SPA
461. Examination III
Fall
Semester, 2003
Name:
_______________________________
Student Number: _____________
Put your name on ALL pages of the examination.
I
pledge to work honestly, and to neither give help to others, nor attempt to
receive help from others.
Signed:
________________________________________________________
Questions
1-30 are worth two points each.
Questions 31-50 are worth one point each.
BONUS
QUESTIONS
Define/Explain/show
your understanding of the following:
1. GILCU
2. Secondary
Features
3. PWS
Section I. Multiple
Choice. Indicate the best of the
possible answers on the basis of the information given. TWO POINTS EACH.
___1. For
the advanced stutterer, which of the following are key elements in stuttering
modification therapy.
a. teaching
the stutter to modify the form of his stuttering
b. teaching
the stutterer to reduce fear of stuttering
c. teaching
the stutterer to reduce avoidance of stuttering
d. two
of the above
e. all
of the above
___2. In
the Identification Stage of therapy for the Advanced (Stage IV) stutterer,
identification is directed toward:
a. Core Features b. Secondary Features c. Associated Attitudes and Feelings
d. A and B e. A, and B, and C
___3. In
the Identification Stage of therapy for the Borderline or Beginning
stuttering child, parents
are helped to identify:
a. Behaviors b. Situations c. Attitudes and Feelings:
expectancy and avoidance
d. two of the above e. all of the above
___4. Modification
techniques should be taught to the client in the following order:
a. Cancellation --> Pull-Out --> Preparatory Set b. Pull-Out --> Preparatory Set
--> Cancellation
c. Preparatory Set --> Cancellation --> Pull Out d. Cancellation --> Preparatory
Set --> Pull Out
e. Pull-Out --> Cancellation
--> Preparatory Set
___5. Mr.
and Mrs. Smith are extremely proud of their child's precocious development and
"brag" about him by having him recite things that he has learned:
e.g., the 23rd Psalm and Pledge
of Allegiance, etc. This is referred to as:
a. Verbal Display b. Verbal Demand c. Verbal Time-Pressure
d. Verbal Sharing e. Verbal Competition
___ 6. The
twins and brother in the video tape shown in class needed particular help with:
a. verbal competition b. reducing avoidances
c. reducing their speech rates d. increasing their articulation
rates
e. using FEBS to increase their
fluency and modify the severity their stuttering
___ 7. Which
of the following long term therapy goals for the Advanced Stutterer Stage IV
(Van Riper) would be REJECTED by Guitar, as well as your instructor?
a. achieving spontaneous fluency b. achieving controlled fluency
c. achieving acceptable stuttering d. achieving success by using
avoidance to result in fluency
e. achieving Success by the
continued use of FEBS in stressful situations
___ 8. Which
of the following statements is FALSE?
a. Cancellations represent a
clinical form of punishment
b. Pull outs, when properly
performed, are positively reinforced
c. Escape behaviors are maintained
by intermittent negative reinforcement
d. Behaviors that result in
successful avoidance receive strong internal positive reinforcement
e. Desensitization is designed to
help reduce the client's frustration tolerance
____ 9. Those
who emphasize ³Fluency Shaping² through the use of FEBS would give very little attention to teaching the
stutterer to use ___________________ to achieve fluency:
a. Slow rate b. Cancellations c. Easy/Gentle Onsets
d. Soft/Light
Contacts
___ 10. For
older children and adolescents in the intermediate stages of stuttering (Stage
III) who are entering the more advanced phases of stuttering, the concept of cancellation can be presented as a process of ________
a. Erase and Fix b. Stop and Start Over c. Don't let it happen again
d. Slow Down e. All of the above
___ 11. Which
of the following would be the most appropriate show for a young child who is
beginning to stutter to watch on television?
a. Judge Judy b. Mr. Rogers c. Sesame Street d. Saturday Night Live
e.
None of the above because children who stutter should not watch
television.
___ 12. The
authorities that we watched on video tape (Manning, Murphy, Guitar, Ramig) in
class have all emphasized that the advanced stutterer must do all of the
following EXCEPT:
a. work
hard to reduce the frequency of stuttering
b. tackle
difficult sounds, words and situations more directly
c. get
curious about better understanding the associated tensing and struggling
behavior(s)
d. do
more and more things to talk easily and communicate effectively
e. give
up avoidances and face the moment of stuttering more openly and honestly
___ 13. Which
of the following is NOT
necessary in order to perform a correct preparatory set?
a. the
etiology/cause of stuttering
b. correct
identification of anticipation
c. appropriate
speech monitoring
d. the
ability to assume correct articulatory positions
e. the
client must know all of the above to correctly use preparatory sets
___ 14. The
exteriorized stutterer will have disfluencies that are: (Repeat question)
a. nonvocalized b. vocalized c. overt
d. two of the above e. all of the above
___ 15. Which
of the following is NOT a
good example of correctly performed pull-out?
a. it has minimal tension b. it is gradual and easy c. it is totally forward moving
d. it is rapid and abrupt e. all of the above are characteristic of a good pull
out.
Section II. True-False. Indicate your choice regarding whether
the following questions are true, or false.
___16. For
the advanced (Stage IV) stutter, the ideal goal of therapy should be normal,
spontaneous fluency. But this
occurs only rarely, so the most realistic goals include controlled fluency,
controlled stuttering, or acceptably mild stuttering.
___17. Desensitization
for the advanced stutterer (Stage IV) should be directed to the actual core
features of the stuttering behaviors themselves, rather than to the emotional
correlates.
___18. It
is often wise for the clinician to accompany the client on outside assignments.
___19. Desensitization
should be directed not only to the stuttering, but also to adverse listener
reactions.
___20. Desensitization
generally begins with situations that are most aversive and stressful, then
gradually works backward to situations that are least aversive and stressful.
___21. Voluntary
stuttering can be useful in desensitization both to the actual stuttering
behavior and to aversive listener reactions.
___22. During
cancellation, the client should immediately stop at the first sign of
stuttering, then say the word as easily and fluently as possible.
___23. Cancellations
should be produced as fluently as possible in order to prove to the client that
it is possible to speak normally.
___24. Pull-outs
should be produced slowly and deliberately.
___25. According
to Guitar, and your instructor, therapy for the advanced stutterer should help
the person to use both
stuttering modification skills, and fluency shaping skills.
___26. For
young children who are just beginning to stutter it is important to provide
speech models that are unhurried, and contain correct but simple patterns of
speech and language.
___27. Children
who stutter often have concurrent problems with articulation.
___28. Children
tend to learn to talk at their own particular rate of speech. This is why the rate of speaking of
close relatives is relatively unimportant in the modeling of optimum speaking
rate(s).
___29. When
trying to model a reduced speaking rate for young children, it is better to do
so by pausing in between words, rather than stretching out the syllables within
words.
___30. Parents
of young children who are beginning to stutter should reduce the number of
questions they ask their children.
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