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stuttering exam 2 all questions solved 100 accurately latest version
stuttering exam 2 all questions solved 100 accurately latest version
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stuttering exam 2✅
explain the structure and characteristics of the SSI.- tested in
conversation and reading or conversation and picture description
can use other social contexts
normative sample is not diverse or large
can be used with preschoolers, school-age and adults
need 300-500 syllable sample which is about 5 minutes
receive scaled scores and also score speech naturalness which is a
subjective measure on a 1-9 scale
99th percentile = 99% of clients who stutter stutter less severely than this
person
✅
how is severity determined on the SSI- frequency, duration and physical
concomitants are used to measure severity in picture description or reading
and conversational speech
duration is average of the three longest MOS
✅
describe how the CALMS model can assist you in measuring and
interpreting the results from an evaluation of stuttering.- allows you to
look at multiple factors of stuttering to obtain a full picture of how this
person stutters
just looking at the motor aspect won’t allow you to understand how
stuttering affects this person
can be done through interview with client or others and administering
surveys
consider how the different factors weigh in to their whole stuttering
help determine severity
✅
explain each component of the CALMS model- C: cognitive- thoughts,
perceptions, awareness, understanding
A: affective- feelings, emotions, attitudes
L: linguistic- language skills, language formulation demands, discourse
M: motor- sensori-motor control of speech movements
S: social- effects of type of listener and speaking situation
, ✅
describe how and why linguistic complexity should be
manipulated.- measure relationship between level of linguistic complexity
of speaking task and client’s frequency of stuttering
where do they start stuttering and how does severity change depending on
complexity of the task?
linguistically complex sentence is more likely to be stuttered on
use hierarchy of tasks: automatic speech, object naming of familiar objects,
sentence repetition, picture description, picture sequence,
monologue/conversation/narrative, expository instruction
select few different tasks and think about them in order of linguistic
complexity
✅
what might you do in a stuttering evaluation to assess the C part of the
CALMS model?- cognitive: knowledge, awareness, understanding
knowledge about stuttering: ask about stuttering in general and specifically
their own stuttering, can do knowledge quiz or a criterion referenced quiz
about stuttering
awareness: can they identify their own MOS? some people don’t know
when they stutter or what’s happening when they stutter, ask what
happened there after they stutter, ask if they describe their stuttering, no
specific test for this
understanding: ask if they can explain and demonstrate previous therapy,
can they show and tell?, see if they are willing to stutter on purpose and if
they can explain it
assessments: perceptions of stuttering inventory, behavior checklist,
subtests 1-B and 2-B of OASES
✅
what might you do in a stuttering evaluation to assess the A part of the
CALMS model?- affective: emotions, feelings, attitudes
get instinctual responses on questionnaires and ask specific questions in
interview
assessments: Erickson S-24, personal report of communication
apprehension, communication attitude test, kiddyCAT, big CAT, OASES
part 2, state trait anxiety scale, more standardized self-reports available
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