5240 FInal Exam

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1
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T/F: 1% is the prevalence rate of stuttering
true
2
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What is the incidence rate of stuttering?
5%
3
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Between what age does stuttering most commonly begin?
2-5 years
4
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T/F: The approximate number of children who will recover from stuttering without intervention is 80%
true
5
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The male to female ratio of stuttering unschool children is
3:1
6
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The male to female ratio of stuttering in very young children who stutter is
1:1
7
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T/F: Gender, age at stuttering onset, and phonological skills tend to be good predictors of whether a child's stuttering will resolve on its own without therapy.
true
8
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Escape behaviors include
\*\* all of the above

* eye blinking
* head nod
* interjections of extra sounds
9
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Blocks can occur at which level of speech production
\*\* all of the above

* respiratory
* laryngeal
* articulatory
10
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Avoidance behaviors
happen before core stuttering behaviors would take place
11
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T/F: "Prevalence" of stuttering measures how many people currently stutter
true
12
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"Developmental" stuttering
is the most common form of stuttering
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"Core" stuttering behaviors include
repetitions, prolongations, blocks
14
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In what situations is stuttering likely to decrease
* when speaking to a baby or young child
* when speaking to one's pet
15
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T/F: The ratio of males to females who stutter decreases as children get older
False
16
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Congenital and early childhood factors
\*\* all of the above

* can be associated with stuttering even if there is not family history of stuttering
* can include physical or psychological trauma
* can cause stuttering even if there is not a genetic predisposition for stuttering
17
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many studies show that people who stutter
have slower reaction times than people who don't stutter
18
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Studies have shown that the brains of people who stutter, when compared with non stutters, may have differences in function or structure
\*\* all of the above

* basal ganglia
* Broca’s area
* planet temporale
19
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T/F: Studies of the brain show that people who stutter have greater left hemisphere activity when speaking as compared to typically fluent speakers
false
20
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Tests of central auditory processing have shown that
\*\*none of the above

* stuttering and normal disfluencies are entirely different phenomena
* there is no difference in auditory professing between people who stutter and those who don't
* people who stutter have difficulty hearing themselves talk
21
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We think that genetics play a role in stuttering because
\*\* all of the above

* the stuttering of boys is more likely to persist when compared to girls
* most people who stutter have a family history of stuttering
* we have identified specific chromosomes that may carry genes for stuttering
22
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Substitutions, circumlocutions, and postponements
are ways to avoid saying a word
23
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Situations that can cause typical disfluencies to increase include
\*\* all of the above

* stressful times, such as a death in the family or birth of a new sibling
* when competing to be heard, such as with a sibling


* exciting times that disrupt routines, such as going on vacation.
24
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situational avoidance can include
\*\* all of the above

* asking a friend to order for you in a restaurant
* emailing when it would be better to call someone
* not asking for directions when lost.
25
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secondary behaviors
\*\* all of the above

* include tension in reaction to disfluency
* are a sign of stuttering, rather than normal disfluency
* include pauses or interjections before disfluencies.
26
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normal disfluency can be distinguished from stuttering by
\*\* all of the above

* the number of units in each repetition or interjection
* the types of disfluency
* the amount of disfluency
27
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Efforts to get out of a block may include
\*\* all of the above

* snapping one’s fingers
* jerking one’s head
* blinking one’s eyes
28
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compared with borderline stuttering, beginning stuttering is characterized by
faster repetitions of stuttered syllables
29
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blocks
can be felt in the larynx, lips, or elsewhere
30
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A person with intermediate stuttering
tends to anticipate and avoid saying difficult sounds
31
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theoretical perspective on stuttering include
\*\* all of the above

* stuttering as a disorder of brain organization
* stuttering as a disorder of timing
* stuttering as a language production deficit
32
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the "demands and capacities" model proposes that stuttering can develop
\*\* all of the above

* when parental expectations are too high
* when children place too many demands upon themselves
* if children with limited speech production capacities grow up in an environment with normal levels of demand.
33
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between the ages of 3 and 4
Children begin to compare their own behaviors with those of their peers
34
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stressful speaking situations for children include
\*\* all of the above

* parents who speak rapidly
* when children place too many demands upon themselves
* parents who use overly complex syntax
35
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according to some theories, stuttering would most likely develop in
a child with advanced language development and delayed motor development
36
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According to Wendell Johnson's Diagnosogenic Theory
stuttering can arise from parents overreacting to normal disfluencies
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for young children, treatment for stuttering may involve
lessening demands on the child, rather than treating the disfluencies directly
38
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parents can help improve the linguistic environment of a child who stutters by
\*\* all of the above

* slowing their speech rates
* interrupting less
* having dedicated one-on-one conversations with their child
39
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put the following developmental levels of stuttering in the correct order form least severe to most severe

