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FLUENCY > NATURE OF STUTTERING AND DYSFLUENCIES > Flashcards

NATURE OF STUTTERING AND DYSFLUENCIES Flashcards

Lesson 1

1
Q

This is a continuous and effortless flow of both movement and information; effortless flow of speech

A

Fluency

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2
Q

fluency refers to

A

Refers to continuity, smoothness, rate, and effort in speech production.

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3
Q

what are the language and speech components of fluency

A

Linguistic and Speech fluency

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4
Q

the 4 components of linguistic fluency

A

syntactic, semantic, phonologic, and pragmatic fluency

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5
Q

when a person has a large vocabulary repertoire.

A

semantic fluency

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6
Q

can use a variety of forms in order to put together increasingly complex sentence structures

A

syntactic fluency

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7
Q

Capable of producing sequences of sound of increasing length and complexity in languages that are both familiar and unfamiliar

A

phonologic fluency

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8
Q

Able to respond appropriately and in a timely manner in various contexts

A

pragmatic fluency

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9
Q

the following components of speech fluency:

A

Continuity, Rate, Effort (CRE)

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10
Q

this refers to logical sequencing of syllables and words.

A

continuity

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11
Q

continuity refers to

A

refers to the presence and absence of pauses, which are said to mark the disruption of the flow of sound

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12
Q

this refers to disruption in the flow of sound

A

pauses

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13
Q

two types of pauses that indicate decision-making in terms of upcoming word choice, style or syntax:

A

conventional and idiosyncratic pauses

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14
Q

type of pause is used by a speaker in order to signal a linguistically important event.

A

conventional pauses

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15
Q

type of pause happens when a speaker hesitates or becomes uncertain about what is being said.

A

idiosyncratic pauses

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16
Q

Pauses can also be characterized as:

A

Filled and Unfilled pauses

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17
Q

unfilled pauses are

A

silence lasting longer than approximately 250 milliseconds

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18
Q

filled pauses are

A

Fillers such as “ah”, “err”, “uh”, and “um” are used to make a continuous flow of sound but essentially disrupts the flow of information.

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19
Q

This pertains to the number of syllables that a speaker produces per second.

A

Rate

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20
Q

Variations of rate are seen due to the following factors:

A

Formality of the speaking situation, Time pressure, inference from background noise/competing messages, wide range of acceptable rates in the judgement of fluency, and speaking in a noisy environment

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21
Q

Most important dimension of fluency

A

Effort

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21
Q

2 types of effort

A

linguistic planning and muscle movement

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22
Q

Effort associated with linguistic planning

A

■ Language
■ Finding the right words or putting words together (syntactic)

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23
Q

Effort associated with muscle movement

A

■ Motoric, speech
■ Movement of the articulators

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24
Q

most sensitive indicator of fluent speech

A

listener’s perception of effort

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25
Q

True or False: perception of effort is closely related to the force of contact between opposing articulators.

A

true

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26
Q

it is an interruption in the flow of speaking characterized by atypical rate, rhythm, and disfluencies

A

fluency disorder

27
Q

People with fluency disorders also frequently experience _____ impacts as a result of communication disorder

A

psychological, emotional, social, and functional impacts

28
Q

Differentiate disfluency and dysfluency

A

disfluency is often used in literature to refer to the fluency breaks of normal speakers

dysfluency is used to describe the abnormal fluency breaks of people who stutter (PWS)

29
Q

Interruptions that disrupt the natural flow and rhythm of speech

A

Disfluency

30
Q

Normal Fluency Breaks/Disfluencies include:

A

Phrase repetitions, Interjections, Pauses (PIP)

31
Q

a transient phenomenon characterized by a child’s easy repetitions of syllables and words

A

Primary Stuttering/Behavior

32
Q

Child is typically unaware of these events and displays no special effort or tension during speaking

A

Primary Stuttering/Behavior

33
Q

primary core behaviors are

A

Initial motoric behaviors taking place in the speech production mechanism

34
Q

Begins when speaker becomes aware of and responds to these core behaviors

A

Secondary Stuttering/Behavior

35
Q

Secondary behaviors can be divided into two broad classes

A

escape and avoidance behaviors.

36
Q

what is escape behavior

A

a speaker’s attempts to terminate a stutter and finish the word. This occurs when the speaker is already in a moment of stuttering

37
Q

what is avoidance behavior

A

speaker’s attempt to prevent stuttering when he or she anticipates
stuttering on a word or in a situation

38
Q

people with stuttering may ____

A

may repeat parts of words (repetitions), stretch a sound out for a long time (prolongations), or have a hard time getting a word out (blocks).

