Fluency Flashcards by Lacey Wall

People who stutter may have which of the following types of disfluencies?

A. stuttering-like (blocks, prolongations, part-word repetitions, monosyllabic whole word repetitions)

B. typical (interjections/filler words, word/phrase repetitions, revisions)

C. Both stuttering-like and typical disfluencies

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Sammy says “like,” “um,” and “uh” a lot to try to postpone blocks in their speech. The use of these filler words may best be characterized as:

A. core stuttering

B. circumlocution

C. escape behaviors

D. avoidance behaviors

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True or False: All people who stutter have a family history of stuttering.

False

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Marcus, age 4, has begun to show signs of stuttering. His parents are concerned because he was a late talker and already has difficulty making his wants and needs known. Match the cause of Marcus’ stutter with the theoretical perspective:

Cause: Marcus stutters because there is a mismatch between his low speech-language skills and the communicative pressures in his environment.

Theoretical Perspective:

A. Demands and Capacities Model

B. Diagnosogenic Theory

C. Dynamic Multifactorial Pathways Theory

A. Demands and Capacities Model

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Cause: Marcus stutters because of several interrelated factors. His brain differences compared to typically fluent children are interacting with genetics and the environment to cause stuttering.

Theoretical Perspective:

A. Demands and Capacities Model

B. Diagnosogenic Theory

C. Dynamic Multifactorial Pathways Theory

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Cause: Marcus stutters because his parents negatively reacted to his typical disfluencies.

Theoretical Perspective:

A. Demands and Capacities Model

B. Diagnosogenic Theory

C. Dynamic Multifactorial Pathways Theory

B. Diagnosogenic Theory

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True or False: People who stutter may have an overactivation of the right hemisphere due to impairments in the left hemisphere.

True

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Which of the following concepts describes the interplay between stuttering and emotional reactions to stuttering over time?
Which of the following concepts describes the interplay between stuttering and emotional reactions to stuttering over time?

A. the stuttering cycle

B. the Iceberg analogy

C. neurobiological factors

D. none of the above

A. The stuttering cycle

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Wren is often teased by other children at school because of her stuttering. She stops raising her hand in class. This is an example of:

A. a core stuttering behavior

B. an escape behavior

C. an avoidance behavior

D. all of the above

C. an avoidance behavior

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About ___% of people have ever stuttered in their lifetime, and about ___% of the population currently stutters.
A. 5%, 1%
B. 1%, 5%

A. 5%, 1%

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True or False: Physical behaviors that accompany core stuttering are referred to as secondary stuttering.

True

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True or False: Speech and language disorders can co-occur with stuttering, as can other conditions like ADHD and autism.

True

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About ___% of children will recover from stuttering with or without intervention.

A. 60

B. 70

C. 80

D. 90

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When considered from a holistic perspective, stuttering can affect what domains? [select all that apply]

A. social

B. academic

C. vocational

D. emotional

A, B, C, D

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Neuroimaging studies suggest that there are differences in brain structure and function in people who stutter as compared to those who don’t stutter. This means that stuttering is __________ in nature.

A. psychological

B. neurodevelopmental

C. interactionist

D. neurocognitive

B. neurodevelopmental

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____ stuttering occurs when a person stutters openly with minimal attempts to conceal the stuttering; _____ stuttering occurs when a person hides (or attempts to hide), their stuttering.
A. overt, covert
B. covert, overt

A. overt, covert

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When we talk about the “core” behaviors of stuttering, we mean:

A. escape and avoidance behaviors

B. part-word repetitions, prolongations, and blocks

C. filler words, phrase repetitions, and revisions

D. all of the above

B. part-word repetitions, prolongations, and blocks

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True or False: Emotional problems and parenting style cause stuttering.

False

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True or False: Neuroimaging research has determined that cortical and subcortical structures differ in people who stutter as compared to people who do not.

True

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Rosa makes a clicking noise with her tongue when she blocks. This clicking could best be described as:

A. a typical disfluency

B. a core stuttering behavior

C. an escape behavior

D. an avoidance behavior

C. an escape behavior

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True or False: The number of boys and girls who start to stutter is similar in very young children, but as they age, males tend to outnumber females who stutter by about a 4:1 ratio.

