L1 Stuttering Flashcards

1
Q

why do we assess

A
  • To gather information relevant to the patient
  • To understand the patient’s history and the development of the disorder
  • To obtain a baseline
  • To identify outcomes
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2
Q

principles of assessment

A
  • Explore impact of stuttering on patient
  • Explore impact of previous intervention
  • Identify outcomes patient hopes for
  • Create a plan for attainable outcomes with patient
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3
Q

what information should we gather from our assessment

Consensus Guidelines for Assessment (Brundage et al, 2021)

A
  • Stuttering related background information
  • Speech, language, temperament and related background information
  • Speech, fluency and stuttering behaviour
  • Speaker’s reactions to stuttering
  • Reactions to stuttering within speaker’s environment
  • Adverse impact associated with stuttering
  • Follow ICF (International Classification of Functioning and Health, WHO 2001)
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4
Q

what does OASES stand for

A

overall assessment of the speaker’s assessment of stuttering

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5
Q

what is the OASES

A

stuttering assessment which focuses on impact on quality of life rather than stuttering behaviours - based on ICF framework

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6
Q

what does WASSP stand for

A

Wright-Ayre Stuttering Self-Rating Profile (Wright and Ayre, 2000)

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7
Q

what is the WASSP

A
  • Based on the ICF framework
  • Developed to assess the person who stutters perceptions of stuttering behaviours, thoughts and feelings about stuttering, avoidance of speaking situations and any perceived disadvantage due to stuttering
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8
Q

difference between OASES and WASSP

A

WASSP is shorter than OASES, more suitable for patients with literacy or attention issues

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9
Q

what is the most common way to assess stutter

A

percentage of syllables stuttered

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10
Q

postponement

A

as the PSW approaches a feared word, there is often a moment of hesitation or the speaker may use a serious of sounds e.g. um/ah/let me see/you know

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11
Q

normal non fluency

A
  • Part or whole word repetitions (less than three)
  • Phrase repetitions
  • Single syllable word repetitions
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12
Q

approximately how many CWS spontaneously recover

A

70- 80%

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13
Q

predictive factors of persistent stutter

A
  • Bernstein Ratner (2010) suggests that a child’s relative level of language development may be a factor in predicting remission and persistence in early stuttering.
  • Family history may also be a significant factor
  • Walsh et al (2018) provides supplemental evidence of the role of known predictive factors (e.g., sex and family history)
  • Provide evidences that
    • Early delays in basic speech motor processes (especially in boys),
    • Poor performance on a non word repetition test
    • Stuttering severity at the age of 4 to 5 years
    • Delayed or atypical functioning in central nervous system language processing networks are predictive of persistent stuttering
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14
Q

factors which indicate a sutter is less likely to persis

(manning 2010)

A
  • No relatives who stutter
  • Female
  • Within one year of onset
  • Few reactions to stuttering by child/parents
  • Early onset of stuttering (2-3 years)
  • Decreased severity ratings by parents and clinicians
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15
Q

ICF guided assessment

coleman (2018)

A
  • Determine if the speaker is able to communicate effectively and efficiently in various speaking situations.
  • Assess the impact of stuttering on the speaker’s ability to achieve educational objectives and interact with others.
  • Assess the impact of stuttering on the speaker’s perceived quality of life.
  • Determine comfort, spontaneity, and naturalness in functional communication across a range of situations.
  • Determine the child’s perceived knowledge of stuttering and their ability to educate their peers regarding stuttering and advocate for appropriate accommodations
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16
Q

cluttering severity instrument

A
  1. Overall intelligibility
  2. Speech rate regularity
  3. Speech rate
  4. Articulatory precision
  5. Typical disfluency
  6. Language disorganisation
  7. Discourse management
  8. Use of prosody
17
Q

cluttering assessment

A
  • Monologue
  • Reading
  • Story retelling
  • Speech motor coordination (10 repetitions of puhtukkuh) - judging articulatory accuracy, smooth flow and rate
  • Skills in oral motor coordination in multisyllabic words (Van Zaalen, 2009)