Stuttering, Disfluency, and Childhood Apraxia of Speech

12 Nov Stuttering, Disfluency, and Childhood Apraxia of Speech

Posted at 11:18h in by apraxiaadmin

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Multiple Choice: Select the one best answer

One potential reason why children with CAS may become disfluent is:

a. Overload of the speech motor system

b. Word retrieval struggle

c. Both a & b

Which statement was supported by this webinar?

a. Children with CAS only become disfluent when there is a family history of stuttering.

b. Speech disfluency can occur at any point in time during the course of therapy.

c. There is never reason to suspect that children with apraxia can also experience “true” stuttering.

A strategy discussed to respond to speech disfluency is:

a. Panic!

b. Pay attention to, monitor, and alter if needed adult rate of speech.

c. Refer immediately to a stuttering specialist.

Two different strategies that can be useful for “older” children include:

a. Phrased Speech and Build-A-Sentence

b. Turtle Talking and Speech Warm-Ups

c. Negative Practice and Speech Warm-Ups

Three types of speech disfluency are:

a. Repetition, Relocation, and Reflection

b. Repetition, Prolongation, and Cancellation

c. Repetition, Prolongation, and Blocking

If a child is experiencing disfluency and speech sound distortions:

a. You should always stop the focus on speech sounds and just address the disfluency.

b. You can address both, with the caution that working on the sounds may create more tension that results in increased disfluency.

c. Neither of the above.

A reason NOT to panic when disfluencies emerge is:

a. Many children with CAS will move through this phase and not have a long term struggle with disfluency.

b. It can create increased tension if the child perceives that the therapist and/or parent is deeply concerned about the speech disfluency.

c. Both of the above

Throughout the course of therapy for children with CAS and especially when they are experiencing speech disfluency:

a. Acknowledge the feelings of frustration and challenge.

b. Never talk about the disfluency for fear that it may make it worse.

c. Only address one symptom at a time.

One incorrect reason for informing teachers about the speech disfluency is:

a. It increases the likelihood of worsening stuttering at preschool or school.

b. It helps to facilitate appropriate supportive responses.

c. It reinforces that the teacher is an important part of the “team.”

If there is a family history of stuttering:

a. Ignore the disfluency and hope it goes away.

b. Be extra mindful of the potential long term struggles with disfluency and consider a referral to a stuttering specialist if disfluency persists.

c. It does not make a difference in how you should respond.

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