True

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For nearly a century, we have known that there are differences in the ________ of people who stutter as compared to typically fluent speakers.

A. cortical and subcortical brain structures

B. brain hemispheres

C. emotional reactivity

D. all of the above

B. brain hemispheres

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What are examples of “verbal contingency” that might be used in the Lidcombe program?

A. “That was smooth talking.”

B. “I heard a bump there.”

C. “Can you say that again using your smooth speech?”

D. All of the above

E. B and C only

D. All of the above

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Which of the following statements are true about the speech samples collected for the SSI-4? [select all that apply]

A. samples must be between 300 and 500 syllables

B. a reading sample must be collected

C. two samples should be used, a third is optional

D. samples are ideally recorded for video analysis

C and D

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When completing the SSI-4, only stuttering-like disfluencies are counted, unless: A. there are phrase repetitions or revisions B. there are 3+ / tense repetitions on monosyllabic whole words (e.g., "The the the dog is brown.") C. the client has a stuttering-like disfluency when using a filler word or other typical disfluency (e.g., "I go to l-l-like the park.") D. Both B and C

D. Both B and C

The measure most commonly used to identify the impact of stuttering is the _______. A. Overall Assessment of the Speaker's Experience of Stuttering (OASES) B. Stuttering Severity Instrument (SSI-4) C. Demands and Capacities/RESTART-DCM D. Lidcombe Program

A. Overall Assessment of the Speaker's Experience of Stuttering (OASES)

Compared to monolingual populations, bilingual or multilingual speakers tend to be ______. A. underdiagnosed with stuttering B. overdiagnosed with stuttering C. Neither A nor B

B. overdiagnosed with stuttering

Sarah's school district requires SLPs to qualify students who stutter for services on the basis of their SSI-4 scores. Sarah finds this frustrating and wants to provide an argument about why the SSI-4 shouldn't be the only determiner of whether a student qualifies or not. What is a good argument she could use? A. "The SSI-4 takes too much time to complete and is a waste of time for SLPs." B. "The SSI-4 does not allow us to identify how a child's stuttering may impact his/her academic and social participation at school." C. "Disfluency counts can be pretty inaccurate, as only a person who stutters can really identify if stuttering has occurred." D. All of the above E. B and C only

E. B and C only

Addressing co-occuring speech and/or language concerns to (indirectly) address a young child's stuttering would be usual for which preschool stuttering treatment approach? A. Demands and Capacities (RESTART-DCM program) B. Lidcombe Program C. None of the above

A. Demands and Capacities (RESTART-DCM program)

Speech samples obtained from multilingual speakers should be ________ when conducting a fluency evaluation. A. disregarded if the clinician isn't multilingual B. especially focused on the most proficient language spoken by the client

B. especially focused on the most proficient language spoken by the client

When we think about traditional "techniques" to treat stuttering, from which approach(es) are they usually drawn? [Select all that apply] A. stutter-affirming therapy B. stuttering modification therapy C. fluency shaping therapy

B and C

Kevin's SLP asks him to hold onto a moment of stuttering until given a signal to let go. What is the purpose of this activity? [Select all that apply] A. Desensitization to stuttering B. Identify where the client may typically feel tension when stuttering C. Precursor to activities like "pull-outs"

A, B, and C

Jacob has been working with his SLP on disclosing his stuttering to others. He can do so in the therapy room during role plays, but not in real life when he is sent home to practice. What would you recommend that Jacob's SLP do? A. Pivot to voluntary stuttering instead of disclosure of stuttering B. Model disclosure of stuttering for Jacob outside of the therapy room C. Do mirror work so that Jacob can see how he looks when disclosing stuttering

B. Model disclosure of stuttering for Jacob outside of the therapy room

In Gore and Luckman-Margolis' article, 3Es: An All-Inclusive Stuttering Therapy Tool, the 3 Es stand for: A. easy, easier, easiest B. ease, education, evidence C. ease, education, empowerment

C. ease, education, empowerment

True or False: "Mirror work" can be a useful part helping a client to identify what they do when they stutter, as long as there is a good rapport between the client and clinician.

