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Stuttering > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Transcending Stuttering Video

In what ways are PWS similar and different?

A

Similar: attitudes, feeling abnormal, struggle of disorder, description of disorder
Different: attempts to hide disorder

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2
Q

Transcending Stuttering Video
Do PWS stutter all the time?
Is some of their speech produced fluently?

A

No. 10% of the time PWS are dysfluent (3% dysfluent words)

Yes. Some of their speech is produced fluently.

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3
Q

Transcending Stuttering Video

Is stuttering purely a speech production issue? or are there other components that need to be addressed?

A

No. Not purely a speech production issue.

Yes. Other components should be addressed such as feelings, attitudes, beliefs.

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4
Q

Transcending Stuttering Video

What are some stereotypes of PWS?

A

Unintelligible or are special needs

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5
Q

Transcending Stuttering Video

What surprised you the most about PWS?

A

Lengths PWS were willing to take in order to hide their stutter (stabbing hand with pencil to go to hospital so student wouldn’t have to talk in front of the class)

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6
Q

What did you learn from the recording of the PWS on the Grandfather passage?

A

1st reading she produced 21 stuttered dysfluencies
5th reading she produced 14 stuttered dysfluencies.
SD reduction: 21/14= 1.5 times
-PWS will stutter on the same words in the same text. It isn’t random.

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7
Q

Intro to Stuttering

Name some different ‘levels’ of observation

A

Sound repetition
syllable repetition
sound prolongation
Discoordination of respiratory and laryngeal behaviors prior to speech intination
negative emotion
avoidance behaviors
social context (public speeking)
listener response (finish words, interrupt, speak for them)
increase in heart rate prior to speech
tremor in muscle activity during speech
genetic make-up
eye blinks and head movement during instances of stuttering (secondary behaviors)
linguistic context
temporal aspects of parent-child conversation (need to speak fast)

STUTTERING IS ALL THESE PHENOMENA AND EXISTS AT ALL THESE LEVELS

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8
Q

Intro to Stuttering

What always triggers stuttering?

A

Language

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9
Q

Intro to Stuttering
Define stuttering….
-as an observable behavior
-as a disorder of communication

A
  • can see it without any training

- when you have a lot of a behavior

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10
Q

Intro to Stuttering
Stuttering as a behavior
Disfluency and stuttering reflect a _______ in the smooth transition between ____, ____ and _____

A
  • disruption

- sounds, syllables and words

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11
Q

Intro to Stuttering
Stuttering as a behavior
What is fluency?
What is disfluency?

A
  • Smooth transitioning between sounds, syllables, and words, and generate message without interruptions
  • a disruption in this process. if a person is delivering speech and says “umm” “like” a lot, non-relevant statements can be a disfluency…(but isn’t stuttering)
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12
Q

Intro to Stuttering
Types of disfluencies
-Between-word: 3
-Within-word: 5

A 
-Phrase level
interjections
revisions
phrase repetitions
"um" "like" "uh"... start speaking, stop and revise sentence is a "revision".. happens on phrase level "uh no i mean..."

-word level
sound/syllable repetitions,
sound prolongations (audible): “mmmmy”
sound prolongations (inaudible) “[block] my”
monosyllabic whole-word repetitions “i i i like ice cream”

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13
Q 
Intro to Stuttering
Stuttered-like disfluencies (SLD)
-Name the type based on these 3 examples:
1) "i wa-wa- want to go home"
2) "I I I can do it"
3)a.  "L---->ook at the dog" 
  b. "see the [block] ..baby"
  c. "I like c-ats"
A

1) part-word repetitions
2) single-syllable repetitions
3) Disrhythmic phonation
a. prolongation
b. block
c. broken words

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14
Q

Intro to Stuttering
“Stuttering is a form of speech disfluency characterized by a relatively ____ proportion of _______ speech disfluencies and associated behaviors

A
  • high
  • within-word

(associated behaviors define stuttering)

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15
Q

Intro to Stuttering

“Listeners more frequently judge ______ disfluencies to be ‘stuttering’ or ‘atypical’ as compared to ____ disfluencies

A
  • within-word

- between-word

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16
Q

Intro to Stuttering
different terminology:
“within-word” OR ________
“between-word” OR ________

A
  • SLD (stuttering-like disfluencies)

- other disfluencies

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17
Q 
Intro to Stuttering
Core behaviors of stuttering
-basic speech behaviors (3)
-they are (voluntary/involuntary)?
-they are out of the PWS's \_\_\_\_\_\_
-what do you know about Van Riper
A
  • repetitions, prolongations, silent blocks
  • involuntary
  • control
  • Van Riper was a PWS who termed “core behavior” from studies he did.
18
Q 
Intro to Stuttering
Secondary behaviors
-Reactions to \_\_\_\_\_\_\_
- Attempt to \_\_\_\_\_\_\_
-are \_\_\_\_\_\_ patterns
A
  • core behaviors
  • end or avoid stuttering
  • learned
19
Q

Intro to Stuttering
Secondary Behaviors
What’s it called when before you stutter, PWS tries to do something not to?

