ABC's of stuttering Flashcards
Affective:
behavioral:
cognitive:
emotions
stuttering behaviors, other disfluencies, coping behaviors
thoughts related to stuttering, speech-associated attitude
Affective component of stuttering:
loss of
involuntary
feeling
control
nature of stuttering
stuck
affect before, during and after stuttering:
PRIOR to stuttering block
during stuttering
following stuttering: - - .. immediately following stuttering -.. about further stuttering -feeling of -
anticipation
apprehension
avoidance reaction
reaction of confusion
blankness
momentary loss of contact
frustration exasperation -relief or tension reduction -anxiety -feeling of shame and guilt embarrassment
additional affective impacts of stuttering: - - - -
denial
resistance
anger
acceptance
secondary/coping behaviors:
associated with
important to assess but?
variety of terms:
stuttering
may not be present
associated -concomitant -secondary -coping - accompanying -accessory - secondary to stuttering - factor II behaviors
Coping behaviors:overt moments any .. behaviors -may lack -visible -movements of closely associated with
part of body may participate -voluntary -awareness -torso,arms, hands, legs a stuttering moment
Coping behaviors: overt verbal behaviors
- interjected
- some
- usually occur in
also:
vocal …
- absence of
- might be a
- impacts
speech fragments
- crossover with other disfluencies
- immediate conjunction with observable stuttering
- circumlocutions, word substitutions
abnormalities:
- normal pitch variation
- left over of fluency shaping procedures
- of associated vocal behaviors
meaning of secondary/coping behaviors:
- adopted as a device for
- might be ?
- performed relatively ? especially when they ?
minimizing stuttering
effective at first, but loses its effect
automatically and unconsciously/ persisted for some time
assessment of behaviors secondary to stuttering
behavior checklist - - - prompt: to help your sounds or words come out without trouble ?
SSI-4 Riley & Riley
children form
adult form
self-report assessments
do you?
section 3: observations of a few concomitants scored on a severity rating scale
coping behaviors: treatment
awareness training:
omission training
in clinician
in client - on video
in client - real time
thoughts that may be associated with negative speech-associated attitude
-stuttering is speech is listener is conviction of an inability rigid unrealistic concept of nonstutterers as people who are
shameful
- unpleasant and threatening
- critical, pitying
- to speak normally
- self-concept as a poor communicator
- completely fluent and without anxiety
speech-associated attitude is significantly more negative among
speech-associated attitude is significantly more negative among
attitude is also significantly more negative among ?
adults who stutter compared to non stuttering peers
school-age children who stutter compared to non stuttering peers
preschoolers and kindergartners who stutter
ABC's of stuttering at school and work: word and or ?? across lifespan concerns about college students' attitude toward limited reduction in habit of looking
situation avoidance words and sounds stuttering tends to influence their personality, home, school, vocational environment -participation social life -ahead in search for danger
ABC's at work and school cont.: avoid speaking with professional impact: -perception that -take jobs -expect little -PWS turn down
instructors/supervisors
- stuttering limits career options
- which they are overqualified
- vocational success
- job or promotion opportunities
Stuttering in conversation:
may have less practice in:
-little
-fewer
listener reactions:
- view PWS as
- preschoolers are aware of
- PWS are more likely to be
- positive reactions are prominent when
nonverbal behaviors of PWS
- back channel behavior
- turn taking switches
anxious and shy
- stuttered versus normal speech
- bullied or rejected by peers
- listener knows someone who stutters
