Fluency Test 3

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oceaneyes8
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78612
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Fluency Test 3
Updated:
2011-04-10 14:54:59
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Fluency Disorders
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Fluency Test 3
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  1. List the four subcategories of each level of stuttering:
    • 1. Core behaviors
    • 2. Secondary behaviors
    • 3. Feelings and Attitudes
    • 4. Underlying processes
  2. Variables related to identification of Stutterers:
    • Frequency of disfluencies
    • Severity of occurrences
    • Types of disfluencies
  3. Core behaviors of this level include no more than 10 disfluencies per 100 words, typically one-unit repetitions, interjections, revisions, and fluctuations in frequency.
    Normal Disfluency
  4. Core behaviors of this level include changes reflecting increased TENSION, repetitions become more rapid and irregular in rhythm, pitch rises at the end of repetitions, fixed articulatory positions “blocks”.
    Beginning Stuttering
  5. Core behaviors of this level include more than 10 disfluencies per 100 words, often more than 2 units of repletion, more repetitions and prolongations than revision, and incomplete phrases.
    Borderline Stuttering
  6. Core behaviors of this level include blocks in which airflow or phonation are stopped, and repetitions and prolongations continue.
    Intermediate Stuttering
  7. Core behaviors of this level include Long, Tense blocks with Tremor.
    Advanced Stuttering
  8. In this level of stuttering, there are not any secondary behaviors because there are not any primary behaviors.
    Normal Disfluency
  9. Secondary behaviors in this level include stuttering being suppressed due to extensive avoidance and escape behaviors.
    Advanced
  10. Secondary behaviors in this level include disfluencies that are loose and relaxed and no awareness of disfluencies.
    • Borderline
    • Normal and Borderline do not include secondary behaviors.
  11. Secondary behaviors in this level include escape behaviors to terminate blocks, and appears to anticipate blocks and uses avoidance behaviors to avoid words and situations.
    Intermediate
  12. Secondary behaviors in this level include intentional escape behaviors appearing and usually toward the end of a stutter. Secondary behaviors gradually occur earlier and earlier in the disfluencies.
    Beginning Stuttering
  13. At this level, the person does not evidence any concern , awareness, or embarrassment other than occasional surprise and frustration.
    Borderline Stuttering.
  14. At this level, the person’s feelings and attitudes may just be awareness of speech being “difficult” at times, but does not have a negative view of oneself.
    Beginning Stuttering
  15. Feelings and attitudes at this level includes fear before stuttering, embarrassment during stuttering, and shame after stuttering.
    Intermediate
  16. At this level feelings of fear, shame, and embarrassment are very strong.
    Advanced.
  17. Underlying processes at this level include classical and operant conditioning.
    Beginning
  18. Underlying processes at this level include developing grammar, syntax, pragmatics, and motor control.
    Normal
  19. Underlying processes at this level include the “constitutional predisposition” for speech and language processing deficits.
    Borderline
  20. Underlying processes at this level include avoidance develop through avoidance conditioning and negative reinforcement.
    Intermediate
  21. Underlying processes at this level include cognitive negative self-concept which may pervade entire perception of oneself.
    Advanced
  22. List Van Riper’s 5 Classifications of Secondary Behaviors:
    • Escape
    • Avoidance
    • Postponement
    • Starters
    • Antiexpectancy
  23. Describe Escape:
    Struggle and efforts to terminate the block including physical movements and vocal changes.
  24. Describe Avoidance:
    Attempts to avoid situations and words evocative of stuttering, including circumlocutions.
  25. Describe Postponement:
    Delaying attempts at difficult words using interjections and stereotyped phrases.
  26. Describe Starters:
    Attempts at getting a “running start” at difficult words, usually through interjections and phrases.
  27. Describe Antiexpectancy:
    Attempts at distracting oneself from upcoming words through physical movement or unnatural speech patterns.
  28. If you were to give the paper and pencil tasks, can you make a diagnosis?
    No
  29. Will paper and pencil tasks tell you who is the stuttered and who is not?
    No
  30. Who are our “readers?”
    Older clients
  31. Who are our “nonreaders?”
    Younger clients
  32. For older clients, which technique is the LEAST cognitive or stress.
    Reading
  33. For older clients, which technique is the MOST cognitive or stress.
    Conversation
  34. For older clients, which technique is MIDDLE cognitive or stress.
    Monologue
  35. For younger clients, a technique in which a briefcase is put up between the client and the clinician and client give clinicians instructions is known as what?
    Barrier Games
  36. Disfluency that involves the use of the schwa vowel is known as what?
    Part-word repetitions
  37. Regarding the analysis of behavioral data, if adaptation is getting higher, will the prognosis be better or worse?
    Better
  38. If consistency is getting higher, will the prognosis be better or worse?
    Worse
  39. The overall severity of speech samples is based on consideration of :
    Frequency of Disluencies, Severity of Instances, and Secondary Behaviors.
  40. List the 5 Danger Signs
    • 1. Increased units of repetition
    • 2. Smaller units of repetitions
    • 3. Irregular rhythm in repetitions
    • 4. Pitch changes in repetitions or prolongations
    • 5. Schwa vowel replacement of intended vowel

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