A
  • Escape and avoidance
  • help pws un-learn patterns and forget them… they’re hard to get rid of. ex) thinking “blinking” when struggling with a stutter helps to avoid getting stuck, when it may work ONCE, but not consistently.
  • it’s important to address. could be more of a problem than the actual stutter. ie: poking themselves with saftey pins before a disfluency
20
Q

Intro to Stuttering
Secondary Behaviors
Escape vs Avoidance

A

escape: speaker is stuttering and attempts to terminate the stutter and finish the word
- eye blink, head nod, interjections,.. initially may be random behavior, but quickly turn into learned patterns

Avoidance: produced in anticipation of stuttering.
- changing a word you were going to say… switch words: say “puppy” instead of dog b/c/ PWS knows they’ll get stuck on the word “dog”

21
Q 
Intro to Stuttering
Feelings and attitudes 
-When might a child stutter more?
-How will this make them feel?
-Why is it bad to have those feelings?
A
  • initially when excited
  • frustrated or ashamed
  • may impede fluency
22
Q

Intro to Stuttering
Feelings and attitudes
Give an example of speech core behavior and secondary behavior. What age group is more likely to do this?

A

Core behavior: “i’m in m m midland”
secondary behavior: “i’m uh well you know at home”
(avoidance+interjections+substitutions)
-know they won’t be able to get the /m/ sound out so they say “home” instead.
-Older kids and adults. The younger the client (preschool) the less likely to have developed secondary behaviors)

23
Q

Intro to Stuttering
Williams and Kent study
“Listener evaluations of speech interruptions”
What were the results?
Can listeners distinguish between stuttered and normal interruptions?

A
  • People were judging a lot of stuttering..they followed through with instruction they were given, vs going into the study with a clean mind/ears and not go into it with assumptions and “looking” for disfluencies.
  • people judged “revisions as normal”
  • overall, instructions affected their answers
  • people judged stutters as “unprepared” etc.
  • YES. for the most part, but no clear separation between judgements of stuttered and judgements of normal interruptions.
24
Q

Intro to Stuttering
How does speech disfluency influence listener judgements of message and messenger delivering message?
What if the listener is a child?

A
  • People like fluent messages better

- kids liked fluent speaker best… even without background of stuttering knowledge (Giolas/williams study)

25
Q

Intro to Stuttering
Giolas/Williams study
120 Kindergarteners listening to 3 stories by 3 speakers (1 fluent, 2 10% interjections, 3 10% repetitions of initial part of words)
Results?

A

Kids listened and told researcher which STORY they liked best and which PERSON they liked the best. 1st story most preferred and speaker has no influence on story. Speaker with fluent patterns most desired, speaker with repetition pattern least desired

  • Speech fluency influences child’s preferences for speakers but not stories
  • Children reflect, at a early age, society’s critical attitude toward speech disfluencies, particularly in reference to repetitions
26
Q

Intro to Stuttering
Study: Young Children’s Awareness of Stuttering Like Disfluency Ezrati/Platzky/Yairi
-Fluent preschool kids watched 2 puppets speaking fluently and disfluently
-Results? Which one speaks like you/ Whose speech do you like better?
-Age 3, 4, 5 awareness?

A

Kids identified with fluent puppet and preferred fluent puppet

  • research shows as young as 3 years, kids are aware of dysfluencies even when not aware of technical terms
  • Negative evaluation of disfluent speech is observed from age 4
  • most children reach full awareness of disfluency at age 5
27
Q

Intro to Stuttering
Study: 5 adjectives SLP’s use to describe adults and boys who stutter
-the term “stutterer” has certain traits attached to it and most of these traits are ___ ones
-If an SLP is unaware that they stereotype PWS (expect all of them to have similar personality traits) Then…

A

adults; nervous, shy, withdrawn, tense, anxious

boys: nervous and fearful, shy or insecure, good citizens, emotional concerns
- only 31% of slp’s mentioned abnormalties of speech
- unwanted
- the SLP may never SEE the individual who stutters

28
Q 
Intro to Stuttering
SFA video "for kids by kids"
What did you learn about...
feelings/attitudes
parents view vs kids
eye contact
importance of encouragment
A
  • different feelings.. some said stuttering made them sad, others said it wasn’t a big deal
  • Usually mostly a big deal to parents, even if it doesn’t bother the child.
  • struggle maintaining eye contact. can be a good goal in therapy. eye contact is necessary so listener knows they aren’t finished talking when displaying a disfluency
  • important to let client know they are not alone! could go to camps, or group meetings for fun..and not drilling therapy to boos self-esteem
29
Q

Intro to Stuttering
Developmental vs acquired (2 types)

Will adults with acquired stuttering have secondary behaviors?

