SPA
461. Final Examination
Fall, 2003
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The Turtle Wins
by a Hare.
BONUS QUESTIONS:
A. What is the name of the NSA
Newsletter?
B. What is the full name of the SFA
C. What are three DIFFERENT ways that a person can engage in Advertising.
1.
2.
3.
Section I. TRUE/FALSE. One Point Each.
_____1. A major end-product of therapy for the adult
Stage IV (advanced) stutterer is to achieve speech which is free of tension,
struggle and avoidance.
_____2. The concept of cancellation can be
applied to both words and situations.
_____3. For the Stage I (Borderline) stutterer, the
major goal of therapy is the direct positive reinforcement (reward) of easy
stuttering.
_____4. The basic rationale for the preparatory set
(Prep-Set) is that since the stutterer anticipates and scans ahead anyway, he
should do so in the best way possible.
_____5. Before the client is ready to work on
"cancellations" he must already have succeeded with pull-outs.
_____6. Many children who stutter are afraid to ³make
mistakes in the process of talking.²
_____7. According to Hood a major goal of therapy for
the Stage IV (Advanced) adult is not fluency for the sake of fluency, but
rather, the ability to cope with your talking behaviors.
_____8. A good cancellation, even when produced
correctly, is not produced normally.
This is why the use of cancellations is a means to reach a goal, rather
than a final goal in and of itself.
_____9. The adult stutterer must learn to devise his
tasks of learning and unlearning in such a way that he can objectively evaluate
his performance.
____10. A good preparatory set will allow the
production of a word which is acoustically acceptable, but which is still not
produced normally.
____11. According to Sheehan, Van Riper and Hood, the
advanced stutterer (Stage IV) may not necessarily have a choice as to whether he stutterers, but he does have a choice as to how he stutters.
____12. According to Douglass and Quarrington, the
major internal goal for the nonvocalized secondary stutterer is to avoid
stuttering out loud, and the major goal of the interiorized stutterer is
not to stutter at all.
____13. The clinician should reward avoidance behaviors
only when they are followed
by fluency.
____14. Avoidance behaviors are generally harder to
work with than escape behaviors.
____15. Prolongations and fixations may be either
vocalized or non-vocalized.
____16. Negative reinforcement results in an increase
in the frequency of occurrence of a response.
____17. Clinicians who attempt to shape the client's
fluency give less attention to reducing fears and frustrations than is the case
for clinicians who attempt to modify the form and severity of the stuttering.
____18. Your instructor feels it is unwise for parents
to observe their own children in therapy.
This is because parents tend to be resentful of the fluency which the
clinician elicits, pressure the child to be as fluent at home as in the clinic,
and are unable to relate to the child in the same way as the clinician.
____19. The stage III-IV (intermediate-advanced)
stutterer must be helped to understand and appreciate the dilemma of the
listener who reacts negatively to stuttered speech.
____20. "Hard Talking" results from factors
which interfere either from an emotional level, and/or, from a motor level.
____21. In stead of saying ³Iıll see you Wednesday² the
client says ³Iıll see you tomorrow.²
This is an example of the kind of circumlocution that occurs in Stage IV
of Advanced Stuttering.
____22. According to Hood, the major long term goal for
the Stage IV (Advanced) stutterer is to reduce the frequency of stuttering.
____23. The adult stutterer should be directly told
that he has a long, hard, tough job ahead of him.
____24. Clinicians who teach stuttering modification
seek primarily to reduce the severity of stuttering. Fluency shaping clinicians seek to teach fluency enhancing
skills that will result in fluency.
____25. According to the laws of learning theory, any
behavior that reduces anxiety gets strongly reinforced.
____26. Whereas classical conditioning helps to explain
emotional learning, operant conditioning helps to explain behavioral learning.
____27. Clinicians who believe in fluency shaping
approaches to treatment give little attention to Identification and
Desensitization.
____28. It would be easier to use exaggerated AVM on
the phrase "they were washing windows" then it would be on the phrase
"Sue thinks she is funny."
