Title: SLPA 220 Test 5 (Bleile Chapters 19 - 21 & Fluency)
Course: Speech Disorders & Intervention (SLPA 220-SLPA 220) > Section: Assessments

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  You and your supervising SLP see Jesse together for his first session and obtain a baseline measure of his disfluencies.  The SLP and Jesse visit with each other for 10 minutes.  You record the conversation and review the video after the session and find that Jesse spoke for 6 minutes and 32 seconds.  He produced a total of 528 syllables.  He prolonged sounds on 25 syllables, repeated syllables on 24 syllables and blocked sounds on 8 syllables.  What would be the percent of syllables stuttered in Jesse's sample?
A: 10.8%

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  Jesse’s father is concerned that Jesse’s stuttering means that he is not as verbal as other children. Is this a valid concern? Why or why not?
- Yes. Studies have shown that individuals who stutter also demonstrate a language disorder more frequently.
- No. Studies have shown that individuals who stutter have language skills that are equal to or better than people who are fluent.
A: No. Studies have shown that individuals who stutter have language skills that are equal to or better than people who are fluent.

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  After obtaining a baseline sample, the SLP directs you to work with Jesse to establish light articulatory contacts on initial sounds in single words. Which of the following techniques would be least appropriate to address this goal?
- Use contrast drills to increase awareness of soft vs. hard articulatory contacts.
- Introduce the concept of "turtle talk."
- Practice purposefully repeating the initial sounds in words.
- Have the Jesse self-monitor his use of interjections as avoidance behaviors.
A: Use contrast drills to increase awareness of soft vs. hard articulatory contacts.

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  Your supervisor asks you to send home a weekly “Talking Tip” for Jesse’s parents. What are 2 tips you send home? (These will be different than the tips you had for the teachers.)

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  After obtaining a baseline measure, the SLP asks you to teach Jesse to use pull-outs to modify his stuttering behavior.  What is a pull-out?
- A technique in which the client pushes through the stuttering moment
- A technique in which the client eases the word out and gently moves on to the rest of the word
- A technique in which the client pauses after stuttering, then says the word again in an easier manner
- A technique in which the SLPA teaches the client about the structures and systems used in speech production
A: A technique in which the client eases the word out and gently moves on to the rest of the word

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  You and your supervising SLP see Jesse together for his first session and obtain a baseline measure of his disfluencies.  The SLP and Jesse visit with each other for 10 minutes.  You record the conversation and review the video after the session and find that Jesse spoke for 6 minutes and 32 seconds.  He produced a total of 528 syllables.  He prolonged sounds on 25 syllables, repeated syllables on 24 syllables and blocked sounds on 8 syllables. How many disfluencies per minute did Jesse produce (round to the nearest 10th)?
A: 8.7

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  Until you receive Jesse’s speech file from his previous school, you will not know what types of primary stuttering behaviors and secondary behaviors he exhibits. Which of the following is most likely to be a secondary behavior that Jesse could demonstrate in his stuttering?
- use of interjections to avoid stuttering
- increased participation in classroom discussions
- refusal to participate in academic activities
- purposeful slow rate of speech
A: use of interjections to avoid stuttering

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  Until you receive Jesse’s speech file from his previous school, you will not know what types of primary stuttering behaviors and secondary behaviors he exhibits. Which of the following would be types of disfluencies that Jesse might exhibit that would be considered stuttering (not normal disfluencies)?
- hesitations
- interjections
- repetitions of sounds of syllables
- repetitions of phrases
A: repetitions of sounds of syllables

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  The teachers in your building would like to know how they can help Jesse. Your supervising SLP asks you to come up with a list of “Tips for Teachers” that will give them information about talking to a child who stutters. What are 2 tips you have for the teachers?

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  Jesse’s parents have extremely high expectations of him. He is the oldest grandson on both sides of the family, and is expected to join the family law practice someday. Jesse’s father is adamant that Jesse must be perfectly fluent as soon as possible. Do you think perfect fluency will be the goal of therapy? Why or why not?

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  Your supervising SLP has asked that you work on modifying the stuttering moment with Jesse in his treatment sessions.  Jesse produces the sentence, "I do-do-do-don't like to play soccer."  What would you model for Jesse to modify his disfluency?
- Easy prolongation of the "o" in "don't."
- Increased articulatory effort/tension on the "n" in "don't."
- Production of the entire sentence at a rate of one word per second.
- Deep abdominal breathing prior to speaking the sentence.
A: Easy prolongation of the "o" in "don't."

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  Your supervising SLP has asked that you work on modifying the stuttering moment in short phrases with Jesse in his treatment sessions. Write a behavioral objective that could be appropriate for Jesse in this component of his fluency treatment.

Q: Jesse is a 9-year-old boy who recently transferred in to your school district. He has been receiving speech therapy for a fluency disorder for one year, but that is all the information you have been given at this time.  Your supervising SLP has asked that you work on transfer and maintenance of fluency as soon as you begin therapy with Jesse.   What would you do to address this component of Jesse's treatment?