(5) Normal Difluency And The Development Of Stuttering Flashcards
Subcategories of stuttering characteristics
- Core behaviors
- Secondary behaviors
- Feelings and Attitudes
4.Underlying Processes
Describes the basic speech behaviors of stuttering. (State the 3 main behaviors)
Core behaviors
1. Repetition
2. Prolongation
3. Blocks
Speakers reactions to his or her repetitions, prolongations, and blocks, in on attempt to end them quickly or avoid them altogether
Secondary behaviors
Precipitate stutter
Feelings
Pervasive part of a person’s belief
Attitudes
Speculations about the process that may cause disfluencies or stuttering at each developmental level
Underlying Processes
Observed most frequently among children who are just beginning to stutter and are simply a sound, syllable, or single-syllable word that is repeated several times
Repetitions
Repetitions are usually the ___ you would observe among children who stutter
First core behaviors
What are the 2 more common repetitions than multisyllable word repetitions?
Single-syllable word repetition
Part-word repetition
No. of instances that children who stutter repeats a word or a syllable vs. No. of instances of repetition in typical disfluency
CWS: 2 or more instances
Typical Disfluency: 1 repetition
Stutters in which sound or airflow continues but movement of articulators is stopped
Prolongations
When does prolongations appear?
Appear later than repetitions but may be present at onset
Prolongations that are perceived abnormal
Prolongations as short as half a second
Rare cases of prolongations
Prolongations that lasts as long as several minutes
Person inappropriately stops the flow of air or voice and often the movement of articulators, as well
Blocks
Blocks are typically ___ to appear, and may be observed ____
Last core behavior; at or close to stuttering onset
As stuttering persists, blocks grow shorter, less tense, and no tremors are evident. True or False
False obvious ba
According to Van Riper, what does an individual do when they do blocks
- Close off the airway
- Increase air pressure behind the closure
- Squeezes their muscles particularly hard
Speakers attempt to terminate a stutter
Escape behaviors
Give examples of escape behaviors
- Eye blinks
- Head nods
- Interjections of extra sounds
Speakers attempt to prevent a stuttering when they anticipate stuttering on a word or in a situation
Avoidance behaviors
Commonly eye blinks and interjections of extra sounds, like “uh” said before the word on which stuttering is expected
Word-based avoidances
5 developmental levels of stuttering
- Normal disfluency
- Borderline stuttering (younger preschool)
- Beginning stuttering (older preschool)
- Intermediate stuttering (school-age)
- Advanced stuttering (older teens and adults)
8 common categories of normal disfluency
- Part-word repetition
- Single-word repetition
- Muti-syllabic word repetition
- Phrase repetition
- Interjections
- Revise-incomplete phrase
- Prolongations
- Tense pause
3 distinguishing features
- amount of disfluency
- # of units
- type of disfluency
As children get older, they are most likely to use multi-syllable words. True or false
True
Normally speaking preschool children have an average of how many disfluencies?
6 to 7 disfluencies every 100 words
How many unit repetitions do average children have?
1 to 2 unit repetitions
Most common types of disfluencies in normal disfluency
- interjections
- revisions
- whole-word repetitions
Two clusters of common dislfuency types according to Yari
- Repetition of speech segments of one syllable
- Interjections and revisions
Common core behavior in older children with normal disfluency
Revisions
Common core behavior in younger children with normal disfluency
Repetition
Secondary behaviors in normal disfluency
None!
*Tense pauses (not from disfluency reaction)
Feelings and attitudes in normal disfluency
Not aware; no concern
Underlying processes in normal disfluency
Stresses of speech language and psychosocial development processes
Core behaviors of borderline stuttering
- 11 or more disfluencies per 100 words
- More than 2 units in repetitions
- More repetitions and prolongations
- Less revisions or interjections
Describe disfluencies in borderline stuttering
Loose and relaxed
Secondary behaviors in borderline stuttering
None!
Feelings and attitudes in borderline stuttering
Not aware; may show momentary surprise or mild frustration
Underlying processes of borderline stuttering
- Stresses in speech language and processes
- Psychosocial development interacting with constitutional predisposition
Core behaviors in beginning stuttering
- Rapid, irregular, tense repetitions
- Fixed articulatory posture in blocks
- No interjections
Secondary behaviors in beginning stuttering
- Escape behaviors
- Increase in pitch and loudness
Feelings and attitudes in beginning stutterinhg
- Aware of disfluency
- Express frustration
Underlying processes in beginning stuttering
- Conditioned emotional reactions causing excess tension
- Instrumental conditioning resulting in escape behaviors
Describe the disfluency in beginning stuttering
Tension and awareness
Core behaviors of intermediate stuttering
- Blocks
- Prolongation and repetition
Secondary behaviors in intermediate stuttering
Escape and avoidance behaviors
Feelings and attitudes in intermediate stuttering
Fear, frustration, embarassment, and shame
Underlying processes in intermediate stuttering
- Condition emotional reactions causing excess tension
- Instrumental conditioning resulting in escape behaviors
(+) Avoidance Conditioning
Core behaviors in advance stuttering
- Long, tense blocks
- Some tremors
Secondary behaviors in advance stuttering
EXTENSIVE escape and avoidance behaviors
Feelings and attitudes in advance stuttering
- Fear, frustration, embarrassment, and shame
(+) Negative self-concept
Underlying processes in advance stuttering
- Conditioned emotional reactions causing excess tension
-Instrumental conditioning resulting in escape behaviors
(+) Cognitive learning
