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FLUENCY > (1) Nature Of Stuttering And Dysfluencies > Flashcards

(1) Nature Of Stuttering And Dysfluencies Flashcards

1
Q

Describes what the listener perceives when listening to someone who is truly adept at producing speech

A

Fluency

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2
Q

Fluency came from the latin word ___

A

Fluentem — Flowing

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3
Q

Describe fluency

A

Continuous and effortless flow of both movement and information; Effortless flow of speech

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4
Q

Fluency refers to the __, __, __, and __ in speech production

A

Continuity, smoothness, rate, and effort

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5
Q

This is when speakers hesitate when speaking, use fillers, or repeat a word or phrase

A

Typical disfluencies

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6
Q

The two language and speech components of fluency

A
  1. Linguistic fluency
  2. Speech fluency
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7
Q

Four components of linguistic fluency

A
  1. Syntactic fluency
  2. Semantic fluency
  3. Phonologic fluency
  4. Pragmatic fluency
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8
Q

When a speaker can use a variety of forms in order to put together increasingly complex sentence structures

A

Syntactic fluency

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9
Q

When a speaker have a large vocabulary repetoire

A

Semantic fluency

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10
Q

When a speaker is capable of producing sequences of sound of increasing length and complexity in languages that are both familiar and unfamiliar

A

Phonologic fluency

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11
Q

When a speaker is able to respond appropriately and in a timely manner in various contexts

A

Pragmatic fluency

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12
Q

Three components of speech fluency

A
  1. Continuity
  2. Rate
  3. Effort
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13
Q

Refers to logical sequencing of syllables and words

A

Continuity

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14
Q

Continuity also refers to the __

A

Presence and absence of pauses

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15
Q

Another aspect of continuity which refers to disruption in the flow of sound

A

Pauses

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16
Q

Despite a continual flow of sound and the absence of pauses, the speech is not thought of as fluent if unnecessary or illogical sounds or words are present. True or False?

A

True

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17
Q

2 types of pauses (Explain each)

A
  1. Conventional Pauses — Used by a speaker in order to signal a linguistically important event
  2. Idiosyncratic Pauses — When a speaker hesitates or becomes uncertain about what is being said
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18
Q

2 characteristics of pauses (Explain)

A
  1. Unfilled pauses — silence lasting longer than approximately 250 miliseconds
  2. Filled pauses — fillers such as “ah”, “err”, “uh”, and “um” are used to make a continuous flow of sound but essentially disrupts the flow of information
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19
Q

The number of syllables that a speaker produces per sound

A

Rate

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20
Q

Variations of rate are seen due to the following factors:

A
  1. Formality of the speaking situation
  2. Time pressure
  3. Interference from background noise or competing messages
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21
Q

When speaking in a ___ environment, speakers are likely to ____

A

Noisy; Slow down

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22
Q

If a speaker is producing a ___ utterance, the rate of the speech is likely to be more ___

A

Lengthy; Rapid

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23
Q

Most important dimension of fluency

A

Effort

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24
Q

Most important dimension of fluency

A

Effort

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25
Q

2 types of effort

A
  1. Linguistic planning
  2. Muscle movement
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26
Q

What is linguistic planning?

A
  • Language
  • Finding the right words or putting words together (syntactic)
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27
Q

What is muscle movement?

A
  • Motoric, speech
  • Movement of the articulators
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28
Q

Most sensitive indicator of fluent speech

A

Listeners perception of effort

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29
Q

Fluent speech is effortless in two distinct ways: It requires __ and __

A

Thought and muscular exertion

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30
Q

Characterized by little sensation of opposition of the articulators or constriction of airflow

A

Fluent speech

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31
Q

Ingham and Cordes viewed effort as both the __ necessary for concentrating on the message and the __ necessary for producing speech

A

Cognitive effort; Muscular effort or exertion

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32
Q

Sounds natural to listeners

A

Normally fluent speech

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33
Q

Examples of normal disfluencies:

A
  • Interjections
  • Revisions
  • Whole-word repetitions
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34
Q

Normally fluent speech is associated by/with:

A
  • listeners with faster speech rates within the normal range
  • less cognitive effort
  • speakers with feeling good about speaking
  • speakers who are focuses on communicating a message rather than paying attention to the process of speaking
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35
Q

Interruption in the flow of speaking

A

Fluency disorder

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36
Q

Fluency disorder can be characterized by:

A

Atypical rate, rhythm, and disfluencies

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37
Q

Fluency disorder can be accompanied by:

A

Excessive tension, speaking avoidance, struggle behaviors, and secondary mannerisms

38
Q

People with fluency disorders experience:

A

Psychological, emotional, social and functional impacts

39
Q

Refer to the fluency breaks of normal speakers

A

Disfluency

40
Q

Describe the abnormal fluency breaks of PWS

A

Dysfluency

41
Q

What does “dis-“ mean in disfluency

A

Reversal, separation, or duplication

42
Q

What does “dys-“ mean in dysfluency

A

Difficult, impaired, painful, bad, or disordered

43
Q

Normal fluency breaks/disfluencies include:

A
  • Phrase repetitions
  • Interjections/gap fillers
  • Pauses
  • Sentence revisions/ false starts
44
Q

Stuttering-like behaviors thought as a transient phenomenon characterized by a child’s easy repetitions of syllables and words

A

Primary Stuttering / Primary Behaviors

45
Q

In primary stuttering/behavior, the child is typically __ of these events and displays no special effort or tension during speaking

A

Unaware

46
Q

Initial motoric behaviors taking place in the speech production mechanism have been referred to as ___

