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Fluency > chapter 1 > Flashcards

chapter 1 Flashcards

1
Q

T or F you can have normal disfluencies or abnormal disfluencies.

A

True and disfluency is the preferred spelling over dysfluency

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2
Q

Do all cultures have stuttering?

A

Yes

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3
Q

what are the three important factors that scientists think could be the cause of stuttering? (3 influences)

A

Genetic and congenital influences
developmental influences
environmental influences

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4
Q

Repeated _________ emotional experiences with stuttering lead to _________ feelings and attitudes.

A

negative

negative

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5
Q

What are the variables to help distinguish between fluent and disfluent speech? (chart)

A
  1. presence of extra sounds such as repetitions, prolongations, interjections and revisions
  2. Location and frequency of pauses (too many pauses and in random locations (not during appropriate pause places in speech))
  3. Rhythmical patterning in speech (stressing appropriate syllables normally a stressed syllable is followed by several unstressed syllable in some cases ppl may stress all syllables creates unnatural speech)
  4. Intonation and stress (if a speaker does not vary intonation and stress may sound monotone)
  5. Overall rate (if a speaker has very slow rate or very fast bursts in speech rate may be considered disfluent)
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6
Q

Starkweather suggests that _______ and ______ are critical to fluency.

A

rate; effort

thus a fluent speaker effortlessly produces speech at a rate comfortable to listeners.

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7
Q

What is the definition in stuttering?

A

abnormally high frequency and/or duration of stoppages in the flow of speech.

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8
Q

T or F. stuttering also includes speakers reactions to stoppages.

A

True…
These reactions include behavioral, emotional and cognitive responses to repeated experiences of getting stuck while talking

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9
Q

T or F. as an slp we need to distinguish btwn stuttering and typical disfluencies, as well as from neurogenic and psychogenic stuttering

A

True

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10
Q

what are the three core behaviors of stuttering?

A

repetitions, prolongations and blocks

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11
Q

what are repetitions?

A

core behavior of stuttering
may be single-syllable word or part word repetitions
Li li li like like this

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12
Q

what are prolongations?

A

core behavior of stuttering
sound or airflow continues but movement of the articulators has stopped

prolongations as short as one-half second may be perceived as abnormal.

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13
Q

what are blocks?

A

core behavior of stuttering

inappropriate stoppage of airflow or voicing movement of articulators may be stopped

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14
Q

what levels (anatomical) can blocks happen at?

A

any level
respiratory
laryngeal
articulatory

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15
Q

what can blocks be accompanied by?

A

tremors of the lips, tongue, jaw, and/or laryngeal muscles

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16
Q

on average stutters last how many seconds?

A

1 sec

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17
Q

on average stutterers stutter on about what perent of words while reading?

A

10 %

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18
Q

What is the definition of secondary behaviors?

A

secondary behaviors are learned behaviors that are triggered by the experiences of stuttering or the anticipation of it.

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19
Q

what are the secondary behaviors of stuttering?

A

escape/avoidance behaviors

20
Q

what is the definition of escape secondary behaviors of stuttering?

A

escape behaviors occur when the speaker is stuttering and attempts to terminate the stutter and finish the word (ex: eye blinks and head nods)

21
Q

what is the definition of avoidance secondary behaviors of stuttering?

A

avoidance behaviors occur when the speaker anticipates a stutter and tries to avoid it by for example changing the word or saying uh

22
Q

facts about feelings and attitudes about stuttering.

A
  • the experiences of stuttering often creates feelings of embarrassment and frustration in a speaker
  • feelings become more severe at the speaker has more stuttering experiences
  • fear and shame may develop eventually and may contribute to the frequency and severity of stuttering
  • attitudes are feelings that have become more permanent and affect the person’s beliefs
  • beliefs may be about oneself or listeners
23
Q

T or F. Feelings can become more severe as the speaker has more stuttering experiences.

A

True.

24
Q

T or F Beliefs that develop bc of one’s stuttering may just be about themselves (the speaker).

A

False it may be about oneself or other listeners

25
Q

what is the difference btwn handicap and disability

A

disability of stuttering is the limitation it puts on individuals ability to communicate (this limitation is affected by the severity of stuttering as well as the stutterer’s feelings and attitudes about themselves and how listeners have reacted to them.)
the handicap is the limitation it puts on the individuals life
(this refers to the lack of fulfillment they have in social life, school, job and community)

26
Q

What is the onset of stuttering?

