1) When interacting with a student who stutters, a speech therapist should: a) Rush the student to complete their thoughts. b) Interrupt frequently to correct speech errors. c) Maintain a calm and supportive behavior. d) Focus on the student's stutter rather than their message. 2) To help the student feel more comfortable during therapy sessions, the speech therapist should: a) Make frequent comparisons to other students with stuttering. b) Maintain a serious atmosphere. c) Avoid using jargon or technical terms. d) Create a warm, supportive, and non-judgmental environment. 3) To improve fluency skills, the speech therapist should encourage the student to: a) Practice fluency techniques only in the therapy session. b) Limit opportunities to speak in everyday situations. c) Avoid using fluent speech in situations where stuttering is possible. d) Apply fluency strategies in a variety of communication contexts. 4) To address the psychosocial impact of stuttering, a speech therapist can: a) Focus only on improving the student's fluency. b) Encourage the student to avoid situations that trigger anxiety. c) Emphasize the importance of self-esteem and confidence. d) Recommend medication to manage anxiety and stress. 5) How can a speech therapist build trust and rapport with a student who stutters? a) Demonstrate empathy and understanding of the student's problems. b) Explain the various methods and strategies of speech therapy. c) Focus on the student's stuttering. d) Spend as little time and attention as possible on the student. 6) What is the importance of creating a relaxed and comfortable atmosphere during speech therapy sessions? a) It helps to reduce anxiety and diffidence in the student. b) It allows the therapist to focus on the technical aspects of speech therapy. c) It ensures that the student is actively engaged in the therapy process. d) It provides the therapist with a controlled environment to observe the student's speech. 7) What is the primary goal of providing support and encouragement to a student with stuttering? a) To make the student feel ashamed of their stuttering b) To help the student understand that their stuttering is a sign of weakness c) To boost the student's confidence and self-esteem d) To pressure the student to stop stuttering altogether 8) Which of the following is NOT a relaxation technique that a speech therapist may use to help a student with stuttering? a) Deep breathing b) Progressive muscle relaxation c) Counting to ten before speaking d) Visualization exercises 9) Which of the following is NOT a fluency-enhancing technique that a speech therapist may use with a student with stuttering? a) Easy onset of phonation b) Prolonged vowel sounds c) Easy speech d) Speaking in a monotone voice 10) What is an effective strategy for a speech therapist to use when working with a student who avoids speaking due to stuttering? a) Discourage students when they stognate or degrade therapy progress. b) Provide opportunities for the student to practice speaking in a supportive environment. c) Don't give the student feedback on their stuttering patterns and progress. d) Set unrealistic expectations for the student's fluency improvement.

Features of Communication between a Speech Therapist and Students with Stuttering

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