Ch 8.0
When a person who stutters holds out a sound (e.g. SSSSSSSchool), this is what type of stuttering moment?
What is a prolongation?
These are types of contexts to use when obtaining speech samples (such as in the SSI-4).
What are Reading, conversation, optional: out-of-clinic sample?
FREE SPOT!
FREE SPOT!
After collecting the information needed for the assessment and determining a tentative diagnosis, what is the next step?
Conducting a closing interview with follow-up and recommendations
During an assessment, this is a method for determining which therapy approach might work with the particular person.
Trial therapy
What is the level of severity equivalent for a school-age child who has a total score of 22?
Moderate
Name 3 areas that the OASES assesses.
Speaker's perceptions of observable stuttering behaviors
Reactions to stuttering
Difficulties in performing daily activities involving communication
This is a common measure of the amount of stuttering from a speech sample (e.g. reading, speaking, conversation). The measure is calculated as the total number of syllables stuttered divided by the number of syllables spoken.
What is Percentage of syllables stuttered
This assessment allows the clinician to estimate how much the client believes that they control their own destiny. The assessment may help in determining prognosis for the client.
Locus of control scale
Why does Barry Guitar prefer to do a parent-child interaction observation (preschool child) at the beginning of an assessment? There are 3 reasons listed in chapter 9.
1) Parents are not affected by clinician's views about stuttering, so the sample is natural
2) Clinician views the stuttering firsthand
3) Clinician observes the patterns in the parent/child interaction.
The factors within the environment that are risk factors for persistent stuttering for a child
others' reactions to stuttering, family communication styles, family expectations, life events, and family's schedule
Identify the "other" areas that are assessed when competing a comprehensive evaluation on a school-age child.
1. Physical development
2. Cognitive development
3. Social-emotional development
4. Academic adjustment
A child has an average of 10% Syllables Stuttered (SS). Under the Frequency section (and using the readers table speaking task), what is their task score?
7
What does the Communications in Daily Life Section assess?
Assesses the difficulties the speaker has when communicating in daily situations (work, social settings, home) and addressed environmental contextual factors and activity limitations.
This measure is used to capture any odd or overly slow elements of speaking that might be present when an individual is technically "fluent."
Speech naturalness
How many syllables are in this sentence?
"the b-b-b-b-oy is is is guh-guh-going home after um the basketball game."
What is 13 syllables?
What are 5 risk factors in children associated with persistent stuttering in preschool children?
gender, family history, speech-language skills, sensitivity/temperament, reaction to stuttering
If a 4 year old boy named Henry presents with a speech sound disorder, specifically of consonant cluster reduction, what can you infer regarding his prognosis of stuttering?
The fact that he has below normal speech sound skills places him at slightly higher risk for stuttering than other children.
Describe the "other" areas that are assessed when competing a comprehensive evaluation on an adolescent/ adult.
1. Intelligence
2. Academic adjustment
3. Psychological adjustment
4. Vocational adjustment
Name 3 of the main scoring sections of the SSI-4.
Frequency, duration, physical concomitants
Comparing experiences of the speaker to the experiences of other PWS
Describing overall impact of stuttering
Determining eligibility for services
A family prefers to use titles when addressing anyone in authority (teacher, doctor, etc.). This is an example of what cultural difference pattern?
What is modes of address?
Why is it important to obtain several samples of speech from a client when assessing stuttering?
The amount/severity of stuttering may change in different contexts and with different speakers. The clinician seeks to gain information about a wholistic view of stuttering.
What do you do when a child is completely fluent during an evaluation? (several options)
Through an out of clinic speech sample, closely analyze the speech sample. Also, consider rescheduling the evaluation for a later time.
When determining the thoughts and feelings (awareness) of a 4 year old preschooler who stutters, determine 2 best ways to do so.
Asking the parents if they think the child is aware of their stuttering and observe the child's reactions to their disfluencies
What information does the SSI-4 provide? (Provide at least 3)
Frequency of stuttering
Duration of longest blocks
Concomitant (secondary) behaviors
T/F: In order to find the %SS, you must divide number of syllables by the number of stuttering events and times it by 100.
False
What are the steps involved in scoring the OASES?
Check for completeness
Total the number of points and items completed for each section and transfer to first page
Calculate impact score by dividing the number of points by the number of items answered
Determine impact ratings and put a check in that box
This instrument was developed as a measure of the overall impact that stuttering has on a person’s life.
The OASES
While it may seem unusual, according to Guitar, this is counted as a type of stutter but ONLY if they are unequivocally demonstrating that behavior. (Not part-word repetitions, monosyllabic whole-word repetitions, sound prolongations, or blockages of sound or airflow).
Successful avoidance behaviors (e.g. changing words)
When determining a diagnosis for a child, how do you differentiate between the different levels of stuttering (typical disfluency, borderline, beginning, etc.)?
The amount of disfluencies per 100 words, their thoughts and feelings toward their stuttering (awareness), type of disfluencies, presence of escape behaviors, and duration of stutters.
Determine the best age group between preschooler, school-age, and adult that the following questions would be most appropriate to ask in an interview.
1. Do you ever think that you have any trouble talking?
2. What happens when you get stuck on a word? when does it happen? Is it different at different times?
3. Have you learned to use any helpers or "tricks" to get words out? Do you sometimes avoid certain words?
4. Are certain speaking situations more difficult?
5. How do you feel about your speech?
School-age
How would you determine if a preschool child is showing normal disfluency vs. beginning stuttering? What variables do you consider? (Provide at least 2 possibilities)
1. The amount and types of disfluency the child shows in various situations
2. Increased tension and hurry
3. Reaction to their speech with frustration, fear, or other emotions?
4. Presence of avoidance patterns in some cases.
When analyzing a transcript, what two things are counted?
Syllables per line
Number of dysfluencies per line
What impact score indicates a moderate-to-severe impairment?
3.00-3.74