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FLUENCY > (5) Normal Difluency And The Development Of Stuttering > Flashcards

(5) Normal Difluency And The Development Of Stuttering Flashcards

1
Q

Subcategories of stuttering characteristics

A
  1. Core behaviors
  2. Secondary behaviors
  3. Feelings and Attitudes
    4.Underlying Processes
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2
Q

Describes the basic speech behaviors of stuttering. (State the 3 main behaviors)

A

Core behaviors
1. Repetition
2. Prolongation
3. Blocks

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3
Q

Speakers reactions to his or her repetitions, prolongations, and blocks, in on attempt to end them quickly or avoid them altogether

A

Secondary behaviors

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4
Q

Precipitate stutter

A

Feelings

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5
Q

Pervasive part of a person’s belief

A

Attitudes

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6
Q

Speculations about the process that may cause disfluencies or stuttering at each developmental level

A

Underlying Processes

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7
Q

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

A

Repetitions

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8
Q

Repetitions are usually the ___ you would observe among children who stutter

A

First core behaviors

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9
Q

What are the 2 more common repetitions than multisyllable word repetitions?

A

Single-syllable word repetition
Part-word repetition

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10
Q

No. of instances that children who stutter repeats a word or a syllable vs. No. of instances of repetition in typical disfluency

A

CWS: 2 or more instances
Typical Disfluency: 1 repetition

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11
Q

Stutters in which sound or airflow continues but movement of articulators is stopped

A

Prolongations

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12
Q

When does prolongations appear?

A

Appear later than repetitions but may be present at onset

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13
Q

Prolongations that are perceived abnormal

A

Prolongations as short as half a second

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14
Q

Rare cases of prolongations

A

Prolongations that lasts as long as several minutes

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15
Q

Person inappropriately stops the flow of air or voice and often the movement of articulators, as well

A

Blocks

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16
Q

Blocks are typically ___ to appear, and may be observed ____

A

Last core behavior; at or close to stuttering onset

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17
Q

As stuttering persists, blocks grow shorter, less tense, and no tremors are evident. True or False

A

False obvious ba

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18
Q

According to Van Riper, what does an individual do when they do blocks

A
  • Close off the airway
  • Increase air pressure behind the closure
  • Squeezes their muscles particularly hard
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19
Q

Speakers attempt to terminate a stutter

A

Escape behaviors

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20
Q

Give examples of escape behaviors

A
  • Eye blinks
  • Head nods
  • Interjections of extra sounds
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21
Q

Speakers attempt to prevent a stuttering when they anticipate stuttering on a word or in a situation

A

Avoidance behaviors

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22
Q

Commonly eye blinks and interjections of extra sounds, like “uh” said before the word on which stuttering is expected

A

Word-based avoidances

23
Q

5 developmental levels of stuttering

A
  1. Normal disfluency
  2. Borderline stuttering (younger preschool)
  3. Beginning stuttering (older preschool)
  4. Intermediate stuttering (school-age)
  5. Advanced stuttering (older teens and adults)
24
Q

8 common categories of normal disfluency

A
  1. Part-word repetition
  2. Single-word repetition
  3. Muti-syllabic word repetition
  4. Phrase repetition
  5. Interjections
  6. Revise-incomplete phrase
  7. Prolongations
  8. Tense pause
25
Q

3 distinguishing features

A
  • amount of disfluency
  • # of units
  • type of disfluency
26
Q

As children get older, they are most likely to use multi-syllable words. True or false

A

True

27
Q

Normally speaking preschool children have an average of how many disfluencies?

A

6 to 7 disfluencies every 100 words

28
Q

How many unit repetitions do average children have?

A

1 to 2 unit repetitions

29
Q

Most common types of disfluencies in normal disfluency

A
  • interjections
  • revisions
  • whole-word repetitions
30
Q

Two clusters of common dislfuency types according to Yari

A
  1. Repetition of speech segments of one syllable
  2. Interjections and revisions
31
Q

Common core behavior in older children with normal disfluency

A

Revisions

32
Q

Common core behavior in younger children with normal disfluency

A

Repetition

33
Q

Secondary behaviors in normal disfluency

A

None!
*Tense pauses (not from disfluency reaction)

34
Q

Feelings and attitudes in normal disfluency

A

Not aware; no concern

35
Q

Underlying processes in normal disfluency

A

Stresses of speech language and psychosocial development processes

36
Q

Core behaviors of borderline stuttering

A
  • 11 or more disfluencies per 100 words
  • More than 2 units in repetitions
  • More repetitions and prolongations
  • Less revisions or interjections
37
Q

Describe disfluencies in borderline stuttering

A

Loose and relaxed

38
Q

Secondary behaviors in borderline stuttering

A

None!

39
Q

Feelings and attitudes in borderline stuttering

A

Not aware; may show momentary surprise or mild frustration

40
Q

Underlying processes of borderline stuttering

A
  • Stresses in speech language and processes
  • Psychosocial development interacting with constitutional predisposition
41
Q

Core behaviors in beginning stuttering

A
  • Rapid, irregular, tense repetitions
  • Fixed articulatory posture in blocks
  • No interjections
42
Q

Secondary behaviors in beginning stuttering

A
  • Escape behaviors
  • Increase in pitch and loudness
43
Q

Feelings and attitudes in beginning stutterinhg

A
  • Aware of disfluency
  • Express frustration
44
Q

Underlying processes in beginning stuttering

A
  • Conditioned emotional reactions causing excess tension
  • Instrumental conditioning resulting in escape behaviors
45
Q

Describe the disfluency in beginning stuttering

A

Tension and awareness

46
Q

Core behaviors of intermediate stuttering

A
  • Blocks
  • Prolongation and repetition
47
Q

Secondary behaviors in intermediate stuttering

A

Escape and avoidance behaviors

48
Q

Feelings and attitudes in intermediate stuttering

A

Fear, frustration, embarassment, and shame

49
Q

Underlying processes in intermediate stuttering

A
  • Condition emotional reactions causing excess tension
  • Instrumental conditioning resulting in escape behaviors
    (+) Avoidance Conditioning
50
Q

Core behaviors in advance stuttering

A
  • Long, tense blocks
  • Some tremors
51
Q

Secondary behaviors in advance stuttering

A

EXTENSIVE escape and avoidance behaviors

52
Q

Feelings and attitudes in advance stuttering

A
  • Fear, frustration, embarrassment, and shame
    (+) Negative self-concept
53
Q

Underlying processes in advance stuttering

A
  • Conditioned emotional reactions causing excess tension
    -Instrumental conditioning resulting in escape behaviors
    (+) Cognitive learning

FLUENCY (5 decks)

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