Fluency Ch. 13

School-Age Children

children between 6 and 14 years old

Superfluency

a style of speaking that incorporates fluency-shaping components such as slow speech rate and gentle onset of phonation

Fluency Skills

the elements of super fluency, such as slow rate and easy onset of phonation

Controlled Stuttering

using techniques to modify stutters so that they are brief and relaxed

Voluntary Stuttering

Deliberately stuttering so that one loses some of the fear of stuttering

Acceptable Stuttering

stuttering that is mild enough that it doesn't bother either the speaker or the listener and doesn't interfere with communication

Cognitive Behavioral Therapy

working with thoughts and beliefs that may give rise to the negative emotions associated with stuttering

Desensitization

helping the individual become less sensitive to negative experiences such as stuttering or negative listener reactions

Proprioception

using sensory feedback from speech movement (such as the feeling of the jaw and tongue moving) to guide speech in place of auditory feedback that may be faulty in stutterers

Fluency Disrupters

stimuli that put pressure on someone's speech so that he or she stutters. Examples are interruptions and fast-talking conversational partners

Intermediate stutterers

a. have generally been stuttering for less than a year

b. have not yet begun to use escape devices to get out of a stutter

c. have anticipation and fear of the moment of stuttering

d. all of the above

e. none of the above

c.

A typical treatment for a child with intermediate stutterering

a. is based mainly on fluency shaping

b. would not address fear of stuttering unless the child specifically asks for it

c. includes stuttering modification

d. all of the above

e. none of the above

c.

Conditioning (learning) in an intermediate stutterer has been influenced by

a. his "success" when avoiding certain words and situations

b. negative listener reactions

c. frustration and embarrassment during stuttering

d. all of the above

e. none of the above

d.

One of the first things to do when treating intermediate stutterers is to

a. help them feel accepted even when stuttering

b. have a psychologist explore any anxieties they may have

c. use hypnosis to help in deconditioning

d. all of the above

e. none of the above

a.

Classroom teachers can help intermediate stutterers by

a. not assigning them oral reports

b. changing the classroom environment, if necessary

c. ignoring stuttering

d. all of the above

e. none of the above

b.

It is reasonable to expect that most intermediate stutterers will

a. achieve close to 100 percent fluency after a few months of therapy

b. want to talk about stuttering with their classmates

c. show grow great gains in fluency during the first two weeks of therapy

d. all of the above

e. none of the above

e.

Charles Van Riper cites which of the following as characteristics of an intermediate stutterer?

a. fear and avoidance

b. struggle

c. shame

d. all of the above

e. none of the above

d.

Shame about stuttering

a. has not yet emerged in most intermediate stutterers

b. can be reduced by talking about it

c. should be talked about only with a counselor

d. all of the above

e. none of the above

b.

"Superfluency"

a. refers to totally stutter-free speech

b. is done with a rapid speech rate

c. is easier to produce while speaking on the telephone

d. all of the above

e. none of the above

e.

When beginning therapy with an intermediate stutterer, the clinician should

a. find out what the child's goals are

b. explain to the child how stuttering develops

c. go over the vocal tract and how speech is produced

d. all of the above

e. none of the above

d.

An activity that is recommended when working with intermediate stutterers is

a. asking the stutterer to point out when the clinician stutters

b. having the stutterer speak while simultaneously doing a manual fine-motor activity

c. asking parents to draw a picture of the child stuttering

d. all of the above

e. none of the above

a.

It is important for intermediate stutterers to be able to

a. recognize periods of increased stuttering and be less talkative during them

b. be more fluent when speaking in class than when speaking with friends

c. feel what is happening in their vocal tracts during a stutter

d. all of the above

e. none of the above

c.

Fluency skills

a. should always precede any other treatment with an intermediate stutterer

b. include techniques such as flexible rate, easy onsets, and light contacts

c. should only be practiced with a speech therapist present

d. all of the above

e. none of the above

b.

Flexible rate involves

a. slowing down syllables on which stuttering is expected

b. slowing down fluent syllables

c. using rapid speech on some syllables

d. all of the above

e. none of the above

a.

Light contact

a. is used on vowels

b. is used on consonants

c. is used on all sounds

d. all of the above

e. none of the above

b.

If an intermediate stutterer has difficulty being fluent in a particular situation

a. the clinician can model fluency during that situation

b. that situation should be avoided unless accompanied by the speech therapist

c. the stutterer should carry a ping pong ball gun when in that situation

d. all of the above

e. none of the above

a.

Fear and avoidance in an intermediate stutterer

a. can be triggered by particular words

b. can be triggered by particular situations

c. is generally easier to overcome with particular words than with situations

d. all of the above

e. none of the above

d.

Depending on his temperament, an intermediate stutterer can respond to teasing by

a. ignoring it

b. teasing back

c. reporting the teaser to the school principal

d. all of the above

e. none of the above

d.

When giving an oral report in school, it is helpful for an intermediate stutterer to

a. strive for perfect fluency

b. not mention his own stuttering

c. comment casually or humorously about his own stuttering

d. all of the above

e. none of the above

c.

An intermediate stutterer's parents

a. should quietly sit in on all sessions

b. always need to make major changes in their behavior for treatment to be successful

c. should be consulted about developmental and current environmental influences at home

d. all of the above

e. none of the above

c.

Guitar's integrated approach to stuttering in school-age children begins with

an exploration of stuttering to decrease some of the negative emotions associated with it

Intermediate stuttering consists of

- repetitions

- prolongations

- blocks

- escape and avoidance behaviors

- feelings of frustration and embarrassment

Negative emotions and beliefs can be decreased via

positive speaking experiences, reinforcement for not running away from stuttering, and activities which increase feeling "in control" of stuttering

Superfluency is replacing hard stutters with

easy ones

Vowels are usually easier to use with

a gentle onset in the initial position of words than consonants are

Light contacts is producing a stop consonant by

just brushing the articulators together, keeping the airflow going as the stop is being produced

Proprioception is

sensory feedback or awareness of the articulators

List of specific fluency skills:

- flexible rate

- pausing

- easy onset

- light contacts

- proprioception

- combine all into "super fluency"

Cancelations is when you stutter, you go back and

say the word you stuttered on again

Flexible rate is when you

slow down when you know there's about to be a problem

Pacing is when you

slow your whole rate down

Five goals of working with parents of a intermediate stutterer

1. explain treatment program and parents' role

2. explain possible causes of stuttering

3. identifying and reducing fluency disrupters

4. identify and increase fluency-enhancing situations

5. eliminating teasing at home (and responding to it at school)

Goals with Working with Classroom Teachers of an intermediate stutterer:

1. explain treatment program and teacher's role

2. facilitate teacher talking with student about stuttering

3. help teacher and child work out child's participation in class

4. help teacher eliminate teasing in school