Exam 1: Lecture 7 Info Flashcards
List the questions about stuttering onset (3).
- When does it happen?
- How does it begin?
- How does it develop?
The onset of stuttering is marked by definite changes. What are these changes?
- Loss of an existing normal function (fluency)
2, The appearance of unusual speech characteristics
When does stuttering happen?
When can it happen?
When do most cases happen?
- Stuttering can happen from 16 mo to 60 mo of age
2. Most cases between 25 and 36 months
What is the traditional view of stuttering onset (5)?
- Early stuttering is mild
- Early symptoms = easy repetitions
- No tension or physical components
- It is gradual and inconspicuous
- No awareness or emotional reactions
What does the development of awareness depend on?
Depends on severity, sensitivity, and experience
When do normally fluent children show consistent awareness of fluency?
By about age 5
When do some children show signs of awareness?
Close to onset
List the main points that can be taken away from the stuttering onset data (4).
- Early symptoms variable in type and frequency.
- Early stuttering may be mild, moderate, or severe; physical components may be present.
- Onset may be gradual or sudden
- Awareness or emotional reactions are often present
List the theoretical conclusions about stuttering onset (4).
- Stuttering is distinct from normal disfluency even at onset.
- Normal disfluency is not shaped into stuttering
- The great variability at stuttering onset may represent subtypes
- The difficulty in distinction between very mild stuttering and higher levels of normal disfluency is relevant primarily for research purposes of classification.
List the clinical conclusions about stuttering onset (4).
- All children do NOT go through a period of stuttering
- Even severe symptoms close to onset are not unusual
- Stuttering does not arise out of normal disfluency; therefore, we cannot prevent normal disfluency from turning into stuttering
- Internal and external environmental factors do contribute to onset but not clear what or how
List the main factors to consider in the development of stuttering (3).
- What we used to think
- What research has found
- Clinical implications
List the features that stuttering onset and development was characterized by early on (4).
- Uniformity in terms of gradual appearance
- Uniformity in its effortless repetitions of syllables or words
- Uniformity in its lacking in physical tension
- Uniformity in the lacking in awareness and affective reactions
What did Froeschels’ model (1921, 1943) state about stuttering development?
Only in rare cases did the beginning of stuttering deviate from the “traditional” pattern as set forth early on.
What did Bluemel’s (1932) model state about stuttering development?
- Primary stuttering: Pure speech disorder, with mild repetitions of syllables and words. No physical tension, no awareness, no emotional reactioin
- Secondary stuttering: Begins when the child is becoming more aware
- With awareness, we see elements of emotional reactions and physical tension. Disfluencies are longer.
What is the most important feature of the Froeschels/Bluemel model of stuttering development?
The assumption that early symptoms of stuttering are essentially normal disfluency or develop out of normal disfluency.
