Ch. 6: Fluency & Its Disorders Flashcards
Fluent Speech
Type of speech that is produced with relative ease (less effort and tension), that is flowing, smooth, continuous, relatively rapid, normally rhythmic, and free from an excessive amount or duration of dysfluencies.
Stuttered Speech
Type of speech that is produced with greater than normal amount of effort. It is halting, does not have flow, is discontinuous, not smooth, and may be slow with abnormal rhythm.
Moment
The act of stuttering that is observed in a time duration.
Event
The act of stuttering that is observed in a time duration.
Cerebral Dominance Theory
According to this theory, persons who stutter (as a group) are less likely than their fluent peers to have developed unilateral cerebral dominance. They are often ambidextrous. Thus, these people stutter because of their lack of unilateral dominance. Known to be questionable.
Repetitions
Saying the same element of speech more than once.
Part-Word Repetitions
Also known as sound or syllable repetitions. Repetition of a part of a word or a sound or syllable. E.g., “S-S-S-Saturday” or “Sa-Sa-Sa-Saturday”
Whole-Word Repetitions
Repetition of an entire word more than once. Word repeted may be single or multiple syllables. E.g., “I-I-I-I am fine” or “could-could-could-could not do it”
Phrase Repetitions
Repetition of more than one words. E.g., “I am-I am-I am fine” or “could not-could not-could not do it”
Sound Prolongations
Sounds produced for a duration longer than typical. E.g., “Lllllike it” or “Mmmmmommy”
Silent Prolongations
An articulatory posture held for a duration longer than average but with no vocalization. E.g., the articulatory position for producing the /p/ sound in the word ‘pot’ may be held too long. Such postures are usually associated with increased muscular tension.
Interjections
Extraneous elements introduced into the speech sequence. These may be:
- Sound or syllable interjections (e.g., “um” and /schwa/)
- Word interjections (e.g., “like,” “okay,” “well”)
- Phrase interjections (e.g., “You know,” “I mean”)
Pauses
Silent intervals in the speech sequence at inappropriate junctures or of unusually long duration.
Broken Words
Silent intervals within words, also known as intralexical pauses. E.g., “Be [pause] fore you say it.”
Incomplete Sentences
Often described as incomplete phrases, these are grammatically incomplete productions. E.g., “Last summer I was… Last summer… we went to Paris this time.”
Revisions
Changes in wording that do not change the overall meaning of an utterance. E.g., “Let me have coffee, maybe tea.”
Incidence
The rate of occurrence in a specified group of people. Predictive statement. More expensive and time consuming.
Prevalence
Determined by counting the number of individuals who currently have a disease or disorder. Involves a head count at any given point in time. Does not make a predictive statement. Less expensive and time consuming. Head counting often underestimates this by missing those who have not received clinical services.
Stuttering
Begins as an increase in the frequency of dysfluencies (may be sudden or gradual). Typically judged to be 5+% of speech as dysfluent to be considered this. Typically begins in early childhood (3 – 6 years). Adult onset is rare. Lifetime expectancy is 5%. Incidence is 1%. Prevalence is higher in African Americans. Occurs more commonly in males (3:1 ratio in younger grades, 4:1 ratio in higher grades). Familial prevalence is estimated to be 3x higher than the general population. Prevalence is higher in people with developmental disabilities and people with neurological impairment (especially brain injury or epilepsy). Lower prevalence in the D/HOH community.
Familial Prevalence
The frequency with which a given condition appears in successive generations of blood relatives.
Concordance
The occurrence of the same clinical condition (or normal trait) in both members of a twin pair.
Spontaneous Recovery from Stuttering
Disappearance of stuttering without professional help. May be associated with an inadvertent use of certain techniques. Some studies suggest that the rate of this is 60%, others believe it is 30 – 35%. It is not possible to predict whether this phenomenon will occur in a particular child.