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Fluency Disorders > Fluency Final > Flashcards

Fluency Final Flashcards

1
Q

Differences in clinical management of stuttering due to

A

-Changing the nature of the disorders of stuttering
-Effect of age itself

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2
Q

Key phrases of IDEA

A

“aversely affects educational performance”
“educationally relevant”

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3
Q

Therapy can apply to variety of goals for school-age treatment such as

A

-Improving communication attitudes
-reducing negative reactions to stuttering
-educating people in the child’s environment
-minimizing the overall impact of the child’s stuttering in many domains

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4
Q

what might affect school performance

A

-Decreased participation in classroom interactions
-Difficulty giving oral presentations
-Trouble reading aloud
-Hesitant to participate in group projects

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5
Q

Goals of stuttering treatment in school-age

A

-Use a broad-based definition of the entire disorder, taking into account the child’s overall communication experience, then we can be much more successful
-Treat disorder not just behavior
-Stuttering is something child does not something that he or she is

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6
Q

We need to treat the

A

entire disorder

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7
Q

adressing impairment

A

change speech production to improve fluency

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8
Q

addressing child reactions

A

improve speech attitudes, acceptance of stuttering, reduce avoidance, tension, struggle

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9
Q

addressing negative consequences

A

focus on communication skills, not just fluency

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10
Q

addressing environmental reactions

A

educate others, help child handle teasing, etc.

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11
Q

beneath the service

A

negative reactions to stuttering can increase the severity

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12
Q

A

A

affective

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13
Q

affectice

A

child experiences embarrassment, shame, isolation, fear, guilt, anxiety

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14
Q

b

A

behavioralb

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15
Q

behavioral

A

stuttering event

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16
Q

c

A

cognitive

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17
Q

cognitive

A

child evaluates himself negatively as a communicator; does not understand stutter

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18
Q

directions for school age tx

A
  1. parent counseling
  2. Learn about speech and stuttering
  3. facilitate fluency
  4. identification/analysis
  5. modification of stuttering
  6. transfer
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19
Q

parent counseling

A

-Give information about stuttering
-Help parents explain feelings of concern, frustration, etc.
-Explore child’s relationship with parents and siblings
-Identify factors which complicate the problem or those interfering with progress

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20
Q

speech system

A
  1. air from lungs
  2. vf vibrate
  3. tensing
  4. timing
  5. sounds (smooth, continuous)
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21
Q

link stuttering to general learning of skills such as

A

tying a shoe, coloring, free throws

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22
Q

facilitate fluency

A

-Slow speaking rate
-Gentle voice onset
-Light articulatory contact
-Continued movement and airflow
-Prosody

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23
Q

identification/analysis

A

-clinician can model stuttering
-locate bumpy speech; differentiate between easy and hard speech

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24
Q
  1. modification of stuttering
A

-Show they can change speech in variety of ways
-Physically feel what they do
-Release tension
-Move speech helpers instead of trying to push against them

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25
Q

techniques for treating the entire disorder

A

timing, tension, or both

26
Q

timing

A

rate, pausing, phrasing paragraphs, pace

27
Q

tension

A

light contact, pull outs, post blocks

28
Q

timing and tension

A

easy onset/start

29
Q

techniques for modifying stuttering

A

help children stutter more easy we need to modify tension while stuttering and reduce child’s discomfort with stuttering

30
Q

catching the stuttering

A

identify moments of stuttering as they occur

31
Q

rationale for catching the stutter

A

*Increases awareness
*Provides opportunity to modify stuttering
*Develops self-monitoring skills
*Encourages openness and acceptance
*Begins process of desensitization

32
Q

relaxing the stuttering

A

purposefully stutter on a word with 100% tension, observe the disfluency, then repeat word with decreased tension

33
Q

rationale for relaxing the stutter

A

-Identify, analyze, and change stuttering
-Students see they can stutter in an easier way
-Reduces sensitivity
-Increases feelings of control
-Develops ability to work with stuttering

34
Q

sliding out of the stuttering

A

Students catch themselves during a moment of stuttering and then gradually “slide out” of the stuttering by identifying and stabilizing the tension, slowing down their articulation, and stretching out transitions

35
Q

rationale for sliding out of the stuttering

A

*Stabilizes and decreases tension
*Increases speech control
*Keeps speech moving forward

