Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

SLP 573: Fluency Disorders > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

what does fluency disorders include

A

-developmental stuttering
-cluttering
-acquired stuttering
-psychogenic stuttering

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

presence of extra sounds, such as repetitions, prolongations, interjections, and revisions

A

if a speaker says “I-I-Innnnnnnned to have uh my uh well, I-I-I should get mmmmmmy car fized

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

location and frequency of pauses

A

if a speaker says, “whenever (pause) I remember to bring (pause) my (pause) umbrella (pause), it never (pause) rains

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

rhythmic patterning in speech

A

example: when a speaker stresses all syllables equally

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

intonation and stress

A

if a speaker does not vary intonation and stress and is therefore monotonous he may be considered disfluent. this may also include abnormal intonation and stress patterns may also be considered disfluent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

overall rate

A

if a speaker has a very slow rate of speech or has bursts of fast rates interspersed with slower rates

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

definition of stuttering

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

core behaviors

A

onset is in childhood

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

sound/syllable repetitions

A

i w-w-w-want that

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

whole word repetitions

A

i want-want-want that

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

audible prolongations

A

i wwwwwwant that

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

inaudible prolongations (blocks)

A

I (pause with tension) want that

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

phrase repetitoins

A

i want i want thatin

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

terjections

A

I uh want mm thatre

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

visions

A

I want, I would like, that

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

secondary behaviors

A

are learned behaviors that are triggered by the experience of stuttering or the anticipation of it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

anticipation

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

consistency

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

adaptation

A

people who stutter less each time they read a passage up to about six readings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Loci of stuttering (children)

A

more likely to stutter on pronouns (e.g. I, my) and function words (e.g. but, and) as opposed to content words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

loci of stuttering (adults)

A

more likely to stutter on:
-initial consonants
-longer words
-words at the beginning of sentences
-content words (e.g. nouns, verbs, adjectives, adverbs)
- ** propositionality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

fluency-inducing conditions

A

many conditions have been found which reduce or eliminate stuttering. these include speaking
-when alone
-to an animal or infant
-in unison with others or a beat
-in a different dialect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

cluttering: definition

A

a fluency disorder characterized by a rate that is perceived to be abnormally rapid, irregular, or both for the speaker

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

cluttering: symptoms

A

people who clutter usually manifest rapid, irregular rate and or more of the following:
-excessive disfluencies (typically non-stuttering like)
-reduced intelligibility: leaving out (collapsing) or distorting various sounds or syllables
-abnormal pauses, syllables stress, or speech rhythm
-language problem: unclear organization and planning
-inadequate self-monitoring: lacking awareness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

cluttering and co-existing disorders

A

pure cluttering (without any other coexisting disorder) is not often seen but can occur

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

common coexisting problems with cluttering

A

-stuttering
-articulation disorders
-attention/hyperactivity disorders (or tendency to hurry)
-learning disabilities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

hierarchy of goals

A

-slow rate
-increase self-awareness of cluttered speech
-reduce disfluencies
-improve clarity
-self help and support groups

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

neurogenic stuttering definition

A

stuttering that appears to be caused by neurological disease or damage, such as:
-stroke
-tumor
-neurodegenerative conditions (e.g. parkinson’s disease)
-etc

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

neurogenic stuttering may be __________________ or ________________

A

transient or persisitent

30
Q

transient

A

slowly improve over a few weeks or months

31
Q

persistent

A

continued stuttering that may or may not be responsive to treatment

32
Q

neurogenic stuttering: neuroanatomical correlates - subcortical regions

A
  • thalamus and brainstem
  • basal ganglia
  • cerebellum
33
Q

neurogenic stuttering: neuroanatomical correlates - cortical regions

A
  • temporal and parietal lobes
  • supplementary motor are
  • frontal cortex
34
Q

true or false: lesions in the brain sites may be unilateral or bilateral

A

true

35
Q

neurogenic stuttering: speech characteristics

A

speech characteristics of neurogenic stuttering include, in part
- the occurrence of repetitions, prolongations, and blocks NOT restricted to initial sounds and syllables
- stuttering on both function and content words
- secondary symptoms are not associated with moments of disfluency
- speaker may be annoyed (but not anxious) regarding speech characteristics
- disfluency may not be greater in spontaneous vs imitated/automatic speech tasks
-stuttering may not be amenable to the adaptation effect

36
Q

what are notable differences between developmental stuttering and neurogenic stuttering

A

loci of stuttering, secondary behaviors, response to fluency inducing conditions, and emotional response to stuttering

37
Q

neurogenic stuttering treatment

A

-behavior fluency treatment
- delayed auditory feedback
-medications
-surgery related to neurological problems

38
Q

behavior fluency treatment

A

-speech modification approaches (e.g. fluency shaping tools such as slow rate and easy onset, stuttering modification less often used)
-pacing (e.g pacing board)

39
Q

delayed auditory feedback

A

individuals with neurogenic stuttering sometimes benefit from DAF, although, highly individualistic and benefit may be lost with time

