Brainscape's Knowledge GenomeTM

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


See full index

Fluency Midterm > Fluency Final > Flashcards

Fluency Final Flashcards

1
Q

Primary Typologies of Stuttering: Within words SLD

A

Sound repititions, syllable repitions, blocks, broken words, prolongations

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

Primary Typologies of Stuttering: Between word normal disfluency

A

Interjections, Revisions, Phrase repetitions, multisyllabic word repetitions, monosyllabic word repititions

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

Secondary Typologies of stuttering

A

Frustration, Tremor, Reactions to perseveration, vocal fry, interruptor reactions, speaking on complemental air, gasps and speech on inhalation

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

Socondary Typologies of Stuttering: Responses to the fear of the basic behaviors

A

Word substitutions and circomlocutions, refusal and odd speaking, postponement, Abulia, timing devies, trigger postures, disguise reactions

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

Clonic

A

Repetition, Rythmic, Oscillatory

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

Tonic

A

Prolongation, Tense, Sustained

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

Tonoclonus

A

Predominantly clonic

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

Clonotonus

A

Predominantly tonic

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

Overt

A

Observable, measurable

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

Covert

A

Feeling, attitude

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

Trigger

A

Internal, posture

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

Cue

A

External, situation

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

Accessory

A

Struggle, tension

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

Associated

A

Feeling, attitude

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

Speaking rate

A

Average # syllables/min - stuttered and non stuttered speech

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

Articulatory rate

A

Average # syllables/min - nonstuttered speech

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

What is “too fast” speaking rate?

A

180-200 syllables/min

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

What is “just right” speaking rate?

A

120-180 syllables/min

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

Stuttering Modification

A 
Van Riper-Modify stuttering moment
Voluntary/Fake stuttering
Cancellation
Pullouts
Bounce
Preparatory set
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Fluency Shaping

A

Wingate, Webster, Ryan, & Perkins-Replace stuttered speech with fluency…not just modifying the stuttering

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

Quick Fluency

A

Suggestion, relaxation, and unusual modes of speaking

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

Psychotherapy

A

Anxiety, guilt, frustration, hostility, self-confidence, and fear

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

Iowa Therapy

A

Fake or voluntary stuttering, cancellation, pullouts, bouce, and preparatory sets

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

DAF and FAF

A

-Delayed Auditory Feedback-Frequency Altered Feedback

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

AAF

A

Altered Auditory Feedback-Corrects auditory processing abnormality in brain imaging

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

Medications for stuttering

A

tranquilizers and dopamine antagonist-haloperidol

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

ABC’s of Stuttering

A
  • Affective-Behavior

- Cognitive

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

Affective (ABC’s)

A

-Feeling of embarrassment, anxiety, shame, and guilt-emotional reactions to stuttering for client or listener, not always negative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Behavior (ABC’s)

A
  • Tension or struggle, avoidance, or circumlocution-stuttered speech, describe what they are doing
  • secondary characteristics, happen at time of sttering moment (eye blink, tensing, fist clench)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Cognition (ABC’s)

A
  • negative thoughts, low self esteem, reduced self-confidence-anticipation of stuttering, predict when to stutter
  • avoidance behaviors, may be debilitation
  • negative self-regard as a communicator, not at root of stuttering, stereotypical view that is not necessarily true
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Fluency Disorders in Children:Type 1

A

-Normally fluent, but parents are excessively concerned-Normally fluent with pareny concer, domo therapy with parents

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Fluency Disorders in Children:Type 2

A

Excessive time speaking discontinuously, not aware of speaking difficulty, secondary bx (tremors, facial contortions) Younger than 3.5 years-Excessivy disfluency and no awareness, modeling and rate reduction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Fluency Disorders in Children:Type 3

A

Child aware of difficulty and is imposing internal demands. over 3.5 years old-Excessive sifluency with internal demands, comprehensive program to ID, desensitize, and modify

35
Q

What does research tell us about stuttering and disordered phonology?

