(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
2
Q
Fluency came from the latin word ___
A
Fluentem — Flowing
3
Q
Describe fluency
A
Continuous and effortless flow of both movement and information; Effortless flow of speech
4
Q
Fluency refers to the __, __, __, and __ in speech production
A
Continuity, smoothness, rate, and effort
5
Q
This is when speakers hesitate when speaking, use fillers, or repeat a word or phrase
A
Typical disfluencies
6
Q
The two language and speech components of fluency
A
- Linguistic fluency
- Speech fluency
7
Q
Four components of linguistic fluency
A
- Syntactic fluency
- Semantic fluency
- Phonologic fluency
- Pragmatic fluency
8
Q
When a speaker can use a variety of forms in order to put together increasingly complex sentence structures
A
Syntactic fluency
9
Q
When a speaker have a large vocabulary repetoire
A
Semantic fluency
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
11
Q
When a speaker is able to respond appropriately and in a timely manner in various contexts
A
Pragmatic fluency
12
Q
Three components of speech fluency
A
- Continuity
- Rate
- Effort
13
Q
Refers to logical sequencing of syllables and words
A
Continuity
14
Q
Continuity also refers to the __
A
Presence and absence of pauses
15
Q
Another aspect of continuity which refers to disruption in the flow of sound
A
Pauses
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
17
Q
2 types of pauses (Explain each)
A
- Conventional Pauses — Used by a speaker in order to signal a linguistically important event
- Idiosyncratic Pauses — When a speaker hesitates or becomes uncertain about what is being said
18
Q
2 characteristics of pauses (Explain)
A
- Unfilled pauses — silence lasting longer than approximately 250 miliseconds
- 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
19
Q
The number of syllables that a speaker produces per sound
A
Rate
20
Q
Variations of rate are seen due to the following factors:
A
- Formality of the speaking situation
- Time pressure
- Interference from background noise or competing messages
21
Q
When speaking in a ___ environment, speakers are likely to ____
A
Noisy; Slow down
22
Q
If a speaker is producing a ___ utterance, the rate of the speech is likely to be more ___
A
Lengthy; Rapid
23
Q
Most important dimension of fluency
A
Effort
24
Q
Most important dimension of fluency
A
Effort
25
2 types of effort
1. Linguistic planning
2. Muscle movement
26
What is linguistic planning?
- Language
- Finding the right words or putting words together (syntactic)
27
What is muscle movement?
- Motoric, speech
- Movement of the articulators
28
Most sensitive indicator of fluent speech
Listeners perception of effort
29
Fluent speech is effortless in two distinct ways: It requires __ and __
Thought and muscular exertion
30
Characterized by little sensation of opposition of the articulators or constriction of airflow
Fluent speech
31
Ingham and Cordes viewed effort as both the __ necessary for concentrating on the message and the __ necessary for producing speech
Cognitive effort; Muscular effort or exertion
32
Sounds natural to listeners
Normally fluent speech
33
Examples of normal disfluencies:
- Interjections
- Revisions
- Whole-word repetitions
34
Normally fluent speech is associated by/with:
- 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
35
Interruption in the flow of speaking
Fluency disorder
36
Fluency disorder can be characterized by:
Atypical rate, rhythm, and disfluencies
37
Fluency disorder can be accompanied by:
Excessive tension, speaking avoidance, struggle behaviors, and secondary mannerisms
38
People with fluency disorders experience:
Psychological, emotional, social and functional impacts
39
Refer to the fluency breaks of **normal speakers**
Disfluency
40
Describe the **abnormal fluency breaks** of PWS
Dysfluency
41
What does “dis-“ mean in disfluency
Reversal, separation, or duplication
42
What does “dys-“ mean in dysfluency
Difficult, impaired, painful, bad, or disordered
43
Normal fluency breaks/disfluencies include:
- Phrase repetitions
- Interjections/gap fillers
- Pauses
- Sentence revisions/ false starts
44
Stuttering-like behaviors thought as a transient phenomenon characterized by a child’s easy repetitions of syllables and words
Primary Stuttering / Primary Behaviors
45
In primary stuttering/behavior, the child is typically __ of these events and displays no special effort or tension during speaking
Unaware
46
Initial motoric behaviors taking place in the speech production mechanism have been referred to as ___
Core, alpha, or pure fluency behaviors
47
Learned responses resulting from the child’s attempt to cope with the initial breaks in speech flow
Secondary behaviors
48
Secondary stuttering/secondary behaviors begin when speaker becomes ___ of and responds to these core behaviors that “real” or “secondary stuttering” began
Aware
49
2 broad classes of secondary behavior
1. Escape behaviors
2. Avoidance behaviors
50
Speaker attempts to terminate a stutter and finish the word
Escape behaviors
51
Speakers attempt to prevent stuttering then he or she anticipates stuttering on a word or in a situation
Avoidance behaviors
52
Other behaviors like head nodding or eye blinking when speaking
Physical concomitant behaviors
53
Stuttering = Stammering. True or false
True
54
Stuttering is more than just disfluencies, it also include __ and __
Tension and negative feelings
55
Types of disfluencies in stuttering
1. Repetitions
2. Prolongations
3. Blocks
56
Pause is detrimental of stuttering. True or false?