40
Q

medications

A

if drug initially caused neurogenic stuttering, adjusting dosage or using alternative often will resolve stuttering

41
Q

surgery related to neurological problems

A

sometimes surgery to address neurological problems (e.g. implants to address chronic pain, headaches and seizures) may also resolve associated neurogenic stuttering

42
Q

psychogenic stuttering

A

late onset stuttering (late teens and older) that typically occurs in association with
-prolonged period of stress
-a traumatic event
-psychometric trauma
-NOT with an organic etiology

43
Q

true or false: psychogenic stuttering, unlike malingering, is not a purposeful or volitional behavior

A

true

44
Q

speech characteristics of psychogenic stuttering include, in part:

A
  • secondary patterns may be unusual and occur independent of stuttered words
  • impression of “holding on to” their stuttering
  • speaker may appear to have chose a “brand”/type of stuttering
  • little to no adaptation effect in some cases
  • stuttering does not change during fluency enhancing activities (and may increase)
45
Q

psychogenic stuttering assessment

A
  • complete case history
  • speech-motor exam to rule out any other neurological etiology
  • comprehensive stuttering assessment
  • assess speaking under fluency enhancing conditions
  • trial therapy
46
Q

psychogenic stuttering treatment

A

Baumgartner (1999)
- an understanding that his/her stuttering is not the result of neurological problems
- clinician’s positive reinforcement
- clinician’s positive reinforcement and encouragement
Common treatment approach
- speech modification approaches (fluency shaping and stuttering modification)
- encouragement that is a process
- possibly desensitization
refer for psychological assessment when/if warranted

47
Q

secondary behaviors

A

learned behaviors that are triggered by the experience of stuttering of the anticipation of it

48
Q

escape or concomitant behaviors

A

occur when the speaker is stuttering and attempts to terminate the stutter and finish the word (e.g. eye blinks and head nods)

49
Q

avoidance behaviors

A

occur when the speaker anticipates a stutter and tries to avoid it by, for example,, changing the word or saying “uh” just before the word

50
Q

prevalence

A

a term used to indicate how widespread a disorder is (e.g. how many people stutter presently)

51
Q

incidence

A

the probability that new cases of a disorder over a specified period of time (e.g. lifetime incidence = how many people have stuttered at one time in their life)

52
Q

stuttering incidence and prevalence - general population

A
  • lifetime incidence: 5-8 (may be greater)
  • prevalence: 1%
  • M:F ratio: 3:1 or 4:1
53
Q

stuttering incidence and prevalence - preschool children

A

-incidence: 5-8%
- prevalence: 2-3%
- m:f ratio: 2:1

54
Q

onset of stuttering

A

occurs at 2-4 years of age

55
Q

in over _________ of cases, stuttering consists of debrief, effortless repetitions of words and phrases at onset

A

90%

56
Q

true or false: 75-80% of young children who stutter reach levels of typical fluency

A

true

57
Q

what is true of children who persist with stuttering

A

-stuttering will typically be chronic
-many people who stutter will experience negative social-emotional and/or vocational outcomes

58
Q

what is true about children who recover

A
  • most seemingly maintain typical levels of fluency
  • no known negative related to early stuttering
59
Q

identify 6 of the most important factors that contribute to stuttering

A
  • environment
  • genetic
  • neural
  • linguistic
  • motoric
  • emotional
60
Q

which, if any factors, are necessary to cause stuttering

A

none of these are ever going to be the sole cause of why someone stutters but it can be related to onset

61
Q

environmental factors can influence the ____________ and ____________ of stuttering

A

onset and progression

62
Q

approximately how much does genetics explain stuttering in twins

A

70-80%

63
Q

which hemisphere of the brain is considered overactive in many PWS?

A

right hemisphere of the brain

64
Q

which brain structures are different in the brains between PWS and typically fluent counterparts

A

-differences include structural differences (volume of white and gray matter)
- auditory-motor and basal-ganglia thalamocortical networks develop differently in CWS

65
Q

which words are adults and children more likely to stutter on

A
  • complex sentences
  • on longer words
  • on the initial words in utterances
66
Q

how do language skills differ between children who stutter and typically fluent peers

A
  • children who didn’t stutter scored higher on measures of overall language, receptive vocabulary, expressive vocabulary and MLU than the children who stutter
  • as a group, children who stutter score lower on measures of language when compared to children who don’t stutter
67
Q

How do the reaction times and consistency of speech coordination differ between PWS and typically fluent peers?

A

AWS reaction times, especially with linguistically meaningful stimuli, are slower than those who are typically fluent

68
Q

Explain the temperament and anxiety of many (but not ALL) children and adults who stutter may differ from typically fluent peers?

A

Evidence that children and adults that stutter tend to have more sensitive or inhibited temperaments compared to individuals that don’t’ stutter

69
Q

How do the attitudes toward communication of CWS and typically fluent peers differ?

A

-Can see that children who stutter had more negative attitudes towards their communication than children who don’t stutter
-As children grow older they are more likely to have more negative attitudes in comparison to the children who don’t stutter

70
Q
A

SLP 573: Fluency Disorders (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions