Brainscape's Knowledge GenomeTM

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


See full index

sphp 123 (chuchas) quiz3/exam 2 > Lecture 6 > Flashcards

Lecture 6 Flashcards

1
Q

What are the language issues as related to childhood stuttering?

A
  • stuttering onset occurs between 2 and 5 years of age during period of great language growth
  • stut. typically develops during a period of significant language growth- exemplified by mastery of morphologic, and syntactic forms, and vocab development
  • some CWS exhibit co-occurring lang disorders
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What are the lang issues as related to childhood suttering? part 2

A
  • effective communication takes place within the context of lang-cant ignore the context in which stuttering takes places
  • earliest onset stut reported as being 8 mos
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What about linguist demand related to stutter?

A

“…longer and developmentally more complex utterances are more likely to be stuttered than shorter utterances with simpler syntax”

  • Gianes,runyan, and myers
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

How about mean length of utterance (MLU) compared to disfluency rate?

A
  • rate of disfluencies in spontaneous utterances that were above the child’s mean length of utterance (MLU) compared with the disfluency rate in utterances identified as shorter than MLU. “
  • The results indicated that utterances above the MLU were more likely to be produced disfluently…”
  • Increased linguistic complexity relative to overall language proficiency (as measured by MLU) may set the stage for fluency breakdown.”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What about overall linguistic proficiency?

A

fluency is more likely to be compromised when children both children who stutter (CWS) and children who do not stutter (CWNS) attempt to produce language that is more advanced relative to their own overall linguistic proficiency

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

What are the implications for fluency assessment?

A
  • A comprehensive lang assessment is an important part of an assessment for young ch. who are being assessed for stuttering/fluency issues.
  • lang sample other assessments: receptive and expressive
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What are the fluency therapeutic ramifications (consequence) based on language development difficulties?

A
  • targets for fluency therapy need to chosen with care, initially to maximize the potential for fluent production and over time to gradually challenge child’s mastery of fluency skills through a hierarchy of successively more demanding utterances.”
  • berstain, ratner
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What significant aspects of language development are evident for ch who recovered vs those who persisted with stuttering? (Watkins and Yairi)

A
  • even though it seems the recovered and persistent groups did not show language differences, the persistent group did display increased variability in their performances on measures of expressive language compared with those children who recovered. (Watkins and Yairi)
  • The children who persisted in their stuttering did not show such a pattern, maintaining a more stable above average expressive language profile. This finding is in contrast with those presented above and may be suggestive of language effects on stuttering, such that the children’s attempts to produce developmentally more challenging utterances have the potential to adversely affect their ability to be fluent
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What are the stuttering assessment components for children?

A
  1. Extensive case history including familial history
  2. speech/ lang assessment
  3. nature of disfluencies/ other factors/ counting disfluencies/ observations/videotaping/other assessments
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Extensive case history including familial history

A
  • Parent /Client concerns
  • Parent/ Client description of disfluencies
  • When did parent first notice disfluency?
  • Have the disfluencies changed since they began?
  • If so, in what way?
  • Why seeking evaluation/treatment now?
  • How does client react to stuttering? If a child, is he/she aware?
  • Does client struggle or abandon?
  • Does the client have strategies they use that help
  • Situations in which client is most fluent? Most disfluent?
  • Family history?
  • Previous treatment?
  • Is client’s speech during evaluation representative of disfluent patterns?
  • Anything we need to know, that didn’t ask?
  • Client/parent questions?
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What are Frequently Asked Questions?

A
  • What causes stuttering?
  • Can it be Cured?
  • Why does it seem to come and go?
  • Should we discuss the stuttering with our child?
  • Why does singing or talking in a funny voice seem to help?
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Speech/Language Assessment

A
  • articulation/ phonologic

- receptive/expressive langugae

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

Nature of disfluencies

A
  • identify specific vowel/ consonant patterns
  • loci of disfluencies (initial words, final words, etc.)
  • core features
  • sounds, syllable, words, phrases
  • severity- frequency of the disfluencies- how often/how long
  • secondary behaviors
  • presence of struggle
  • accessory behaviors
    ch. reaction to disfluencies(embarrassment abandoning utterances)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

other factors (stuttering assessment components for ch)

A
  • social/emotional/academic aspects - how handicapping is stuttering?
  • parent reaction to disfluencies
  • motivation: attention span, stimulability and compliance
  • older children: reading/ monologue sample
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

counting disfluenices:

A

a. obtain 300- word sample consider mean:
- frequency of all speech disfluencies
- frequency of each disfluency type
- duration from onset to offset of 10 randomly selected speech disfluencies
- number of iterations (repetitions) per sound syllable repetition for 10 randomly selected disfluencies
- rate of speech in words or syllables per minute

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

other possible assessments

A

SSI-3/4: Stuttering Severity Instrument For Children and Adults
OASES: Overall assessment of the speakers experience of stuttering

17
Q

SSI-3 and SSI-4 Stuttering Severity Instrument

A
  • ages: 2-10 yrs. and up
  • measures frequency, duration, and physical concomitants of stuttering
  • converted to numerical rating corresponding to the severity of stuttering
18
Q

OASES (overall assessment of the speakers experience of stuttering)

A
  • ages: 7 yrs. to adult
  • Examines:
    1) the speaker’s perception of the stuttering impairment;
    2) the speaker’s affective, behavioral, and cognitive reactions to stuttering
    3) the speaker’s limitations when communicating in daily activities
    4) the impact of stuttering on the speakers overall participation in life
19
Q

