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Fluency Disorders > Chapters 3 & 4 > Flashcards

Chapters 3 & 4 Flashcards

1
Q

Occurring during the same time period

A

Concomitantly

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2
Q

Most common period of stuttering onset

A

18 to 42 months of age

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3
Q

Scientific literature make many references to a wide range of disorders present concomitantly with stuttering

A
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4
Q

A study of student who stutter reported ___ had articulation disorders and ____ had language disorders

A

46%; 26%

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5
Q

Are disordered of articulation present at the time of stuttering onset or shortly thereafter?

A

Tempting to suggest and/or wonder… difficulties with fluency could co—occur with phonological deviations because the presence of one facilitates the manifestation of the other or because the two share common etiologies

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6
Q

What is the pertinent research evidence?

A

Clark et. Al compared 128 preschooler CWS and 149 NFC reported no relationship between the CWS’s articulation scores and the frequency of severity of their stuttering.
Throneberg et al. Observed that among 75 CWS ages 29 to 59 months, seen close to onset, none had profound phonological deficits only 7% had severe phonological disorders.
“If there is a strong relationship between stuttering and disordered phonology it would be expected that a larger portion of stutterers than no stutterers would have severe phonological disorders.”

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7
Q

What is the pertinent research evidence?

A

No relationship between the level of stuttering severity and the level of phonological skills close to onset
Yaruss and Conture found no differences in the frequency, duration, or severity of disfluencies during conversational speech.

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8
Q

Although a stuttering-phonology deficiency link at the time of onset remains unclear, a subgroup of CWS appears to be more vulnerable

A
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9
Q

Paden & Yairi tested one year after onset, the average phonological performance stuttering lagged behind the normally fluent speakers and those who “recovered naturally.”

A
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10
Q

The difference, however, were a matter of slower acquisition, not abnormal development pattern, and it subsided within 2 years

A
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11
Q

Is stuttering associated with language disorders?

A

The answer depends on time/age when language measures are taken

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12
Q

Early literature review generalized that -

A

“Sutterers performed more poorly than nonstutterers on some tests of language development”

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13
Q

A later analysis of 22 studies, mostly of school age population up to 8 years, concluded CWS scored lower than NFC on normative measures of both receptive and expressive language

A

This data had little to do with children at or near the onset of stuttering
Most of the children, who ranged up to 8, were way beyond the typical age of onset for stuttering

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14
Q

Keep in mind that lower does not mean ____

A

Disordered

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15
Q

In a large investigation of 84 children, ages 2 to 5, language skills data yielded mean scores at or well above norms

A

Both receptive and expressive language scores near onset were higher than normative values

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16
Q

A study by Watkins concluded “there is virtually no evidence that language development is vulnerable in any significant nu,bear of young children who stutter”

A

Furthermore she offered that advanced expressive language skills may be a risk factor for the onset of stuttering in some children, perhaps placing excessive demands for language production on an immature speech motor system

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17
Q

Overall, in the authors view, as was the case with phonology, current data do not seem to indicate gross, or widespread, language deficiency associated with the onset of stuttering

A
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18
Q

Unidirectional path that began mildly and then in a stepwise succession increased in abnormality.

A
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19
Q

Robinson (1964) stated that-

A

“Stuttering seldom remains static. It grows. And as it grows, it tends to change form and severity. Early patterns are replaced, obscured, or supplemented by more pronounced and abnormal behavior. Repetitions or prolongations become troublesome blocks.”

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20
Q

Bluemel in 1932 stated that-

A
  1. Primary stuttering: pure speech disorder characterized exclusively by easy repetitions
  2. Secondary stuttering: marked by physical tension in speech and child’s awareness of the stuttering which leads to fear and avoidance of speaking
    All children are expected to follow a similar pattern
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21
Q

1971 van Riper new developmental system that recognized 4 alternative tracks
Based on 4 risk factors:

A
  1. Age of onset
  2. Type of onset
  3. Pattern of stuttering: repetitions, blocks, tension
  4. Concomitant speech-language problems
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22
Q

A most remarkable aspect of stuttering is its _____ in a larger percentage of affected young children

A

Disappearance

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23
Q

Natural/spontaneous recovery

A

Implies that recovery occurs without treatment

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24
Q

Criterion for natural recovery:

A
  1. Initially, no stuttering present for a minimum of 12 months as judged by both a parent and clinician; must be maintained fir four years.
  2. Parental rating of stuttering as less than 1 on an 8 point scale.
  3. Clinician rating of stuttering severity as less than 1
  4. Stuttering like disfluencies observed and reported as fewer than 3 per 100 syllables.
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25
Q

Information about the high percentage of natural recovery rests on 4 types of evidence:

A
  1. Statistical inferences
  2. Retrospective reports
  3. Indirect longitudinal observations
  4. Direct longitudinal observations
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26
Q

1 in 55 children who begin stuttering continue to do so

A

Statistical evidence

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27
Q

4 of 5 children who (80%) who begun stuttering recover naturally (without treatment)