True

Which of the following techniques are associated with the fluency shaping approach? [Select all that apply.] A. slow rate of speech B. easy onsets C. cancellations D. pull-outs E. light articulatory contacts F. pausing and phrasing

A, B, E, F

Which of the following techniques are associated with the stuttering modification approach? [Select all that apply.] A. slow rate of speech B. preparatory sets C. cancellations D. pull-outs E. light articulatory contacts F. pausing and phrasing

B, C, D

According to Byrd et al. (2016), people who stutter receive the most benefit from voluntary stuttering when: [Select all that apply.] A. the voluntary stuttering is the same type as the actual stuttering. B. voluntary stuttering is paired with disclosure of stuttering. C. plenty of practice opportunities are provided.

A, B, C

Biji says that she doesn't introduce herself because she always stutters on her name and people think she's "stupid." As the SLP, you say: "You've mentioned that being a good communicator is an important value of yours. Does not introducing yourself align with being a good communicator?" The SLP's statement is an example of using: A. Acceptance and Commitment Therapy B. Mindfulness C. Cognitive behavioral therapy

A. Acceptance and Commitment Therapy

Biji says that she doesn't introduce herself because she always stutters on her name and people think she's "stupid." As an SLP, you say: "Pretend that you are meeting a new person for the first time. You introduce yourself and you stutter. Let's sit with that feeling for a minute or two, even if it is uncomfortable...What did you notice?" The SLP's statement is an example of using: A. Acceptance and Commitment Therapy B. Mindfulness C. Cognitive behavioral therapy

B. Mindfulness

Biji says that she doesn't introduce herself because she always stutters on her name and people think she's "stupid." As an SLP, you say: "I think there are a few distorted thoughts there. Do you always stutter every time you introduce yourself? How do you know that people think you're stupid?" The SLP's statement is an example of using: A. Acceptance and Commitment Therapy B. Mindfulness C. Cognitive behavioral therapy

C. Cognitive Behavioral Therapy

True or False: The Iceberg Analogy of stuttering should only be used to identify all of the negative thoughts, emotions, and behaviors that accompany stuttering.

False

Levi, a 2nd grader, is being teased by classmates because of his stuttering. He reacts by crying and withdrawing from group activities, preferring to work and play alone. What would you recommend his SLP do? A. role-play appropriate responses to bullying B. work on enhancing Levi's fluency C. Both A & B

C. Both A & B

True or False: The following is an appropriate goal for a school-age fluency client: "By the end of the academic year, Jake will reduce his stuttering-like disfluencies from a baseline of 9.5% to no more than 3% as determined by clinician analysis of a 150-word conversational speech sample."

False

True or False: It is appropriate to mix elements of stutter-affirming, stuttering modification, and fluency shaping approaches as long as clinicians tailor their approach to their individual clients.

True

Jae believes that her stuttering prevents her from making friends, that people think she is weird because of her stuttering, and that she will never become a lawyer because of her stuttering. Which of the following best describes these thoughts? A. unjust rationalizations B. social-pragmatic deficits C. cognitive distortions

C. cognitive distortions

Which of the following is NOT a phase in Van Riper's stuttering modification approach? A. stabilization B. intensification C. variation D. identification E. Desensitization

C. variation

True or False: A goal such as, "Ben will produce easy onsets in 80% of opportunities" lacks specificity and isn't very measurable as written.

True

Greta receives an IEP from a transfer student. One of the student's goals is, "By the end of the second marking period, Jason will reduce stuttering by singing all utterances when reading aloud in class rather than speaking per teacher report." Why is this not a SMART goal? A. Singing is not a socially acceptable way of communicating, so this goal is not very relevant/functional B. The teacher's report is not as valid as the SLP's direct observation C. The goal is not measurable

A. Singing is not a socially acceptable way of communicating, so this goal is not very relevant/functional

True or False: One of the benefits of asking clients to voluntarily stutter is that it can be used to practice stuttering modification and fluency shaping techniques later on.

True

According to Alan Badmington, who wrote "How Avoiding Avoidance Transformed My Stutter," avoiding certain words (like saying one's name) has the result of strengthening one's fear of those words and increasing the likelihood of stuttering on them.