A
  • may start as a gradual increase in normal childhood disfluencies or may start as sudden appearance of severe blocks
  • often sporadic at outset, coming and going for periods of days or weeks before coming persistent
  • onset may occur btwn 18 mos and 12 years but most often btween 2-3.5 years old (avg 2.8 years old)
27
Q

What age may the onset occur btwn?

A

18 mos and 12 years

28
Q

what is the most common age range that the onset of stuttering occurs?

A

2 –3.5 years old the avg (2.8 years old)

29
Q

what is the definition of prevalence?

A

a measure of how many people stutter at any time

30
Q

what is the prevalence of stuttering?

A

2.4% in kindergarten
about 1% in school-age children
and slightly less than 1% in adults

31
Q

what is the definition of incidence?

A

a measure of how many people have stuttered at some point in their lives.

32
Q

what is the incidence of stuttering?

A

about 5 %

33
Q

what is the rate of recovery without treatment of stuttering?

A

btwn 70-80% of children who stutter recover without treatment

34
Q

Children with these attributes (who stutter) are less likely to have recovery…

A
  • having relatives who were persistent stutterers
  • being male
  • onset after 3.5 years
  • stuttering not decreasing during first year after onset
  • stuttering persisting beyond one year after onset
  • multiple unit repetitions (li-li-li-li- like this)
  • continues presence of prolongations and blocks
  • below normal phonological skills
35
Q

there is also evidence that recovery is associated with…. (list three features that recovery from stuttering is associated with)

A
  • being right-handed
  • growing up in a home with a mother who is non-directive and uses less complex language when speaking to child
  • having a slower speech rate and more mature speech motor system
36
Q

What is the sex ratio of stuttering?

A
  • the sex ratio is almost even at (1:1) at the onset of stuttering
  • however girls start to stutter earlier than boys and recover more frequently so that by the time they are of school age the ratio becomes three boys to every one girl (3:1)
37
Q

Anticipation

A

stutterers can predict which words they will stutter on in a reading passage

38
Q

consistency

A

stutterers tend to stutter on the same words each time they read a passage

39
Q

adaptation

A

stutterers stutter less each time they read a passage up to about 6 readings

40
Q

(Language factors) brown showed that adults who stutter do so more frequently on….

A
  • consonants
  • sounds in word-initial position
  • sounds in contextual speech
  • nouns, verbs, adjectives and adverbs
  • longer words
  • words at the beginning of sentences
  • stressed syllables
41
Q

(language factors continued) preschool children

A

loci and frequency of stuttering are different in preschool children

  • suttering in preschool children occurs most frequently on pronouns and conjunctions (these occur frequently at the beginning of utterances in young children)
  • stuttering most frequent as repetitions of parts of words and single-syllable words in sentence-initial position
  • in summary bc stuttering in preschoolers tend to occur at the beginning of syntactic units, the trigger seems to be linguistic planning and preparation.
42
Q

What are the fluency-inducing conditions?

A

many conditions have been found which reduce or eliminate stuttering. These include speaking

  • -when alone, relaxed
  • -in unison with another speaker
  • -to an animal or infant
  • -in time or a rhythmic stimulus or when singing, in a different dialect
  • -while simultaneous writing, or swearing
  • -in a slow, prolonged manner
  • -under loud masking noise, while listening to delayed auditory feedback
  • -when shadowing another speaker, when reinforced for fluent speech
43
Q

T or F. Fluency inducing conditions have been explained as resulting from reduced demands on speech motor-control and language formation

A

True

44
Q

What do the facts about stuttering imply?

A
  • stuttering is an inherited or congenital disorder
  • in first appears when children are learning the complex coordination’s of spoken language
  • It emerges in those children whose speech production system is vulnerable to disruption by competing demands of language, cognition and emotion
  • after it emerges, it becomes persistent in some children (perhaps those whose stuttering arouses substantial negative emotion which leads to a variety of learned behaviors.)
45
Q

What is the model of stuttering?

A
  • disorder of neuromotor control of speech
  • influenced by language production
  • perpetuated by temperament (are they highly sensitive) and complex learning, and the response of their environment to their speech

Fluency (8 decks)

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