A

Statistical evidence

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28
Q

Statistical evidence reveals an incidence of ____ and the prevalence of ____

A

8%; 0.70%

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29
Q

Incidence survey of 4,700 families with 12,000 members spanning the entire range asked about past cases of stuttering. The finding indicated 70% recovery over the lifetime

A

Retrospective evidence

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30
Q

Follow children for several years and they provide more valid recovery evidence than retrospective studies

A

Indirect longitudinal evidence

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31
Q

Example or indirect data

A

Parent reports

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32
Q

Johnson and Associates (1959) 118 children, ages 2 to 7, followed up 30 months later

A

Improvement for 88% of children, 36% complete recover, 4% stuttering increased

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33
Q

Direct monitoring of children’s stuttering from near onset for a period of several years

A

Direct longitudinal evidence

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34
Q

Most intensive, long term longitudinal study

A

Direct longitudinal study: Illinois studies

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35
Q

Obtained audio and video recorded speech samples as well as language, phonology, motor and other data collected from the children and parents

A

Direct longitudinal studies: Illinois studies

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36
Q

Stuttering is typically classified as a ___

A

Speech disorder

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37
Q

Interruptions to the flow of speech

A

Disfluency

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38
Q

Disfluencies are the ___ of stuttering

A

Cardinal features

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39
Q

Disfluency has a ____ in that it covers all speech interruptions

A

Wider meaning

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40
Q

not all disfluencies in the speech of people who stutter are necessarily stuttering, some are normal. True or false

A

True

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41
Q

If the syllable “pa” in the word “patient” is repeated ____ times, it is more likely to be judged as stuttering than if it is repeated only ____

A

5; twice

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42
Q

Types of disfluencies:

A
  1. Part word repetitions
  2. Single- syllable whole word repetition
  3. Multiple- syllable word repetition
  4. Phrase repetitions
  5. Dysrhythmic phonations
  6. Interjections
  7. Revisions and incomplete utterances
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43
Q

Repetitions of sounds or syllables, various speech sounds may be repeated, including vowels and Constance’s at different classes

A

Part word repetitions

44
Q
  1. A-at
  2. F-five
  3. Mo-mo-mommy
    These are examples of which type of disfluency
A

Part word repetitions

45
Q

Sometimes repetitions are not disfluencies, such as when they are uttered for emphasis

A

Single- syllable whole-word repetition

46
Q
  1. “But—but”
  2. “And—and”
  3. “We—we—we”
  4. “It’s so, so, so good”
    These are examples of which type of disfluencies
A

Single-syllable whole-word repetition

47
Q

Repetition of longer words

A

Multiple-syllable word repetition

48
Q
  1. “Because—because”
  2. “Winter—winter”
  3. “Shopping—shopping—shopping”
  4. “She is very, very, very nice.”
    These are examples of which type of disfluency
A

Multiple-syllable word repetition

49
Q

Repetition of any segment longer than one word
& A word plus a sound or syllable of the next word

A

Phrase repetitions

50
Q
  1. “I was—I was going”
  2. “He is—he is the winner”
  3. “Once up—once upon”
    These are examples of which type of disfluency
A

Phrase repetitions

51
Q

-Often these movements involve observable and audible tension
-When the repeated sounds are voiced, more tension in the larynx may be associated

A

Repetitions

52
Q

Audible prolonged sounds, inaudible fixations of blocks and broken words, and glottal fixations (tense pauses)

A

Dysrhythmic phonations

53
Q

Audible prolongations, prolongations can be voiced or voiceless

A

Prolonged sounds

54
Q
  1. M——-my name is
  2. S——-ometimes
  3. Ai——-I like to go
    These are examples of which type of disfluency
A

Dysrhythmic phonations

55
Q

Articulators (tongue, lips) or the vocal cords are held in fixed positions, either at the beginning of a word, or in the middle of the word. Typically silent or accompanied with minimally audible sound

A

Blocks and broken words

56
Q
  1. “C——-ake”
  2. “ the ta——able is set”
    These are examples of which type of disfluency & characteristic
A

Dysrhythmic phonation & blocks and broken words

57
Q

Unusual breaks that occur between words

A

Tense pauses

58
Q
  1. “Like to——-go home”
    This is an example of which type of disfluency & characteristic
A

Dysrhythmic phonation & tense pauses

59
Q

Associated with blocks or blockages to the vocal tract no air can pass through and no sound or barely audible sound is emitted

A

Tense pauses

60
Q

Occur at any several levels- larynx, tongue or lips- and sometimes in multiple levels

A

Silent blocks

61
Q

Initial movement of the articulator is legitimate but the contact is too long “K—-kite”

A

Articulatory fixation

62
Q

When the vocal folds are fixed tightly either in the adducted or abducted position

A

Laryngeal fixation

63
Q

Extraneous sounds like “um,” “er,” and “hmm” ; may be repeated such as in “um-um”

A

Interjections

64
Q

Words and phrases such as like, well or you are NOT considered disfluencies but become of interest if they are so frequent as to be distracting. True or false

A

True

65
Q

An utterance is modified but the general content remains the same
For example, “I like——-I want this ball.”

