718 Ch 12 Review Questions

A child with beginning stuttering

will have part-word repetitions as the predominant core stuttering behavior

Treatment for a child with beginning stuttering

includes daily practice of fluency

In the Lidcombe Program

parents conduct daily treatment sessions

The Severity Rating Scale

should be "calibrated" to see if the parent and clinician are in agreement

During weekly Lidcombe sessions

A. the clinician demonstrates to the parent how to conduct daily sessions

B. the parent and clinician discuss the child's speech while the child is present

C. the clinician assesses the child's fluency

D. All

E. None

All of the above

Lidcombe treatment sessions

should maintain a linguistic level that enables the child to be mostly fluent

Verbal contingencies in the Lidcombe Program

A. include pointing out a stutter

B. might include "That sounded a little bumpy"

C. are given in a ratio of about 5 praises for fluency to 1 contingency for stuttering

D. All of the above

E. None of the above

All of the above

In the Lidcombe Program, if a child ignores a request to self-correct a stutter

A. the parent or clinician should model the correction

B. praise should be withheld from the next instance of fluent speech

C. it should be noted when determining a severity rating

D. All

E. None

None of the above

Positive reinforcement of fluent speech in the Lidcombe Programz

can include tangible rewards

Unstructured Lidcombe sessions

can take place in a car or at meals

"Maintenance" begins in the Lidcombe Program after 3 weeks

A. of severity ratings no higher than 1

B. of percentage syllables in the clinic no higher than 5 percent

C. of perfectly fluent speech

D. all

E. none

None of the above

During "Maintenance" in the Lidcombe Program

parents continue to record severity ratings

Structured Lidcombe sessions

can include both parents alternating

If a child stutters more than occasionally during Lidcombe sessions,

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

Treatment using the Lidcombe Program

is individualized for each stutterer

Outcome data about the Lidcombe Program

Has not found negative psychological effects

While using the Lidcombe Program

other speech and language problems should not be treated at the same time

Sheryl Gottwald

A. uses treatment based on the "demands and capacities" theory of stuttering

B. begins treatment by counseling parents

C. believes that parents and clinician should talk openly with the child about stuttering

D. all

E. None

All of the above

Wall and Myers recommend

working on speech sounds if a child who stutters has low intelligibility

Conture, Louko, and Edwards

A. advocate treating articulation problems at the same time as they work on

B. use an indirect approach for articulation issues with a child who stutters

C. do articulation therapy in an accepting environment with a child who stutters

D. All

E. None

All of the above

Describe the basic philosophy behind the Lidcombe Program

Daily, structured practice of fluency reinforces neural pathways for fluent speech; this may happen best when treatment takes place at home; operant conditioning in the form of parental praise, acknowledgments of stutters and requests for corrections help the child learn how to speak fluently; open discussion about stuttering can take place with the child present

What are three major goals that are accomplished at the first Lidcombe Program treatment session?

Assessment of the child's stuttering, explaining severity ratings to the parent, teaching the parent how to conduct daily treatment sessions

Describe how the parent's Severity Rating Scale is "calibrated."

The Severity Rating Scale rates the child's fluency on a scale of 1 to 10, with "1" representing no stuttering fluent speech and "10" representing extremely severe stuttering. The clinician asks the parent to rate the child's speech during the first visit to the clinic, and the clinician compares the parent's rating with her own. If there is disagreement by more than one point, the clinician will discuss with the parent how she came up with her rating and will try to determine whether the parent seems to understand her rationale and is likely to be accurate in future ratings. This process can be repeated while watching videotapes of the child's speech during the first few weeks of treatment.

Describe differences and similarities between structured and unstructured treatment sessions in the Lidcombe Program

Structured sessions are one-on-one sessions between the parent and child. They are conducted daily at home. The parent uses games and activities designed to elicit mostly fluent speech. Unstructured sessions take place in everyday situations, such as during meals, while driving in the car, shopping, or playing. In both structured and unstructured sessions, the parent responds to the child's speech with praise, acknowledgment, and requests for correction

Describe Stage 2 of the Lidcombe Program and when it is implemented

Stage 2 is the maintenance stage. It begins after (1) the parent's severity ratings for 3 weeks in a row are all 0s and 1s, with at least four of the ratings being 0, and (2) the clinician's severity ratings for the entire clinic visit are 0s or 1s for these same 3 weeks. Clinic visits are gradually faded, as are the parents' verbal contingencies. Adjustments, such as reinstating weekly visits, may have to be made.