Methods of counting disfluencies

A

Procedure “A”
- “count each syllable or word as either fluent or disfluent”
- each syllable or word should be counted only once
- calculate the percentage of words or syllables that were disfluent.
Also:
- Count number of stuttering-like disfluencies (SLDs): each word or syllable is counted as either fluent or involving an SLD- (ie. “ Within-word repetition; monosyllabic word repetitions; sound prolongations….; tense pauses; or any other type of disfluency that is perceived to involve excessive muscle tension or effort…..” )
- then calculate the percentage of syllables or words with SLDs

20
Q

Observations and other suggested assessments

A
  • Videotaping of child with one/more parents in therapy room playing game etc.. Familiarize child with therapy room as well as observe parent/child interactions. Parent videotape at home.
  • Speech/Language assessment/alternate with game or other activity
  • Videotaping of child and clinician during unstructured play activities (compare to parent home videotaping)
  • Different speaking tasks such as:
  • retelling a familiar story
  • sometimes interrupting, disagreeing, or saying we need to “hurry and finish” to see how this may affect fluency
  • Hearing screening/ oral peripheral assessment
21
Q

At risk signs for child developing chronic stuttering: Factors depend on

A
  • Nature of childs disfluencies
  • Frequency of disfluencies
  • situational variability
  • presence of struggle/ secondary behaviors
  • childs reaction to disfluencies
  • familial history
  • childs gender
22
Q

Possible outcomes of child stuttering evaluation

A
  1. no at risk stuttering behaviors present
  2. inconsistent signs/not quite sure
  3. child is at risk/ stuttering present at times
  4. stuttering evident including secondary behaviors
23
Q
  1. No at Risk Stuttering Behaviors present
A

a. disfluencies present but more related to “linguistic encoding
process” – interjections, repetitions or words/phrases
b. no muscle tension/ no effort/ no secondary behaviors observed
c. speech and language age appropriate
Next Steps: affirm parent concerns/ praise them for bringing in child; encourage them to make contact again immediately if there is any change in nature or frequency of disfluencies

24
Q
  1. Inconsistent signs/not quite sure
A

a. Inconsistent signs of stuttering present, but need more information- observation/assessment
b. Affirm parents concerns/parents to track
disfluencies; day to day; situations good/bad; possible videotaping; follow up evaluations
d. Parents to note any changes in disfluency
e. Re- contact in approximately 2 months or sooner if there is marked change in nature or frequency of disfluency

25
Q
  1. Stuttering is present at times/ child at risk
A

a. Enroll in treatment
b. Determine situations/tasks that increase or decrease disfluencies
c. Parent track disfluencies
d. Investigate ways to increase fluent talking time
e. Reduce disfluent talking time
f. Positive reinforcement for fluent speech in clinic
home.
g. Parents are not asked to use any fluency enhancing techniques as yet until appropriate intervention plan is determined

26
Q
  1. Stuttering behaviors evident including secondary characteristics
A

a. enroll and treat directly

b. parents must be actively involved in all parts of treatment

27
Q

Child stuttering evaluation/assessment: More thoughts

A
  • Early intervention is very important
  • Diagnostic therapy involves clinician, parents, and child
  • Need to identify:
    1.Situations/environmental conditions that reduce
    disfluency
    2.Situations/environmental conditions that increase
    disfluency
  • This can be accomplished through: Parent charting; Parent reporting; Clinician’s systematic observation of the child’s speech; Clinician’s systematic evaluation of parent reports
28
Q

Adult/Adolescent stuttering asessment

A

1.Extensive case history including familial history
2. Language Sample
3.Counting Disfluencies
*Obtain 300 word speech sample: consider mean:
a. frequency of all speech disfluencies
b. frequency of each disfluency type
c. duration from onset to offset of 10 randomly selected speech disfluencies
d. number of iterations (repetitions) per sound syllable repetition for 10 randomly selected disfluencies
e. rate of speech in words or syllables per minute
Other possible assessments:
** SSI-3/4: Stuttering Severity Instrument for Children and Adults
**OASES: Overall Assessment of the Speaker’s Experience of Stuttering

29
Q

Nature of disfluencies (adolescents and adults)

A

Identify specific vowel/consonant patterns
Loci of disfluencies (initial words, final words, etc..)
Core features (e.g., repetitions, prolongations, blocks)
Sounds, syllables, words, phrases
Severity- frequency of the disfluencies- How often/ how long
Secondary behaviors
Presence of struggle- accessory behavior reaction to disfluencies- ( e.g., embarrassment, abandonment)

30
Q

other factors ( adolescents and adults)

A
  1. Social/Emotional/Academic aspects- how handicapping is stuttering?
  2. Obtain taped reading/monologue/ conversational sample- may present pressured situations; videotaping
  3. Develop a fluency profile
31
Q

More information RE: Adult Case History

A
  • Client’s description of his/her speech ( what do they know that they know)
  • When began
  • Family history
    -Situational variability
  • do you have more trouble speaking in some situations than others?
    certain words or sounds; some people harder to talk with than others?
    Speech better or worse at times?
    -Impact on work/academic/ social situations
    do you avoid certain situations, what are they?
    -Do you avoid certain words; sounds; listeners – please give example
32
Q

More information on Adult Case History continued:

A
  • Do you use any “tricks” that help when you stutter?
  • How do people react to you stuttering?
  • How do you react?
  • Past therapy; what worked, what didn’t ?
  • Why seeking therapy now?
  • Family interaction
  • Goals for therapy, expectations, and motivation
  • Is speech today representative of your fluency issues?
  • Any questions?

sphp 123 (chuchas) quiz3/exam 2 (6 decks)

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