A

Revision

66
Q

When there is apparent change of thought in the middle of the utterance
For example, “ the baby is ——- let’s do that.”

A

Incomplete utterances (abandoned)

67
Q

Disfluencies differ in the degree to which they are prevalent in the speech of people who stutter (PWS) and normally fluent speakers (NFS) as well as in the extent they are perceived to be normal. True or false

A

True

68
Q

Conture (2001) distinguished between ______ (sound repetition, syllable repetition, and prolongation) and _____ (all other types)

A

Within-word disfluency; between-word disfluency

69
Q

Campbell and Hill (1987) distinguished between ___ and ___ disfluency

A

More typical; less typical

70
Q

Ambrose and Yairi (1999) distinguished between ___ and ____

A

Stuttering-like; other disfluency

71
Q

___ of occurrence of each of the disfluency types and their combined total count has been the most commonly reported dimension

A

Frequency

72
Q

Typically frequency is presented in either:

A
  1. The number of disfluemccies per 100 syllables or 100 words
  2. The percent of syllables or words that contain disfluency
73
Q

On average only ___ of words emitted by adults who stutter contain disfluencies reported as stuttering

A

10%

74
Q

Stuttering fluency is affected by communicative pressures. True or false

A

True

75
Q

Physical concomitant also know as

A

secondary or accessory behaviors

76
Q

they are not central to the stuttering core of sound/syllable repetitions and prolongations

A

physical concomitant

77
Q

rhythmic involuntary, oscillating movement f the body

A

Tremor

78
Q

Examples of physical concomitants

A

Head jerks, forehead tension, eyes closed; squinting, facial contortions, jaw closed tightly, jaw open widely, tongue protrusion, body swaying, irregular exhalation during speech, irregular inhalation in the midst of speaking, head turns, nostrils flaring, eyes wide open, lips pressured, teeth grinding, sideways jaw movement, throat tightened, hand/arm movement

79
Q

Tendency of disfluency events to occur in clusters of two or more on thesame word or adjacent words

A

Clusters

80
Q

Difficulty regulating dimensions of voice

A

Voice

81
Q

Other common speech characteristics of voice include

A

monotone, sudden sharp shifts in the vocal pitch, occasional vocal fry and strained voice

82
Q

Seem to be related to problems with regulating tension

A

Voice

83
Q

When pitch is inflection

A

excess tension

84
Q

May be used to void or guard against stuttering

A

monotone

85
Q

________ and _________ has supported laryngeal involvement in stuttering

A

acoustic & laryngeal research

86
Q

Laryngeal control has long been recognized in therapy. True or false

A

True

87
Q

global indicators of the amount of speech, including pauses and disfluencies that a person utters in a given time

A

speaking rate

88
Q

overall speaking rate is slower for ____ than for ____

A

PWS; NFS

89
Q

People become ____ because they stutter

A

emotional

90
Q

laypeople might believe that people stutter because they are emotional, it would appear to be the opposite. True or false

A

True

91
Q

Examples of emotions prior to stuttering

A

Fear, dread, anxiety, panic

92
Q

Examples of emotions during stuttering

A

blankness, being trapped, panic, frustration

93
Q

Examples of emotions after stuttering

A

shame, humiliation, anger, resentment

94
Q

These patterns demonstrate predicability, revealing rules to show that stuttering is not as random as it appears

A

Patterns of occurrence

95
Q

Stuttering declines with each successive rereading of a passage

A

adaptation

96
Q

Other conditions of adaption

A

Increased fluency with each successive restating of a word or phrase
Talking or reading words that are always changing (but far less adaption)

97
Q

Adaption facts

A

typically 50% decline by the 5th reading
Greatest reduction the 2nd reading
Both frequency and severity decline
Improvement is only temporary
Not all clients show the effect

98
Q

During repeated oral readings stuttering tends to occur on words previously strutted

A

consistency

99
Q

If words are removed, stuttering tends to occur on words near those previously stuttered-stuttering tend to occur on the words adjacent to locations where stuttering had occurred before

A

Adjacency

100
Q

stuttering tends to occur on words the speaker predicts will be stuttered

A

Expectancy

101
Q

Browns 4 factors of stuttering
Adult stuttering events tend to occur on:

A
  1. Words beginning with consonants rather than vowels
  2. Long words rather than short ones
  3. Content words rather than function
  4. Sentence_initial (early) words rather than later words
102
Q

Conditions that diminished stuttering

A

Singing, reading in unison, peaking to animals, speaking to infants, rhytmic speech, swearing

103
Q

Conditions that increase stuttering

A

Delayed auditory feedback
Masking noise
EMG biofeedback
Response_contingent stimuli

104
Q

“The te-te-te tempe- pe-pe-rature is high”
This is an expletive of which type of disfluency

A

Clusters

105
Q

One measure of length is the _____ from the beginning to the end of a disfluent event.

A

Duration

106
Q

most disfluent events are are with an overall average of __

A

1sec

Fluency Disorders (10 decks)

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