Exam 1 - Stuttering Flashcards
relaxed breath (fluency-enhancing strategy)
Students use relaxed diaphragmatic breathing as they speak.
slow, stretched speech (fluency-enhancing strategy)
Students prolong individual syllables for approximately 10 times their normal duration.
smooth movement (fluency-enhancing strategy)
Students produce gentle transitions between sounds by slowing, exaggerating, and blending
transitional articulatory movements
easy voice (fluency-enhancing strategy)
Students initiate phonation of vowel sounds in a relaxed and gentle manner
light contact (fluency-enhancing strategy)
Students touch their speech articulators together lightly to decrease articulatory pressure
stretched speech (fluency-enhancing strategy)
Students stretch sounds and prolong syllables (as with slow, stretched speech) for
approximately one second per syllable.
linked relaxation rhythm (fluency-enhancing strategy)
Students use a rhythmic speech pattern in which relaxed, continuous phonation is maintained
as they oscillate the loudness of their voice on successive syllables and words.
extra intonation (fluency-enhancing strategy)
Students exaggerate rising and falling inflections and vary the duration of their stretches.
nearly natural speech (fluency-enhancing strategy)
Students increase speech rate, reducing the exaggerated quality of extra intonation, using more
normal intonation, and shortening certain stretches
natural speech (fluency-enhancing strategy)
Students increase speech rate further, decrease duration of stretches, and integrate skills with
greater sophistication.
relaxing the stutter (stutter-mod strategy)
Students purposefully stutter on a word with 100% tension, observe the disfluency, and then repeat
the word with decreased tension.
slide (stutter-mod strategy)
Students catch themselves during a moment of stuttering and then identify and stabilize the tension,
slow down their articulation, and stretch out transitions between sounds
easy stuttering (stutter-mod strategy)
Students intentionally produce relaxed, controlled repetitions of sounds, syllables, or words
cancellation (stutter-mod strategy)
Students pause after a moment of stuttering (to acknowledge and analyze the disfluency) and then
say the stuttered word again with less tension
typical disfluency (developmental/treatment level)
preschool; 10 or less disfluencies per 100 words; one-unit repetitions; mostly repetitions, interjections, and revisions; no secondary behaviors; kid is not aware; typical stresses of speech/language and psychosocial development
Borderline stuttering (developmental/treatment level)
preschool; 10 or more disfluencies per 100 words; 2+ units in repetition; more repetitions and prolongations than revisions or interjections; no secondary behaviors; generally not aware; stresses of speech/language and psychosocial development with constitutional predisposition
beginning stuttering (developmental/treatment level)
preschool; rapid, irregular, and tense repetitions may have fixed articulatory posture in blocks; may have eye blinks, increases in pitch or loudness; aware of disfluency; conditioned emotional response causes excess tension, instrumental conditioning causing escape behaviors
intermediate stuttering
(developmental/treatment level)
blocks where sound and airflow are shut off; escape and avoidance behaviors; fear, frustration, embarrassment and shame; beginning processes plus avoidance conditioning
advanced stuttering (developmental/treatment level)
long, tense blocks (some with tremor); escape and avoidance behaviors; intermediate plus negative self concept; beginning and intermediate plus cognitive learning
disfluency
Disfluency is anything that disrupts
the smooth flow of speech; it is an
interruption of speech.
Typical disfluency
Is an interruption of speech that occurs in
a typically developing individual
* May be identified as nonstuttered
disfluencies that all speakers produce
fluency
Effortless flow of speech
* Effortless mental and physical work to
speak
* Hesitations still occur
words we use
People who stutter
* No longer use “stutterer”
* No longer use abbreviations “PWS”
* Disfluency not Dysfluency
stuttering
Begins between 18 months of age and puberty.
* Most often begins between 2-5 years of age.
* Cause or causes have not yet been fully
determined
stuttering can consist of:
part or whole word repetitions, prolongations, sound or syllable repetitions, interjections, broken words, blocking, circumlocution (word substitutions).
prevalence
1% (how many people who stutter or how widespread is the disorder)
incidence
5% (how many people have stuttered at some point)
Recovery without tx
above 80% of children who ever stuttered
male to female ratio
Schoolchildren and adults – 3:1
– Very young children who start to stutter – 1:1
– Girls recover more often in young childhood
Core Behaviors of Stuttering
repetitions, prolongations, blocks
repetitions
ound (b-b-b-boy), syllable (ba-ba-
baby) or single syllable word (my, my, my)
prolongations
sound prolonged (m—-y); sound
continues or air flow continues but the articulator
movements stop
blocks
air is stopped (in the word “baby” – the
lips are pressed tightly together for /b/ placement
but no airflow.)
Other Behaviors of Stuttering
interjections, silent pauses, broken words, incomplete phrases, and revisions
interjections
sound, word, or phrase
interjected (uh, um)
silent pause
silence during speech
broken word
pause within a word
incomplete phrase
incomplete utterance
revisions
word or thought changed
secondary behaviors
Result as attempts to escape or avoid core behaviors
integration
Stuttering may be inherited or congenital
disorder
* First appears when a child is learning to
coordinate complex speech and language
skills
* Children who persist in stuttering, may
have deficits in the neural networks of the
brain
Stuttering as a Disorder of Brain
Organization
Studies examined how is the brain is organized for speech and language.
Stuttering as a Disorder of
Timing
Studies examined how the brain sequences movements for speech.
Stuttering as a Reduced Capacity
for Internal Modeling
Studies examined how the brain performs
internal modeling to control speech
production.
Stuttering as a Language
Production Deficit
Studies examined how the brain produces spoken language.
Stuttering as a Multifactorial,
Dynamic Disorder
It is a motor speech disorder that is influenced by
cognitive, linguistic, and psychosocial factors
(Smith, 1999). Cannot consider a single cause.
Diagnosogenic Theory
Studies examined how the listener’s
response to stuttering impacts the child’s
disfluencies. If negative response from
listener, then will the child stutter?
Indirect borderline stuttering treatment
Tx begins during the dx
– Identify environment at home
– Study family interactions
– Provide websites to watch videotapes about
preschool children and stuttering
7 tips of talking with your child
- Reduce the pace
- Full listening
- Asking questions
- Turn taking
- Building confidence
- Special times
- Normal rules apply