A
  • not much!does occur in an unknown proportion of kids
  • 30-40% is an overestimate
  • no evidence that disorder phonology causes stuttering
  • stuttering not more likely to occur on more phonologically complex sounds
  • no difference b/tthose who do stutter and those who don’t
  • co-occuring may change over time
  • may or may not differ in kids whose stuttering persists
36
Q

Loci of stuttering:Consistency Effect

A

Person whos stuttered words being the same upon repeated readings of the same passage

37
Q

Loci of Stuttering:Congruity

A

Not all who stutter will stutter on the same word in a passage (?)

38
Q

Loci of Stuttering:Adjaceny Effect

A

Stuttered words occurring next to previously stuttered words that have been blotted out upon repeated readings of the same passage

39
Q

Loic of Stuttering:Cycles

A

There is no evidence of a tendency for stuttering during oral reading to appear in periodic waves

40
Q

Loci of Stuttering:Clusters/Clustering

A

Tendency for moments of stuttering to occur in clusters where by stuttered words are flollowed immediately by more blocks

41
Q

Loci of Stuttering;Expectancy (anticipation) phenomenon

A

The ability of people who stutter to predict the words on which they are going to stutter with greater than chance accuracy

42
Q

Loci of Stuttering:Adaptation Effect

A

Progressive decline in the number of stuttering moments upon repeated readings of the same passage

43
Q

Facts and stats:Onset

A

Developmental stuttering first appearing in preschool period2-5 years

44
Q

14 fluency inducing conditions 1-7

A 
1 alone2 in unison with another speaker
3 to an animal
4 to an infant
5 in time to a rhythmic stimulus
6 when relaxed
7 in a different dialect
45
Q

14 fluency inducing conditions 8-14

A 
8 while simultaneously writing9 when singing
10 swearing
11 slow prolonged manner
12 loud masking noise
13 Delayed Aud feedback
14 showdowing another speaker
47
Q

WWR

A

Whole word rep

48
Q

A-SP

A

Audible sound prolongation

49
Q

I-SP

A

Inaudible sound prolongation

50
Q

PR

A

phrase rep

51
Q

INTJ

A

Interjection

52
Q

REV

A

Revision

53
Q

CL

A

Cluster

54
Q

UP

A

Unfinished Phrase

55
Q

UW

A

Unfinished word

56
Q

Criteria for Direct Therapy 1-5

A

1 negative statements about their talking2 struggle bx
3 3+ types of disfluencies are demoed
4 vowel interruptions are notes in speech or there are phonatory arrests
5 When parents show distress when child is disfluent

57
Q

Criteria for Direct therapy 6-10

A

6 disfluency rate exceeds 8% of the words uttered7 disfluencies occur on ind phonemes or syllables as opposed to whole words
8 fluent periods are shorter in duration
9 father, mother, or sibling also stuttered
10 child also has an artic or lang delay as well

58
Q

After the eval, the child can be in 1 of 4 categories:

Child is fine, no stuttering bx

A
  • affirm patients’ concern
  • say we aren’t concerned about disfluencies at this time
  • pay them off for bring the child in early
  • if anything changes have them call right away
59
Q

After the eval, the child can be in 1 of 4 categories:

We’re not sure, not real concerned, but more concerned than #1

A
  • Ask parents to track disfluencies
  • affirm parent’s concern
  • note any changes
  • have parents make contact in 2 months
  • contact sooner if things change
60
Q

After the eval, the child can be in 1 of 4 categories: Child is at risk, not stuttering yet, but has red flags

A
  • enroll in treatment
  • goal of tx is to find situations that increase/decrease disfluency
  • parents track
  • look for ways to increase fluent time
  • look for ways to decrease disfluent time
  • lots of positive reinforcement
  • parents are NOT asked to DO anything until be determine what seems to work best
61
Q

After the eval, the child can be in 1 of 4 categories: Child stutters

A
  • Enroll and treat stuttering directly

- parents MUST be actively involved in all phases of treatment

62
Q

Cluttering

A
  • excessive rate
  • periods of fast and slow rate
  • rushes
  • may be telescopic
  • may have errors in artic
  • may worse when relaxed
  • disorganized thoughts
  • prosody issues

poor syntax

-rhythm issues

63
Q

SAAND

A

Stuttering Associated with Acquired Neurogenic Disorder

64
Q

Neurogenic

A
  • usually no history of stuttering, secondary to a neuro event
  • Can be persistent or transient
65
Q