____29. ³Advertising² is a major component in therapy
geared toward fluency shaping.
____30. According to Hood, it is essential that the
Stage I and Stage II (borderline-beginning) stutterer understand the nature and
rationale for his therapy.
____31. According to Hood, it is essential that the
Stage III and Stage IV (intermediate-advanced) stutterer understand the nature
and rationale for his therapy.
____32. Direct confrontation of the stuttering symptoms
should not be done until
the stutterer reaches stage IV.
____33. The elimination of avoidance behaviors should
not be done in ways that create more anxiety than the stutterer can tolerate.
____34. Knowledge of Predisposing causes are more important then knowledge of Maintaining
causes in terms of the clinical
management of stuttering
____35. Struggle behaviors such as head jerks are
maintained by intermittent punishment.
____36. In Sheehanıs conflict theory of stuttering, the
tendency to avoid is stronger than the tendency to approach.
SECTION II. Multiple Choice. One point each.
____37. Which of the following is NOT true of a good preparatory set?
a. It
teaches the stutterer to come closer to the stuttering moment in a more
appropriate way.
b. It
demonstrates that the client knows what to do with his speech mechanism.
c. It
involves appropriate compensatory behaviors for coping with an anticipated
moment of stuttering.
d. It
teaches an acceptable form of behavioral avoidance.
e. It
replaces avoidance with approach.
____38. Which of the following is NOT a good rationale for the use of cancellations in
Stage III and Stage IV?
a. the
period immediately following the completion of a stuttered word is a good time
for learning.
b. reconfrontation
of the moment of stuttering is behaviorally essential.
c. reconfrontation
of the moment of stuttering is emotionally essential.
d. during
the cancellation, the speaker learns that he can be fluent.
e. all
of the above are good
rationales for the use of cancellations.
____39. Which of the following sequences of therapy is
most logical for the teaching
the client to modify moments of stuttering?
a. pull-out, prep-set, cancellation b. cancellation, pull-out, prep-set c. cancellation, prep-set, pull-out
d. prep-set, pull-out, cancellation e. pull-out, cancellation, prep-set
____40. From the viewpoint of learning theory,
cancellations:
a. interfere with the
self-reinforcing properties of escape behaviors
b. result in fluency
c. increase avoidance
d. prove the importance of
repressing/hiding the symptoms of stuttering
e. help the client better control
his fluency
____41. Which of the following is NOT a good basis of stuttering therapy?
a. stuttering
is intermittent
b. stuttering
is both "emotionally awful" and "behaviorally lawful"
c. therapy
is viewed as selective reinforcement and extinction
d. successful
interiorization of stuttering is a sign of successful therapy.
e. all
of the above are good bases of therapy.
____42. Which of the following does NOT apply to the concept of cancellations?
a. coming
to a complete halt after a moment of stuttering
b. being
fluent the second time the word is spoken
c. punishment
of escape behavior d. two of the above e. all of the above
____43. The concept of "erase and fix" which
can be used with the child is essentially the same as the concept of
___________ which can be used with the adult:
a. cancellation b. light articulatory contact c. pull-out
d. preparatory set e. stop and start over again
____44. Prior to therapy, which of the following is
generally NOT true of the adult (Stage IV) stutterer?
a. they show fear and expectancy b. they show fear, expectancy and
avoidance
c. they demonstrate much avoidance d. they are well able to identify
the overt and covert components
____45. The shaping of normally fluent speech would
include all of the following EXCEPT:
a. establishing normal sounding
prosody b. establishing normal breath flow
c. establishing normal sounding
preparatory sets and pull-outs
d. establishing normal rate e. establishing normal sounding
melody
____46. The authorities that have been emphasized in
class feel that the stutterer must do all of the following EXCEPT:
a. repress
the stuttering by hiding the abnormality
b. give
up avoidances and face the moment of stuttering more openly and honestly
c. tackle
feared words and sounds more openly
d. be
willing to do some voluntary stuttering
e. employ
tactile, kinesthetic and proprioceptive monitoring