(3) Developmental, Learning, And Environmental Factors In Stuttering Flashcards
Developmental and environmental influences can interact with __, __, and __ factors to precipitate stuttering
Sensory-motor, language, and emotional factors
Developmental, learning, and environmental factors in stuttering can be a part of child’s development and may be common environmental situations. True or false?
True
Developmental, learning, and environmental factors may have a:
- Gradual or cumulative effects
- Appears out of nowhere, diminishes and may or may not reappear
Almost all onset of stuttering occur when children are developing most rapidly during their ___
Preschool years
Evidence of environmental influences comes in part from clinical reports of:
Particular stresses sometimes associated with the onset of stuttering and its remission when these stresses are lessened
What are the cultures wherein there are higher incidences of stuttering
Cultures that are more competitive with high standards and less tolerance of differences
Influences that act upon stuttering once it begins
Types of learning or learning factors (classical, operant, and avoidance conditioning)
Learning factors can escalate __
Mild, repetitive stuttering to severe blocking with a complex pattern of extra sounds, substituted words, and avoidance of speaking situations
Four developmental factors
- Physical and motor development
- Speech and language development
- Cognitive development
- Social and emotional development
Concept that the brain has a limited amount of resources that can be applied to tasks such as learning to speak and learning to walk
Competition for Neural Resources
Why is the problem of shared resources more acute in children?
Because their immature nervous systems have less processing capacity to share
This is the age wherein children grow, their bodies get bigger, their nervous systems form new pathways and new connections, and their perceptual and motor skills improve with maturation and practice
Between 1 and 6 years old
This may provide more “functional cerebral space” that supports fluency, but it also spurs development of other motor behaviors that may compete with fluency for available neuronal resources
Neurological maturation
Which developmental factor states that: several studies have found that children who stutter to be somewhat delayed as a group compared to non-stuttering children
Physical and motor development
Most stuttering begins at what age? (What happens in that age)
Between ages 2 and 4; Children acquire new sounds and learn new words almost by the hours
Areas of the brain used for _____ are compromised in children who stutter
Integration of articulator planning, sensory feedback, and motor execution
What developmental factor states that: planning and production of speech and language may use atypical neural pathways that may be slow or inefficient
Speech and Language Development
There are greater demands when a child produces longer, faster, and more complex sentences. True or false
True
What tasks used in different neural networks must be orchestrated precisely so that each element is in place at the proper time as utterances are produced
- Segment selection
- Grammatical formulation
- Prosodic planning
Development of maladaptive learning, or development of compensatory strategies paving way to normal speech
Speech traffic jam
Speech and language delays or difficulties are more common among children who stutter than those who don’t. True or false
True
Growth of perception, attention, working memory, and executive functions that play roles in spoken language but are separate from It
Cognitive development
2 ways on how cognitive development affects stuttering
- Spurts in cognitive development may accompany the onset of stuttering as well as sudden increases in stuttering
- As a child who stutters develops more advanced cognitive abilities, he is more likely to become aware and even self-conscious of his stuttering
What age do children’s cognition mature enough? (What happens in this age)
Between ages 3 and 4; They internalize the standards of behavior of those around them, including peers
Effects on strong emotions on speech
Social and emotional development
This is commonly mentioned in the literature as a stimulus that elicits disfluency
Excitement
All children speak more fluently during periods of excitement. True or false
False
Both stuttering and normal disfluency seem to occur most often or noticeably during __
States of transitory emotional arousal
What are the two stages of social and emotional development
- Emotional security
- Self-consciousness and sensitivity
A child’s resentment at having to share his mother’s attention may elicit feelings of anger, aggression, and guilt
Emotional security
Reflects the child’s growing awareness of how he is performing relative to adult expectations
Self-consciousness and Sensitivity
Evidence of self-awareness
Self-corrections a child makes in his speech
Three environmental factors
- Parents
- Speech and language environment
- Life events
The communication style that characterizes people in a child’s environment
Speech and language environment
Stressful adult speech models
- Rapid speech rate
- Polysyllabic vocabulary
- Complex syntax
- Use of two language in home
They may have may have an ameliorating effect on a child’s vulnerable temperament, making it possible for a child who begins to stutter and who is emotionally reactive to recover from stuttering
Parents
Stressful speaking situations for children
- Competition for speaking
- Frequent interruptions
- Demand for display speech
- Hurried when speaking
- Frequent questions
- Excited when speaking
Happenings in a child’s life that may stress the child
Life events
Give life events in which parents first noticed their child’s stuttering
- The child’s family moves to a new house, a new neighborhood, or a new city.
- The child’s parents separate or divorce.
- A family member dies.
- A family member is hospitalized.
- The child is hospitalized.
- A parent loses his or her job.
- A baby is born, or a child is adopted.
- An additional person comes to live in the house.
- One or both parents go away frequently or for a long period of time.
- Holidays or visits occur, which cause a change in routine, excitement, or anxiety.
- A discipline problem involving the child.
Three learning factors
- Classical conditioning
- Operant conditioning
- Avoidance conditioning
What are the things needed for classical conditioning to occur:
- Neutral stimulus
- Conditioned stimulus
- Unconditioned stimulus
- Unconditioned response
A stimulus that reliably elicits a response
Unconditioned stimulus
Response it elicits-often a reflexive or hardwired response
Unconditioned response
Following a behavior with a reward or punishment so that the behavior becomes more frequent (if rewarded) or less frequent (if punished)
Operant conditioning
This type of learning occurs when a person uses a behavior to try to prevent an unpleasant occurrence by doing something
Avoidance conditioning