1. typical disfluencies
2. borderline stuttering
3. beginning stuttering
4. intermediate stuttering
5. advanced stuttering
40
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T/F: The severity of a client's stuttering cannot be determined on the Stuttering Severity Instrument - (SSI-4)
false
41
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T/F: The frequency score on the Stuttering Severity Instrument-4 (SSI-4) is derived from % syllables stuttered
true
42
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According to de Sonneville-Koedoot et al. (2015), which of the following is true about direct treatment (the Lidcombe Program) versus indirect treatment (RESTART)?
* at 18 months, clinical outcomes for direct and indirect treatment were comparable
* direct treatment decreased stuttering more quickly during the first three months of treatment
43
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According to Plexico and Burrus (2012), which of the following are true about parents with a preschooler who stutters?
* parents don't necessarily know which disfluencies in their children's speech should be considered typical
* parents are uncertain about whether stuttering should be acknowledge in the home
* parents seek speech services due to concerns about their child's future, bullying, and negative emotions
44
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Plexico and Burrus (2012) found that, before their child was enrolled in speech therapy for stuttering, parents would often engage in which of the following behaviors?
* telling the child to slow down his/her rate of speech
* instructing the child to breathe
45
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- instructing the child to breathe

46
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- telling the child to think about what they want to say

47
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- actively listening to the child

48
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- reducing time pressure

49
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children with borderline stuttering
likely have an innate predisposition toward disfluency
50
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parents of a child with borderline stuttering
may feel they caused their child to stutter
51
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when starting to work with a child with borderline stuttering, the clinician should
begin working with the family immediately
52
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indirect treatment for a child with borderline stuttering
is largely based on reducing stresses on the speaker
53
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Speech patterns in some homes that might put pressure on a child include
** all of the above
54
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- high speech rates

55
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- lack of pauses between speakers

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- advanced levels of syntax

57
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Children with borderline stuttering
may be particularly sensitive to speech patterns that are common in many homes
58
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an important aspect of indirect treatment for borderline stuttering is for a parent
** all of the above
59
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- to spend one-on-one time with the child each day

60
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- to engage in non directive play with the child

61
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- to show understanding of the child's feelings

62
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Having a child produce intentional stutters for his or her own parents
** all of the above
63
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- helps desensitize the child to stuttering with his or her peers

64
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- helps desensitize the parents to their child's stuttering

65
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- can give the child a feeling of accomplishment

66
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when children are able to modify their own stutters in the clinic
they should be praised for slower and easier stutters
67
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treatment for a child with beginning stuttering
includes daily practice of fluency
68
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in the Lidcombe Program
parents conduct daily treatment sessions
69
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during weekly Lidcombe sessions
** all of the above
70
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- the clinician demonstrated to the parent how to conduct daily sessions

71
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- the parent and the clinician discuss the child's speech while the child is present

72
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- the clinician assess the child's fluency

73
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Verbal contingencies in the Lidcombe Program
** all of the above
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- include pointing out a stutter

75
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- might include, "That sounded a little bumpy."

76
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- are given in a ratio of about 5 praises for fluency to 1 contingency for stuttering

77
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a child with beginning stuttering
will have part-word repetitions as the predominant core stuttering behavior
78
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T/F: when beginning to model easy stutters, the clinician makes accepting comments about his or her own stutters
true
79
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T/F: "playing" with stutters tends to make a child more self-conscious of his or her own stuttering
false
80
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T/F: The RESTART-DCM therapy approach is based on decreasing pressure in the child's environment and eventually reinforcing the child's capacities.
true
81
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T/F: Mirror work can help clients identify what it is they do when they stutter.
true
82
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T/F: we would not typically encourage our clients to stutter on purpose and/or stutter in a different way in our sessions
false
83
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T/F: Contrasting normal speech production with soft starts can be a helpful way for clients to understand the technique.
true
84
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which of the following are representative of soft starts
- "easing" or "flowing into" the sound with smooth airflow and voicing
85
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- saying a word in a slower, easier way at the beginning

86
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Stuttering can be compared to an ____ because the bulk of stuttering (especially emotional and cognitive effects) is not easily observed by listeners and is "below the surface"
iceberg
87
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T/F: Helping clients to have a slower rate will necessarily mean that their speech will sound a bit disconnected or choppy due to lack of flow.
false
88
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How can we achieve rate change
??
89
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- pausing and phrasing

90
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- stretching sounds and syllables

91
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- combining stretchy speech with pausing and phrasing

92
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what is the hierarchy of prompting that we typically use with clients when teaching them a new skill?
1. the clinician models for the client
93
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2. the client and clinician practice together

94
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3. the client is asked to demonstrate the skill independently

95
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Which of the following are benefits of voluntary stuttering
- desensitizes client to listener reactions
96
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- decreases fear and avoidance

97
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- helps clients to confront word and situations that they might otherwise avoid

98
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explaining how the speech mechanisms work
exploring talking
99
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developing a personal "iceberg" to identify stuttering behaviors
exploring stuttering
100
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using soft starts
changing the way the client talks