False
57
Characterized by unusually high rates of repetition, prolongation, and/or blockage that interrupt the flow and rhythm of speech
Stuttering
58
Feelings and attitudes does not affect stuttering. True or false?
False
59
A person who stutters may also stutter less if others tease them or bring attention to their speech. True or false?
False
60
Interruption of speech in a typically developing individual
Normal fluency breaks
61
Normal fluency breaks can be a result from __
Linguistic uncertainty
62
What is linguistic uncertainty?
Speaker is hesitating because he has not yet formulated how to express himself
63
Examples of typical disfluencies and are not stuttering
- Interjection
- Repeating whole words
- Repeating phrases
- Revision
- Not finishing a thought
64
Types of disfluencies when someone stutters
1. Part-word repetitions
2. One-syllable word repetitions
3. Prolonged sounds
4. Blocks or stops
65
Differentiate stops vs blocks
Stops — pauses; tension to produce the word
Blocks — stoppage of air flow
66
2 categories of fluency breaks
1. Formulative fluency breaks
2. Motoric fluency breaks
67
Linguistic in nature, formulation of a sentence, looking for words to explain
Formulative fluency breaks
68
Formulative fluency breaks can be characterized by:
- Breaks between whole word, phrases, and larger syntactic units
- Interjections between whole-word or larger syntactic units
69
Motoric fluency breaks can be characterized by:
- 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
More typical of speakers who stutter but may occur in normally fluent speakers during conditions of communicative or emotional stress
Motoric fluency breaks
71
Term used to indicate how widespread a disorder is
Prevalence
72
Index of how many people have stuttered at some time in their lives
Incidence
73
Described on terms of major factors that help to distinguish children who are experiencing the onset of stuttering from their fluent peers
Epidemiological attributes
74
5 characteristics at the onset of stuttering
- Age and Gender
- Rate and Uniformity of Onset
- Stuttering-like disfluencies (SLDs)
- Clustering of disfluencies
- Awareness and reaction of the child to disfluency
75
When does stuttering usually start?
Between 2 and 6 years of age
76
Stuttering that persists more than 5 or 6 years old
Persistent stuttering
77
How many months of normal periods of disfluency does children go through?
Less than 6 months
78
Stuttering rarely begins after the early childhood years. True or false?
True
79
Who is most likely to continue stuttering, boys or girls? They also tend to stutter more. (Explain)
Boys. May natural recovery yung girls
80
Stuttering but the child is still unaware
Borderline stuttering
81
The nature of the fluency characteristics at onset is closely related to the rate of onset. True or false
True
82
What does yairi and colleagues indicate about rate and uniformity of onset?
Onset of developmental stuttering is not necessarily gradual or uniform
83
Children who start stuttering at the age __ later are more likely to continue stuttering.
3 and 1/2
84
Three basic types of disfluencies in SLDs
1. Part-word repetition
2. Single-syllable word repetition
3. Disrhythmic phonations
85
Why are they called stuttering-like disfluencies?
SLDs are present in the onset: possible na may chance pa na mag dissolve
86
Children in the early stages of stuttering tend to repeat at a faster rate than children who do not stutter. True or false?
True
87
Combination of two or different stuttering-like disfluencies
Clustering of disfluencies
88
What is the awareness and reacion of the child to disfluency
Generally low awareness of stuttering in onset
89
Fluency is highly variable and the child awareness of his or her disfluencies is momentary. True or false
True
90
2 conditions contributing to onset
- More influential factors
- Less influential factors
91
Give examples of more influential factors
- Age
- Gender
- Twinning
- Genetic factors
- Cognitive abilities
- Motor abilities
- Speech and language development
- Response to emotional events
- Social-communication demands at home
92
Give examples of less influential factors
- Physical development and illness
- Culture, nationality, and socioeconomic status
- Blingualism
- Imitation