Neurogenic Characteristics

A
  • initial phonemes (always)
  • Medial (often)

-substantive words (always)

66
Q

Persistent neurogenic

A

may be bilateral

-associate with both hemi damage

67
Q

Transient Neurogenic

A

unilateral

-associated with damage on one hemi

68
Q

Neurological disorders that can cause stuttering:

A

Parkinson’s (degenerative) strokes, Head trauma, tumor,TBI, etc.

69
Q 
Fluency Enhancing Procedures:
Direct Therapy (8)
A

1: very slow/stretched speech,
2: simple/short sentences,
3: many silent pauses,
4: elim of ?’s/interruptions/demands,
5: slow convo turn taking
6: self-talk, parallel play, modeling, expansion
7: follow kids play
8: you having a stuttering moment

70
Q

Easy Onset

A

1: light artic contacts for initial sounds
2: smooth artic movements from sound to sound, word to word
3: unrestricted air flow

71
Q

DIMES Approach

A 
Describe what happened
Identify when it occurs
Modify
Evaluate
Self Correct
72
Q

How does motivation effect therapy?

A

If the client isn’t ready to actively participate in therapy, even the best approach will fail.

73
Q

What do parents need to be aware of?

A

they need to understand the nature of stuttering, recognize bx changes can be slow, and commit to reinforce, NOT enforce.

74
Q

Evaluation Phase

A

1: Family Play Session (15 min, caps and demands are noted)
2: Direct Observation and manipulation of fluency skills (explore awareness, fluency enhance bx’s are used,
3; Parent Interview (case history, info about stuttering history, emotional support)

75
Q

Intervention Phase

A

1: family play session
2: parent counseling edu and skill dev
3: Direct Therapy with child
4: Parent’s Group
5: Children’s Group

76
Q

Phases of a Stuttering Program

A

1: Describe speech pattern (explanation, exploration)
2: Bring down intensity, struggle, and fear (desensitization, P-scale)
3: Detect bx during moments (signal, interrupt)
4: Replace old reaction with new action (smooth, voluntary)
5: Produce speech that moves forward fluently (structured/unstructured, inside/outside)

77
Q

Procedures and Terms of stuttering program

A

1: Fundamental concept (stimuli: sounds, words, physical, people, etc)
2: Selected bx principle
3: Organization of individual therapy session
4: learning to change stuttering to a Smooth Voluntary Response (SVR)
5: General sequence for obtaining and habituating a new response

78
Q

Demands and Capacities model

A

Capacity: motoric skill, linguistic skills, affective and cog dev, ractin time, self-conf, neurological maturation

Demands: speech rate of other, turn taking, parent reactions, questioning, demanding,

79
Q

Hierarchy: Length of utterance

A 
1: monosyllabic words
2; 2 syllable words
3: Multisyllablic words
4; Phrases
5: Sentences
6: Conversation
80
Q

Hierarchy: Topic

A

1: Rote “lists” 9days of week, counting)
2: Picture naming
3: Short answers to ?s
4: Descript of concrete things
5: Descript of abstract things
6: Likes and dislikes
7: solving a problem

81
Q

Hierarchy: Environment

A

1: clinic room
2: clinc door open
3: In hallway
4: walking around
5: Another room/bldg
6: Restaurant
7: Telephone

82
Q

Hierarchy: Listeners Present

A

1: clinician only
2: clinician and another client
3: clinician and family member
4: clinician and multiple listeners
5: clinician and teacher
6: listeners other than the clinician (clinician not present)

83
Q

Hierarchy: listener reaction

A

1: attentive
2: inconsistent eye contact
3: Challenging questions
4: placing time pressure
5: feigning misunderstanding

84
Q

Why is it important to use a Hierarchy?

A

to build them up to real world situations to help them maintain fluency in all situations.

Fluency Midterm (1 decks)

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