SIG 4 Perspectives Vol. 21, No. 3, November 2011 (2011)

You have accessPerspectives on Fluency and Fluency DisordersCE Questions1 Nov 2011SIG 4 Perspectives Vol. 21, No. 3, November 2011Earn 0.25 CEUs on This Issue Gordon W. Blood, Ingrid M. Blood, Sarah Dorward, Michael P. Boyle and G. Michael Tramontana Gordon W. Blood Google Scholar More articles by this author , Ingrid M. Blood Google Scholar More articles by this author , Sarah Dorward Google Scholar More articles by this author , Michael P. Boyle Google Scholar More articles by this author and G. Michael Tramontana Google Scholar More articles by this author https://doi.org/10.1044/ffd21.3.1-ce SectionsAboutPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In Blood et al.: Coping Strategies and Adolescents: Learning to Take Care of Self and Stuttering during Treatment 1. Which of the following is not a true statement about coping strategies? 1. They determine how individuals encounter and deal with stressors. 2. Coping strategies developed in adolescence oftentimes lay the foundation for individualized coping styles in adulthood. 3. Adolescents have limited stressors from academic, school-based issues to family and peer relationships. 4. Different coping strategies may be more effective for different stressors and for different adolescents. 2. What are some of the presumptions about coping and stuttering made by the authors in this paper? 5. Adolescents who stutter may either approach the problem with behavioral or cognitive strategies or avoid the stress and problem by hiding or covering up the problem. 6. Stuttering probably does not add any additional to stress during adolescence to anyone who stutters. 7. SLPs should be more concerned about working on reducing overt fluency behaviors and not dealing with attitudes and feelings. 8. SLPs should leave the counseling, cognitive-behavior therapies, mindfulness training to the psychology experts. 3. When discussing the Domains of Coping, a client has just explained that he avoids speaking because he can't deal with the idea that he doesn't know when he is going to stutter. This would be an example of 9. short- or long-term impact. 10. predictability. 11. controllability. 12. duration of the stressor. 4. Zimmer-Gembeck and Skinner (2011) reported on the coping and development in childhood and adolescence. Which of their following conclusions were presented in this paper? 13. Worry and resignation are moderately common coping strategies which increase in use as children approach and traverse adolescence. 14. Distraction is a common coping strategy reported in the literature for both children and adolescents. 15. Aggression and acting out are frequently reported to be perceived as effective methods for dealing with stressors by adolescents 16. Problem solving is a maladaptive coping strategy and used infrequently by adolescents. 5. After reading this paper, SLPS could conclude that 17. adolescents should be taught one coping strategy to most effectively manage their stuttering. 18. there is no evidence to date that suggests that therapy programs like mindfulness training may be beneficial to adolescents. 19. experiences and exposure to stressors associated with some chronic disorders actually lead to improved coping skills in adolescents. 20. adolescents who stutter are impossible to help regardless of the methods employed. Johnson et al.: Using Psychology-Based Methodology To Investigate Temperamental Variables in Children Who Stutter 6. Which of the following is true about questionnaire-based methodology? 21. Questionnaire-based methodology is rarely used in Developmental Psychology. 22. Questionnaire-based methodology usually does provide the only valuable information to the researcher or clinician. 23. The use of questionnaire-based methodology provides the benefit of easier data collection and objectivity of the method. 24. You should never use questionnaires. 7. Which of the following is true about Developmental Psychology? 25. The field is at the forefront of research involving temperament and children 26. The field does not have well supported methods that can be used to answer questions about aspects of temperament in children who stutter 27. The field uses only behavioral observation. 28. The field used only questionnaires. 8. Behavioral observation 29. is based on the research observing the participants verbal behavior, interactions and facial expressions during a controlled situation or task. 30. is rarely used in Developmental Psychology but frequently used in Speech-Language Pathology. 31. does not require that a coding system is developed for objective analyzing of participant behaviors in order to answer research questions of interest. 32. is rarely used in Speech-Language Pathology but frequently used in Developmental Psychology. 9. Subjective coding of observational behavior 33. requires establishing a coding system to be used before data is collected. 