A

Developmental: 2.5-4 years of age onset
Acquired: develop after accidents
-psychogenic
-Neurogenic: suffer a stroke, brain trauma
-No. due to inexposure to the disfluency and have not had time to learn them (at onset) show frustration, a lot like kids.

30
Q

Intro to Stuttering
Developmental stuttering
-Large or small %age of stuttering cases?
-Onset age?
-Is onset gradual or sudden? known cause?

A

-Large. Majority of cases are developmental
-Before 4 y/o and up to 12 y/o
-70% cases are gradual onset.
No known psychic or physical trauma associated with 90% of cases

31
Q

Intro to Stuttering
Acquired stuttering
-Large or small %age of stuttering cases?
-Onset age?
-Is onset gradual or sudden? known cause?

A
  • small percentage of cases
  • later in life
  • sudden onset typically… usually following psychological/physical trauma
32
Q

Intro to Stuttering
Criteria for Stuttering Diagnosis
-Suspect a child is at risk of stuttering diagnosis if 2 things are present:
1) produce ___ or more ____ disfluencies per 100 words of conversational speech
2) Parents…

A
  • 3 or more within-word (sound/syllable repetitions and sound prolongation) 3/100= 3% disfluencies
  • express concern that the child stutters. can trust parents, they are very good observers of their child’s speech
33
Q 
Intro to Stuttering
Developmental Stuttering
just means that it \_\_\_\_\_
Is it static?
What is the key feature of stuttering?
A
  • stuttering develops, changes across lifespan, and certainly from preschool to high school
  • No. stuttering changes, evolves and morphs over time. not static or stable
  • variability
34
Q

Intro to Stuttering
Stuttering is variable graph
-24 weeks of treatment sessions. what did the graph desplay?

A
  • a lot of variability over 24 weeks which is very common
  • overall trend, start at 14% and end at 14% level
  • goal is to reduce stuttering behaviors. hard to control/cure disfluency itself
35
Q

Constitutional Factors in Stuttering
Onset of Stuttering
-Onset of stuttering occurs between __ and __ y/o
-probability of stuttering onset____ with age
-Lifetime incident of stuttering population in US and Western Europe is ___%
-Beyond what age is stuttering not developmental anymore?

A

2-4 years of age

  • decreases
  • 4-5% (incidence is an index of how many ppl have stuttered at sometime in their life
    1. probably onset caused from trauma
36
Q 
Constitutional Factors in Stuttering
Onset of Stuttering
-Prevelance range is \_\_\_\_\_\_ (how many ppl currently stutter)
-High prevelance in  \_\_\_\_\_\_
-Low prevelance in \_\_\_\_\_\_
-Does stuttering run in families?
A

.5-1%

  • preschool age kids
  • older kids and adults
  • yes
37
Q

Constitutional Factors in Stuttering

Why is it important to know if stuttering runs in families?

A

if a person stutters and recovers, then they’ll be more successful vs if family member who stutters stutters and it persists… may be more difficult for therapy sessions. it will overall help determine how a person might perform

38
Q

Constitutional Factors in Stuttering
Sex Ratio
-What is the ratio for boys and girls during onset of stuttering?
-Which sex recovers more frequently by school age? What is the ratio? Why might this be?
-Which sex develops more chronic stuttering problems? what is the ratio?

A
  • Nearly even
  • Girls. 3:1 ratio of boys to girls who stutter by preschool
  • Girls usually have stronger language and speaking skills
  • Boys. 3:1 boy to girl ratio

Ex: camp. client went to stuttering camp, there were 80 boys and 20 girls.

39
Q

Constitutional Factors in Stuttering
Variability and Predictability of Stuttering
4 Basic Phenomena of Stuttering.
What are they?

A

Consistency
Locus/loci
adaptation
spontaneous recovery

40
Q

Constitutional Factors in Stuttering
Consistency
-Do PWS stutter on the same words or sounds during successive readings or repetitions of same material?
-What percent of stutterings occur on the same word?

A
  • Yes, generally.

- 60-70%

41
Q

Constitutional Factors in Stuttering
A Theory of Consistency
-Do PWS know when they will stutter on a word?
-PWS anticipate stuttering on important aspects of speech such as ________
-SLP should discuss ____ with client to help them identify words that are being reacted to

A
  • Yes
  • Content words: nouns, verbs, adverbs, adjectives
  • consistency

Function words tie message together. grammatical elements, not so much: prepositions, conjunctions…

42
Q

Constitutional Factors in Stuttering
Take-away message
Are places within an utterance where stuttering occur determined by chance?
-Is stuttering random? Why or why not?

A
  • NO

- No, it’s locus is predictable

Stuttering (1 decks)

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