True

What are some benefits of mindfulness training for stuttering? [Select all that apply] A. fear responses to stuttering may be weakened or extinguished B. improved emotional regulation C. consistent reduction in stuttering D. greater attentional control

A, B, D

True and False: In the YouTube documentary "accepting my stutter" by thisisstuttering, the young man states that he has come to like his stuttering as part of his acceptance journey.

False

Nathan has a client who stutters very mildly and has few physical concomitants, yet they have a lot of avoidances, cognitive distortions, and negative emotional reactions to stuttering. In this case, it would be appropriate for Nathan to: A. write goals that deviate from the SMART format, because it is hard to measure emotions. B. not write goals about use of stuttering modification or fluency shaping techniques, like pull-outs or easy onsets. C. avoid goals that require the client to voluntarily stutter, as it may upset them more.

B. not write goals about use of stuttering modification or fluency shaping techniques, like pull-outs or easy onsets.

Tate's SLP notices that he makes a noise with his mouth most of the time when he has a block. What activities would be appropriate to target this physical concomitant? [select all that apply] A. Tate and the clinician both keep a tally of when they hear the noise to increase awareness. B. The clinician cues Tate to explore ways of talking with less pressure so that the noise is less likely to occur. C. The clinician prompts Tate to slow his rate of speech.

A & B

True/False: Intersecting identities can affect how society perceives a person who stutters.

True

True/False: Tests like the SSI-4 are normed for multilingual speakers.

False

True/False: Bilingual children should discontinue one language to prevent stuttering.

False

Which treatment recommendation is best for bilingual children who stutter? A. Discourage code-switching altogether B. Avoid monitoring the weaker language C. Use direct treatment in the child’s stronger language D. Use direct treatment in the child's weaker language

C. Use direct treatment in the child’s stronger language

Bilingualism: A. Causes stuttering B. Does not cause stuttering C. Should be avoided until age 7 D. Is discouraged in speech therapy

B. Does not cause stuttering

True/False: Clients with psychogenic stuttering always have a previous history of stuttering.

False

Neurogenic stuttering is most often associated with: A. Developmental delays B. Acquired neurological disorders C. Auditory processing disorders D. Emotional trauma

B. Acquired neurological disorders

Psychogenic stuttering is primarily associated with: A. Genetic predispositions B. Respiratory disorders C. Hearing impairment D. Emotional or mental health factors

D. Emotional or mental health factors

True/False: Fluency is always the top treatment priority for clients with concomitant disorders.

False

Clients who stutter and have a concomitant disorder will likely benefit from: A. Eliminating pausing to maintain fluency B. Avoiding self-monitoring because it increases anxiety C. Encouraging rapid speech D. Teaching strategies with visual models and clear instructions

D. Teaching strategies with visual models and clear instructions

Which question should clinicians consider when prioritizing treatment goals? A. “How can we reduce all disfluencies immediately?” B. “Should the client learn a new language?” C. “How fast can we eliminate stuttering?” D. “Is fluency the most functional need compared to other issues?”

D. “Is fluency the most functional need compared to other issues?”

When evaluating clients with concomitant disorders, clinicians should: A. Prioritize fluency above all other communication needs B. Ignore other symptoms that do not relate to fluency C. Avoid differential diagnosis D. Evaluate the whole client beyond speech fluency

D. Evaluate the whole client beyond speech fluency

According to Ward et al. (2015), cluttering is associated with abnormalities in which brain areas? A. Basal ganglia and prefrontal cortex B. Cerebellum and brainstem C. Occipital cortex and thalamus D. Temporal lobe and hippocampus

A. Basal ganglia and prefrontal cortex

True/False: Being unaware of one's cluttering is a diagnostic criterion for cluttering.

False

Which speech behavior is commonly seen in cluttering? A. Excessive filler words and and incomplete words B. Secondary behaviors like eye blinking C. Blocks and prolonged sounds D. Slow, overly controlled speech rate

A. Excessive filler words and and incomplete words

True/False: One goal of cluttering treatment is to reduce coarticulation and deleted syllables.

True

True/False: Poor handwriting, weak spelling, and letter omissions may occur in people who clutter.

True

Which of the following is emphasized as a crucial skill for successful cluttering treatment? A. Self-monitoring B. Eliminating all disfluencies C. Memorizing speech scripts D. Using only one technique consistently

A. Self-monitoring

Fluency Flashcards

(73 cards)