34. requires a complete listing of behaviors to be coded as well as descriptions and examples of each behavior. 35. requires coders that are familiar with the hypotheses of the study. 36. should not be used. 10. The overall theme of this paper is to 37. discourage clinicians and researchers from considering methodology commonly used in Developmental Psychology to investigate temperament. 38. raise concern for the use of questionnaires in comparison to behavioral observations to investigate aspect s of temperament. 39. encourage clinicians and researchers to consider methodology commonly used in Developmental Psychology to investigate temperament. 40. discourage clinicians and researchers to consider methodology commonly used in Developmental Psychology to investigate temperament. Beal: The Advancement of Neuroimaging Research Investigating Developmental Stuttering 11. The tools used in neuroimaging research can be categorized as those that measure brain structure and those that measure brain function. Which of the following tools measure brain function? 41. sMRI & fMRI 42. DTI & MEG 43. fMRI, EEG, MEG & FNIRS 44. FNIRS, fMRI & DTI 12. The posterior inferior frontal gyrus of the left hemisphere is implicated in what stage of the speech production? 45. The early stage cortical processing of incoming auditory information 46. Encoding sound information into articulatory codes and passing the information to the precentral gyrus 47. Parsing incoming auditory information into phonetic and semantic streams 48. Sending muscle movement commands to the speech musculature 13. Chang and colleagues (2008) used sMRI and voxel-based morphometry analysis and found that 49. adults who stutter have less grey matter volume in the left inferior frontal gyrus than adults who do not stutter. 50. children who stutter have increased grey matter volume in the supplementary motor area than adults who stutter. 51. adults who stutter demonstrate less brain activity in auditory regions during speaking than adults who do not stutter. 52. children who stutter have reduced grey matter volume in the left inferior frontal gyrus and bilateral temporal regions. 14. Based on their finding that children who stutter were less accurate on a rhyming judgment task relative to their fluently speaking peers, Weber-Fox and colleagues (2008) concluded that 53. children who stutter may have difficulty forming the phonological neural representations needed for accurate and efficient rhyming judgments. 54. children who stutter should rehearse more nursery rhymes to increase rhyme judgments. 55. children who stutter have reduced grey matter relative to their same aged peers, yet show no differences in rhyming judgments. 56. adults who stutter are less likely to anticipate upcoming transitions in speech sequences. 15. One way to advance our knowledge of the neural correlates of speech production and their potential breakdown in stuttering is to 57. complete more fMRI studies on people with aphasia post stroke. 58. read more papers describing how to use TMS and MEG. 59. systematically form specific hypotheses about the breakdown in the neural network of speech production underlying stuttering based on testable neurobiological models and frameworks. 60. create an animal model of speech production. Telis et al.: Use of Diffuse Correlation Spectroscopy To Measure Brain Blood Flow Differences During Speaking and Nonspeaking Tasks for Fluent Speakers and Persons Who Stutter 16. Diffuse correlation spectroscopy uses which of the following in the near-infrared range? 61. Sound 62. Gravity 63. Water 64. Light 17. Diffuse correlation spectroscopy employs 65. low-power radiation in a safe region of the electromagnetic spectrum. 66. administration of different radioactive isotopes for contrast. 67. low-power radiation delivered to the thalamus only. 68. high-power radiation delivered to any area of the brain. 18. In the current study with diffuse correlation spectroscopy, the technology has shown the potential to measure hemodynamic differences in the brain and can be used to access differences between persons who stutter and normally fluent speakers during 69. choral reading. 70. singing. 71. a 1-minute monologue. 72. counting from 1–10. 19. Results of the present study indicate that the normally fluent speaker had increased blood-flow in what lobe during a one-minute monologue? 73. Temporal 74. Frontal 75. Parietal 76. Occipital 20. Results of the present study indicate that the person who stuttered had increased cerebral blood flow in the 77. thalamus. 78. basal ganglia. 79. right hemisphere. 80. left hemisphere. Additional Resources FiguresReferencesRelatedDetails Volume 21Issue 3November 2011 History Published in issue: Nov 1, 2011 Get Permissions Add to your Mendeley library Metrics Downloaded 94 times Topicsasha-topicsleader-topicsasha-article-typesasha-sigsCopyright & Permissions© 2011 American Speech-Language-Hearing AssociationPDF DownloadLoading ...