csds 115 exam 4 Unit 5 assessment tools in ABCs of stutteirng, levels, stuttering types, follow up

List the various assessment tools that may be used for the ABC's of stuttering; AFFECTIVE & COGNITIVE ASPECTS

Overall Assessment of the Speaker's Experience of Stuttering (OASES-S; OASES-T)/KiddyCAT/Behavior Assessment Battery: CAT - Communication Attitude Test/Short Behavioral Inhibition Scale (SBIS)

Strengths-based assessment; Solution Focused Brief Therapy

Problem free talk/Establishing a goal/Elaborating best hopes/preferred future/Exception finding/Scaling/Feedback, Compliments & Ending

Stimulability

Responsiveness to trial treatment strategies

Determining stimulability

Client identifies moments of stuttering/Explore what is happening during the stutter and how the child feels/Model/Provide appropriate reinforcement/Prognostic indicator

(summary/prognosis)Summarize the findings by: Estimate level of severity/State diagnosis (stuttering and/or cluttering)/Provide characteristics of the given diagnosis/Determine the prognosis for improvement

Younger preschoolers

Borderline stuttering

Older preschoolers

Beginning stuttering

School age

Intermediate stuttering

Older teens & adults

Advanced stuttering

STUTTERING

Overall dysfluency rate exceeds 5% of words spoken/Part-word repetitions, speech sound prolongations, broken words @ least 3% of words spoken/Exhibit extremely long silent or audible prolongations/ maybe associated motor behaviors, negative emotions + feelings, airflow mismanagement during speech production, + avoidance behaviors

Cluttering

Overall speech rate too fast/ Higher than normal level of dysfluencies worse when relaxed, improves under stressful conditions/ Syntactic problems/Voice problems/Reading + writing problems/Unconcerned about speech problem/Notable mathematical or scientific skills

NEUROGENIC STUTTERING

Also known as Stuttering Associated with Acquired Neurological Disorder (SAAND)/Fluency disorder associated with neurologic disorders

Neurogenic Stuttering Dysfluency types

Sound/syllable repetitions, Audible sound prolongations, Inaudible sound prolongations (or blocks)

Sound/syllable repetitions

"M-m-m-my dog ran a-a-away."

Whole word repetitions

"My-my-my dog ran-ran away."

Audible sound prolongations

"Mmmmmmmy dog ran aaaaaaway."

Inaudible sound prolongations (or blocks)

"My d[ ]og ran a[ ]way."

5.3% of patients s/p CVA or about 1 in 20

Often present with other co-existing disorders

65% with aphasia, 53% with dysarthria, 12% with apraxia of speech

Recommendations:

Is treatment recommended? (type, frequency, etc.)/ therapy goals?/other areas need further assessment?/Do you need to make a referrals to other professional or service?

POSTASSESSMENT COUNSELING (Information-giving interview)

Share assessment results/Suggest whether child has fluency disorder/Provide educational information about fluency disorder/Suggest additional assessments or "watchful waiting" period at end of assessment (can be repeated)/Offer recommendations for treatment, medical follow-up, or both/Respond to caregiver questions regarding results + recommendations