39
Q

what is stuttering

A

a type of speech disorder characterized by that interrupt the flow and rhythm of
speech.

40
Q

True or False:

A fluency break is more likely to be considered normal or nonstuttered if it is not the result of “linguistic uncertainty”

A

false.

A fluency break is more likely to be considered normal or nonstuttered if it is the result of “linguistic uncertainty” -

41
Q

types of disfluencies happen when someone stutters:

A
  1. Part-word repetitions
    ○ “I w-w-w-want a drink.”
  2. One-syllable word repetitions ○ “Go-go-go away.”
  3. Prolonged sounds
    ○ “Ssssssssam is nice.”
  4. Blocks or stop
42
Q

2 TYPES OF FLUENCY BREAKS

A

● Formulative Fluency Breaks
● Motoric Fluency Breaks

43
Q

What are Formulative Fluency Breaks

A

Characterized by (a) breaks (usually in the form of repetitions) between whole words, phrases, and larger syntactic units and (b) interjections between whole-word or larger syntactic units

44
Q

● Linguistic in nature, formulation of a sentence
● Looking for words to explain

A

Formulative Fluency Breaks

45
Q

Are the result of linguistic planning or uncertainty and may provide the speaker time to organize the remainder of the production

A

Formulative Fluency Breaks

46
Q

what are motoric fluency breaks

A

Characterized by (a) breaks between sounds or syllables (part-word breaks), (b) obvious effort or tension (often focused in but not limited to the vocal tract), (c) pauses with a possible cessation of airflow and voicing, and (d) an excessive prolongation of sounds or syllables.

47
Q

a term used to indicate how widespread a disorder is

A

prevalence

48
Q

an index of how many people have
stuttered at some time in their lives

A

incidence

49
Q

Characteristics at the onset of stuttering:

A

● Age and Gender
● Rate and Uniformity of Onset
● Stuttering-like disfluencies (SLDs)
● Clustering of disfluencies
● Awareness and reaction of the child to disfluency

50
Q

Stuttering usually starts between

A

2 to 6 yo

51
Q

Many children go through normal periods of disfluency lasting less than ___

A

6 mos

52
Q

At what age is persistent stuttering classified as

A

If it persists more than 5 or 6 years old

53
Q

True or False:

Stuttering begins after the early childhood years

A

False

Stuttering rarely begins after the early childhood years

54
Q

True or False

Boys are more likely to continue stuttering than girls.

A

True

55
Q

True or False

The nature of the fluency characteristics at onset is
closely related to the rate of onset

A

True

56
Q

explain rate and uniformity of onset in stuttering

A

the onset of developmental stuttering is not necessarily gradual or uniform. The gradual and linear development of stuttering is associated with the description of primary and secondary stuttering

57
Q

true or false:

Children who start stuttering at the age 3 1⁄2 later are more to dissolve stuttering.

A

false

Children who start stuttering at the age 31⁄2 later are more likely to continue stuttering.

58
Q

Stuttering-like disfluencies are composed of three basic types of disfluencies:

A

○ Part-word repetitions
○ Single-syllable word repetitions
○ Disrhythmic phonations

59
Q

Why are they called stuttering-like disfluencies?

A

SLDs are present in the onset: possible na may chance pa na mag dissolve

59
Q

True or False:

normally speaking children rarely repeated a part-word repetition more than one (range of 1-3 ), the stuttering children typically repeated a portion of the word two or more times (range of 1-11).

A

False

normally speaking children rarely repeated a part-word repetition more than one (range of 1-2), the stuttering children typically repeated a portion of the word two or more times (range of 1-11).

60
Q

True or False:

Children in the early stages of stuttering tend to repeat at a faster rate than children who do not stutter

A

True

61
Q

this is a combination of two or different stuttering-like disfluencies

A

clustering of disfluencies

61
Q

what is clustering of disfluencies

A

Two or more consecutive disfluencies that occur within the same word, on adjacent words, or on a word and an adjacent between-word interval

62
Q

True or False

a child has a generally low awareness of stuttering in onset

A

True

62
Q

More influential factors contributing to onset

A

Age
Gender
Twinning
Genetic Factors
Cognitive Abilities
Motor Abilities
S and L development
Response to Emotional Events
Social-communication demands at home

62
Q

Less Influential Factors to the onset of stuttering

A

Physical development and illness
■ Ex. mga sakit that would require surgery
Culture, nationality and socioeconomic status
■ Example: change from one language to
another Bilingualism
■ Ex. Having two languages Imitation

FLUENCY (5 decks)

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