, or stuttering at any given time

One way to prevent and/or address bullying as it relates to stuttering is self advocacy and education: describe a therapy activity that you would implement to address bullying.

They could make a poster or presentation talking about making stuttering their “superpower” and the child is the superhero. The clinician and client will talk about all the things that make them unique (aka their superpowers) and make a poster/presentation about all the things that have to do with their stutter. This is a great way to empower the child, reduce shame, and help them practice talking about their stutter in real-world situations. This can also prepare them to educate classmates or teachers about their stutter.

List 1 of the features of overall communication and describe a therapy activity that you would implement with a school-aged child

Confident

The therapist could implement “bravery badges” so when the student is brave/shows confidence with their stuttering they will get a sticker on their board. This could include speaking in class, ordering at a restaurant, or finishing a sentence after they stuttered. This also encourages talking positively about speaking and building overall confidence.

All of the strategies, tools, and techniques ultimately aim to change ______ and _______ to produce easy speech

Timing and tension

How does timing influence fluency

targets demands and capacities and increases overall communication.

T or F: stuttering modification helps in the moment of stuttering

True

2 stuttering modification strategies that are used to help a sense of control are

Pull outs/ease outs

Stuttering on purpose

T or F: fluency shaping are tools to help the person ease into speech and have less stuttering and less tension

True

2 examples of fluency shaping strategies are

Light contacts

Slow rates

ARTS stands for _______. Briefly describe the rationale for ARTS

Avoidance Reduction Therapy

Behavior therapy that can help people with stuttering reduce avoidance behaviors and communicate more easily. Based on the idea that the fear of stuttering is the problem, not the stutter itself. ART aims to help people feel more confident and empowered as people who stutter.

The ABCs of stuttering therapy are

Affective

Behavioral

Cognitive factors of stuttering

Mitchell Porzel, an adult who stutters and parent of children who stutter, presented to the class. Discuss one clinical application of the content he shared.

He shared how exhausting it is to be a covert stutterer. He described it as easing off of a script in his head before saying it out loud. Constantly rehearsing to avoid stuttering. Clinically, this highlights the importance of creating a safe, accepting space for clients to feel less pressure to hide their stuttering. As a clinician, I would work on confidence and self-advocacy to reduce the emotional burden of covert stuttering.

Jamie Saunders, parent and co-leader of the NSA parent connects group, presented to the class: discuss 1 clinical application of the content she shared

She highlighted the importance of involving parents in the conversation about their child’s therapy and educating them about stuttering. Being both empathetic and educational is crucial. She also discussed just seeing her daughter as who she is and not as solely a person who stutters. Clinically, this reminds me to support parents in seeing their child a a whole person and not just through the lens of stuttering. I would apply this by fostering open communication with families and helping them understand stuttering without it defining their child.