Normal Disfluency and Development of Stuttering Flashcards
What are 4 subcategories of Stuttering
Core and Secondary Behaviors, Feelings and Attitude, Underlying process
Describes basic speech behaviors
Is involuntary
Core Behaviors
Three main behaviors to watch for
Repetitions, Prolongations, Blocks
Reactions to his/her repetitions and attempt to avoid them or end
Presence of the reactions to the core behaviors
Secondary Behaviors
Phenomenon where there is no stuttering
Primary Stuttering
Two broad classes of Secondary Behaviors
Escape and Avoidance
___ may precipitate stuttering
give examples
Feelings
Feelings that became a pervasive part of a person’s belief
give examples
Attitude
Speculations about the process that MAY cause disfluencies/stuttering at each level of development
Underlying process
helps understand the nature of the symptoms and rationale for the treatment of it
Underlying process
Mostly observed most frequently among children who are just beginning to stutter
Repetition
The first core behavior you would observe
Repetition
In children who have not been stuttering for long, what is the more common to repeat?
more than what?
single-syllable word repetitions and part-word repetitions
multisyllable word repetitions
Usually appear later than repetitions
Prolongations
Movement of the articulators (at a certain position) is stopped, but the airflow is continuous
Prolongations
What is the time that even as short as that, it’s considered prolongations?
Half a second
Last core behavior to appear (typically)
Blocks
Stops the flow of air or voice and often the movement of articulators, as well
Blocks
Blocks may involve any level of the speech production mechanism which are?
respiratory, laryngeal, or articulatory
As stuttering persists, blocks grow___
Longer and more tense, and tremors may become evident
Difference of Blocks and Prolongations
Prolongations = movement is stopped but airflow is continuous
Blocks = both movement and airflow is stopped
In Blocks, airflow is stuck behind the___
voice mechanism
Already in the moment or in the middle of the stutter
Escape Behaviors
Intention in Escape Behaviors
Attempt to terminate a stutter and finish the word.
Attempt to prevent a stuttering when he or she anticipates stuttering
Avoidance Behaviors
Intention in Avoidance Behavior
Prevent and avoid stutter
Keyword: BEFORE
What are the 5 stages of Development in Stuttering
Development - Age - Kind of Stuttering
Normal Disfluency
- Typical disfluency
Younger Preschool Children:
Borderline Stuttering
- Around 4 y/o
Older Preschool Children: Beginning Stuttering
- Around 5-6 y/o
School Age: Intermediate Stuttering
- Around gradeschool
Older Teens and Adults: Advanced Stuttering
What are the core behaviors under Normal Disfluency
The 8 common categories
(P, S, M, P, I, R, P, T)
Part-word repetition
Single-syllable word repetition
Multisyllabic Word Repetition
Phrase Repetition
Interjection
Revision-incomplete phrase
Prolongation
Tense Pause
Distinguishing features under Core behaviors in normal disfluency
to know if normal or not anymore
Amount of disfluency, Number of units of repetitions and interjections, Type of disfluency
To keep the count equitable between younger and older children
Assessed disfluencies in children as the number per 100 syllables attempted
Normally speaking preschool children have an average of____
7 disfluencies for every 100 words spoken
Common types of disfluency according to Johnson and associates
interjections, revisions and whole-word repetitions
Two clusters of common disfluency types by Yairi
Repetitions of speech segments of one syllable or less
Interjections and revisions
Interjections are common but decline at what age
3 years old
Secondary Behaviors for Normal Disfluency
No secondary behavior and rare
Feeling and Attitudes in Normal Disfluency
None
Underlying Process in Normal Disfluency
Stresses of speech and Psychosocial development process
Ages _____ where there are periods of increased disfluency
2 - 5
How many disfluencies in Normal Disfluency
7 out of 100
How many disfluencies in Borderline Disfluency
11 or more out of 100
Disfluencies in Borderline stuttering are__
why so?
Loose and relaxed
They are not aware
Core Behaviors: Borderline Stuttering
More ____; Less _____
More repetition and prolongations
Less interjections and revisions
Secondary Behaviors for Borderline Disfluency
No secondary behavior
Feeling and Attitudes in Borderline Disfluency
None
Core Behaviors in Beginning Stuttering
Rapid, Irregular, and tense
“HURRY”
T or F: There are interjections in Beginning Stuttering
False (there are none)
Secondary Behaviors in Beginning Stuttering
Escape Behaviors
What development is life-changing in Beginning Stuttering, making it different
Cognitive development/cognitive growth
Increase in pitch and loudness are observed in what developmental stage (core behavior)
Beginning Stuttering
Feeling and Attitudes where they become aware of disfluency and may express frustration
Beginning Stuttering
Underlying Process: Beginning Stuttering
Conditioned emotional reactions causing excess____
Tension
Underlying Process:
Major factor underlying beginning stuttering appears to be____
Sensitivity to stress
T or F: Awareness of difficulty and NO strong negative feeling about the self (under beginning stuttering)
True
Most frequent core behavior in Intermediate Stuttering
Blocks (but still have prolongation and repetition)
Secondary Behaviors in Intermediate Stuttering
Both Escape and Avoidance Behavior
Feeling and Attitudes in Intermediate Stuttering
Feelings of fear, embarrassment, shame
FEELINGS ONLY
Underlying Processes in Intermediate Stuttering
Instrumental conditioning resulting in escape behaviors
avoidance conditioning
Most frequent core behavior in Advanced Stuttering
Long tensed blocks
some with tremors of the lips, jaw, and tongue
Secondary Behaviors in Advanced Stuttering
Extensive Escape and Avoidance Behavior
extensive = di nila napapansin na ginagawa nila
Feeling and Attitudes in Advanced Stuttering
Negative self-concept
Underlying Processes in Advanced Stuttering
instrumental conditioning, cognitive learning