A

Core, alpha, or pure fluency behaviors

47
Q

Learned responses resulting from the child’s attempt to cope with the initial breaks in speech flow

A

Secondary behaviors

48
Q

Secondary stuttering/secondary behaviors begin when speaker becomes ___ of and responds to these core behaviors that “real” or “secondary stuttering” began

A

Aware

49
Q

2 broad classes of secondary behavior

A
  1. Escape behaviors
  2. Avoidance behaviors
50
Q

Speaker attempts to terminate a stutter and finish the word

A

Escape behaviors

51
Q

Speakers attempt to prevent stuttering then he or she anticipates stuttering on a word or in a situation

A

Avoidance behaviors

52
Q

Other behaviors like head nodding or eye blinking when speaking

A

Physical concomitant behaviors

53
Q

Stuttering = Stammering. True or false

A

True

54
Q

Stuttering is more than just disfluencies, it also include __ and __

A

Tension and negative feelings

55
Q

Types of disfluencies in stuttering

A
  1. Repetitions
  2. Prolongations
  3. Blocks
56
Q

Pause is detrimental of stuttering. True or false?

A

False

57
Q

Characterized by unusually high rates of repetition, prolongation, and/or blockage that interrupt the flow and rhythm of speech

A

Stuttering

58
Q

Feelings and attitudes does not affect stuttering. True or false?

A

False

59
Q

A person who stutters may also stutter less if others tease them or bring attention to their speech. True or false?

A

False

60
Q

Interruption of speech in a typically developing individual

A

Normal fluency breaks

61
Q

Normal fluency breaks can be a result from __

A

Linguistic uncertainty

62
Q

What is linguistic uncertainty?

A

Speaker is hesitating because he has not yet formulated how to express himself

63
Q

Examples of typical disfluencies and are not stuttering

A
  • Interjection
  • Repeating whole words
  • Repeating phrases
  • Revision
  • Not finishing a thought
64
Q

Types of disfluencies when someone stutters

A
  1. Part-word repetitions
  2. One-syllable word repetitions
  3. Prolonged sounds
  4. Blocks or stops
65
Q

Differentiate stops vs blocks

A

Stops — pauses; tension to produce the word
Blocks — stoppage of air flow

66
Q

2 categories of fluency breaks

A
  1. Formulative fluency breaks
  2. Motoric fluency breaks
67
Q

Linguistic in nature, formulation of a sentence, looking for words to explain

A

Formulative fluency breaks

68
Q

Formulative fluency breaks can be characterized by:

A
  • Breaks between whole word, phrases, and larger syntactic units
  • Interjections between whole-word or larger syntactic units
69
Q

Motoric fluency breaks can be characterized by:

A
  • Breaks between sounds or syllables
  • Obvious effort or tension
  • Pauses with a possible cessation of airflow and voicing
  • Excessive prolongation of sounds or syllables
70
Q

More typical of speakers who stutter but may occur in normally fluent speakers during conditions of communicative or emotional stress

A

Motoric fluency breaks

71
Q

Term used to indicate how widespread a disorder is

A

Prevalence

72
Q

Index of how many people have stuttered at some time in their lives

A

Incidence

73
Q

Described on terms of major factors that help to distinguish children who are experiencing the onset of stuttering from their fluent peers

A

Epidemiological attributes

74
Q

5 characteristics at the onset of stuttering

A
  • Age and Gender
  • Rate and Uniformity of Onset
  • Stuttering-like disfluencies (SLDs)
  • Clustering of disfluencies
  • Awareness and reaction of the child to disfluency
75
Q

When does stuttering usually start?

A

Between 2 and 6 years of age

76
Q

Stuttering that persists more than 5 or 6 years old

A

Persistent stuttering

77
Q

How many months of normal periods of disfluency does children go through?

A

Less than 6 months

78
Q

Stuttering rarely begins after the early childhood years. True or false?

A

True

79
Q

Who is most likely to continue stuttering, boys or girls? They also tend to stutter more. (Explain)

A

Boys. May natural recovery yung girls

80
Q

Stuttering but the child is still unaware

A

Borderline stuttering

81
Q

The nature of the fluency characteristics at onset is closely related to the rate of onset. True or false

A

True

82
Q

What does yairi and colleagues indicate about rate and uniformity of onset?

A

Onset of developmental stuttering is not necessarily gradual or uniform

83
Q

Children who start stuttering at the age __ later are more likely to continue stuttering.

A

3 and 1/2

84
Q

Three basic types of disfluencies in SLDs

A
  1. Part-word repetition
  2. Single-syllable word repetition
  3. Disrhythmic phonations
85
Q

Why are they called stuttering-like disfluencies?

A

SLDs are present in the onset: possible na may chance pa na mag dissolve

86
Q

Children in the early stages of stuttering tend to repeat at a faster rate than children who do not stutter. True or false?

A

True

87
Q

Combination of two or different stuttering-like disfluencies

A

Clustering of disfluencies

88
Q

What is the awareness and reacion of the child to disfluency

A

Generally low awareness of stuttering in onset

89
Q

Fluency is highly variable and the child awareness of his or her disfluencies is momentary. True or false

A

True

90
Q

2 conditions contributing to onset

A
  • More influential factors
  • Less influential factors
91
Q

Give examples of more influential factors

A
  • Age
  • Gender
  • Twinning
  • Genetic factors
  • Cognitive abilities
  • Motor abilities
  • Speech and language development
  • Response to emotional events
  • Social-communication demands at home
92
Q

Give examples of less influential factors

A
  • Physical development and illness
  • Culture, nationality, and socioeconomic status
  • Blingualism
  • Imitation

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