Deck 13: Therapy for School-Age Children

Question 1

The GILCU program of stuttering intervention is based mainly on principles of:

A) physical relaxation
B) authoritative suggestion
C) cognitive restructuring
D) operant conditioning

Answer 1

operant conditioning

Question 2

Intervention for school-age children who stutter:

A) should involve parents as an important component
B) should involve parents only as a minor component
C) should involve only parents, not the children
D) should not involve the parents at all

Answer 2

should involve parents as an important component

Question 3

A child who stutters may often respond to teachers' questions with "I don't know" because of being:

A) less likely to understand the question
B) less likely to know the answer
C) afraid of stuttering in front of the class
D) emotionally and socially immature

Answer 3

afraid of stuttering in front of the class

Question 4

The school-aged child who stutters:

A) is highly aware of the stuttering
B) is surrounded by peers who typically are not highly aware of the stuttering
C) exhibits only limited range of rather mild, not complex, emotional reactions in spite of his/her awareness
D) exhibits an overall stuttering disorder characterized mainly by speech difficulties, without significant emotional and social aspects

Question 5

Many clinicians have observed that it is difficult for school age children to eliminate stuttering, or even make appreciable progress. The best explanation for this phenomenon is that:

A) current therapies have been adopted from those designed for adults; they are not adequate for the specific conditions of stuttering in school age children, especially their slow to develop fine motor skills
B) the nature of the school environment, such as uncooperative teachers and peers' negative reactions
C) children who did not exhibit natural recovery at an earlier period represent a more resistant type of stuttering
D) the important element of parental involvement in the therapy, so essential in the treatment of stuttering in preschool children, is either missing or rather weak in the routine therapy provided in the schools

Question 6

Which would be the most appropriate for working with a 3rd-grader who stutters:

A) in-block modification of stuttering
B) stuttering on purpose to strangers (in vivo desensitization)
C) rate control starting at 30-word per minute
D) systematic desensitization

Question 7

Comparing the overall nature of stuttering treatment between school-age children and adults:

A) both the objectives and the procedures are entirely different
B) both the objectives and the procedures are essentially the same
C) the objectives are different, but the procedures are the same
D) the objectives are the same, but the procedures are different

Question 8

The 2004 reauthorization of IDEA criteria for children who stutter:

A) made no changes in eligibility for services
B) narrowed eligibility so that services were less accessible
C) expanded eligibility that increased accessibility to services
D) redefined eligibility to have an entirely different basis for services

Question 9

School teachers who have children who stutter in the classroom should:

A) talk with the child about whether and how to adjust the mode of class participation
B) be sure the child who stutters will take his or her speaking turn last
C) just treat the child exactly like other children in terms of class participation
D) excuse the child who stutters from any participation of speaking in class

Question 10

School-age children who have received therapy since preschool age often:

A) are ready for more adult treatment procedures
B) need less parental involvement in their therapy
C) already know how to execute most speaking strategies
D) lack motivation to continue therapy

Question 11

One of the best controlled studies concerning the results of stuttering therapy for school-aged children who stutter and conducted by Craig, et al. (1996) was discussed in your textbook. It compared three methods: intensive smooth speech, intensive electromyography (EMG), and home-based smooth speech. A control group of no therapy was also employed. The investigators found that:

A) by the end of the therapy program all treatment groups improved by approximately 20% in terms of reduction in the frequency of stuttering
B) by the end of the therapy program all treatment groups improved by approximately 50% in terms of reduction in the frequency of stuttering
C) by the end of the therapy program all treatment groups improved by 85% to 90% in terms of reduction in the frequency of stuttering
D) the control group also improved by about 25%
E) none of the above is a correct description of the findings.

Question 12

When a school-age child's stuttering is relatively mild in frequency and severity…

A) the child is usually less afraid to talk in group situations
B) the child will make more progress in therapy
C) the child tends to perform better in school subjects
D) the child may still be quite terrified of stuttering

Question 13

One of the best ways to reduce the pain of stuttering with school-age children is by:

A) suggesting ways that they can avoid talking in social situations
B) explaining at great length why stuttering is not so bad
C) helping them have fun playing with voluntary stuttering
D) playing table games in the therapy session

Question 14

The technique that is not used as a fluency-facilitating speaking skill:

A) pull-outs
B) slow-stretched spoken phrases
C) gentle voice initiations
D) light articulatory contacts

Question 15

The therapy approach that mainly trains the parents to deliver the procedures:

A) Lidcombe Program
B) Fluency Rules Program
C) GILCU Program
D) Stuttering Modificaton Program

Question 16

It is impossible for the average-aged 5^th grader who stutters to already have a 9-year long stuttering history.

Question 17

It is possible for the average aged 2^nd grader who stutters to already have a 4-year long stuttering history.

Question 18

3 Considering their age and what is known about natural recovery, school-aged children, in general, have passed most of the chances for natural recovery.

Question 19

Many school-aged children who stutter tend to academically perform above norms. This trend is due to their motivation to compensate for the stuttering handicap.

Question 20

All factors considered, it is better for teachers not to be involved in a school-age child's stuttering therapy.

Question 21

Role play can be used to help a child practice assertive responses to teasing.

Question 22

Stuttering is just a bad habit that by speaking fluently often enough a child should be able to change.

Question 23

Studies have shown that practicing conversational turn-taking with peers substantially reduces stuttering in school-age children.

Question 24

What are the particular stuttering, emotional, and cognitive characteristics of school-age children that should be considered in regard to therapy? In what ways do they differ from those of preschool-age children who stutter?

Question 25

Discuss home and school environment as pertained to the school-aged child who stutter: what issues are involved regarding parents, teachers, and peers?

Question 26

What are the potential roles of parents and teachers in the clinical management of school-age children who stutter in various clinical programs?

Question 27

What information about stuttering should teachers be made to be aware of? What are the main points of advice teachers should be given?

Question 28

How would you modify and apply stuttering desensitization techniques when working with a 9-year old child who stutter? Are there differences in the objectives and rationales compared to working with adults?

Question 29

Outline an assertive training program for an 11-year old boy who stutter who is helpless in dealing with peers' teasing. What are the essential elements?

Question 30

How would you modify and apply stuttering management techniques when working with a 9-year old child who stutters? Are there differences in the objectives and rationales compared to working with adults?

Question 31

Describe and explain the important challenge of balancing smooth speech goals with emotional acceptance of stuttering. P 384