36
Q

easy stuttering

A

-Intentionally produce relaxed, controlled repetitions of sounds, syllables, or words
-Can be used before or during a moment of stuttering or at times when stuttering is not anticipated or occurring

37
Q

rationale for easy stuttering

A

*Helps children learn they can change the way they stutter
*Also reduces tendency to hide stuttering
*Recues tension and counter conditions struggle behaviors

38
Q

Cancellation

A

-Students pause for a couple of seconds after a moment of stuttering (to acknowledge / analyze disfluency) and then they say stuttered word again with less tension

39
Q

Cancellation Rationale

A

-Increases feeling of control
-Desensitizes concerns about stuttering
-Reduces tension

40
Q

what could be included in portfolio

A

-Reflective writing and drawings
-Journal entries
-Questionnaires
-Checklists
-Transcripts of conversations with the child
-Documentation of behaviors observed by SLP, parent, teacher, and peers

41
Q

example of goal for environment

A

-Child will demonstrate ability to
*Educate his peers about stuttering
*By giving 1 classroom presentation
*During a report on ISA day
*With support from teacher and clinician

42
Q

example of goal for attitudes

A

-Child will demonstrate the ability to use pseudo-stuttering in a familiar situation when promoted by the clinician
-Child will demonstrate the ability to minimize avoidance strategies during an oral reading task in the classroom

43
Q

REBT stands for

A

Rational Emotive Behavioral Therapy

44
Q

what is REBT

A

-Based on the idea that individuals can “think” themselves into being upset because of irrational belief systems
-Get them to change belief system
-Teach acceptance -> model acceptance

45
Q

to decrease emotional reactions we need to find balance between

A

-Developing and/or maintaining positive attitudes associated with communication and self
-Developing the ability to understand and use speech modifications techniques

46
Q

what teachers need to know

A

-Knowledge
-The FACTS
-The goals and the therapy process
-To know that you are willing to collaborate
-Empowerment
-Connection with resources
-Ongoing contact with us/support from us
-Acceptance

47
Q

teachers need to reinforce

A

small victories (open stuttering, open discussion, non-avoidance)

48
Q

Goals contain

A

-What the child is to do
-How often
-What task and setting the child will do it in
-How much support will the child have

49
Q

treatment types in adult stuttering

A

-stuttering modification (traditional)
-fluency generating/shaping
-group therapy

50
Q

Traditional program wants to change _____________ of adults

A

belief system

51
Q

how to change negative thinking in adults

A

-Show they have ability to be fluent (use devices)
-Show even “normal” speakers can be disfluent

52
Q

identification

A

*In normal speakers
*In clinician’s pseudo-stuttering
*In client’s recorded speech
*In client’s conversation

53
Q

Analysis

A

*What is happening when you stutter? (ex: tension)
*Freeze in moment; magnify the situation; explain how they felt before, during, and after moment
*Use descriptive language to discuss interfering behaviors
*Gives client specific goals for change

54
Q

desensitization

A

Reducing emotion or anxiety that may accompany stuttering

55
Q

steps of modication

A

*Modify stuttering after you have done it (post-block)
Pause, go back, repeat word
Pay attention where tension was and plan for next time
-Stuttering modified as it occurs (in-block, pull out)
Reduce tension midstream and pull out
-Modify stuttering before it happens (pre-block)

56
Q

post-block

A

Ask client to pause after a stuttered word and say the word again with easy, more relaxed stuttering

57
Q

In-block

A

Teach client to change stuttering in its mid-course; let client pull out by slowing down and using soft articulatory contacts

58
Q

Pre-block

A

Teach preparatory sets by asking the client to use the techniques of modifying stuttering as he/she anticipates difficulty on a word

59
Q

fluency generating/shaping is achieved by using

A

-Delayed auditory feedback
-Metronome-paced speech
-Prolonged/rate reduced speech
-Masking noise
-Shadow reading

60
Q

Advantages of fluency shaping

A

-Client can see that they can be fluent
-Goal is clear = fluency
-Steps are clearly outlined, defined, and structured

61
Q

Disadvantages of Fluency shaping

A

 Relapse is a big problem
 No techniques taught in case of relapse
 Speech may be unnatural
 No direct work on emotions or feelings

Fluency Disorders (1 decks)

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