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FLUENCY > NORMAL DISFLUENCY AND THE DEVELOPMENT OF STUTTERING > Flashcards

NORMAL DISFLUENCY AND THE DEVELOPMENT OF STUTTERING Flashcards

1
Q

the basic speech behaviors of stuttering repetitions, prolongations and blocks (three main behaviors we have to watch out for)

A

Core Behavior

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2
Q

this will be monitored when we compare stuttering to normal disfuencies

A

Core Behavior

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3
Q

speaker’s reactions to his or her repetitions, prolongations, and blocks, in on attempt to end them quickly or avoid them altogether

A

Secondary Behaviors

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4
Q

Presence of the reaction to the core behaviors

A

Secondary Behaviors

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5
Q

Can be divided into two broad classes: escape and avoidance behaviors

A

Secondary Behaviors

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6
Q

May precipitate stutter just as stuttering precipitates _____

A

Feelings

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7
Q

a pervasive part of a person’s beliefs

A

Attitudes

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8
Q

speculations about the process that may cause disfluencies or stuttering at each developmental level.

A

Underlying Processes

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9
Q

these processes explain why symptoms may change from level to level Why stuttering often changes from borderline to beginning to intermediate to severe levels.

A

Underlying Processes

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10
Q

frequently observed among children who are just beginning to stutter and are simply a sound, syllable, or single-syllable word that is repeated several times

A

Repetitions

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11
Q

Usually the first core behavior you would observe among children who stutter.

A

Repetitions

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12
Q

In children who have not been stuttering for long, _____ and _____ are more common than multisyllable word repetitions

A

single-syllable word repetitions and part-word repetitions

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13
Q

typical dysfluency has how many repetitions?

A

1 repetition

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14
Q

CWS has how many repetitions?

A

2 or more repetitions

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15
Q

Usually appear later than repetitions although may be present at onset

A

Prolongations

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16
Q

Denote stutters in which sound or airflow continues but movement of the articulators (at a certain position) is stopped, but the airflow is continuous

A

Prolongation

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17
Q

Prolongations as short as ______ may be perceived as abnormal, but in rare cases, they may last as long as _______

A

half a second and several minutes

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18
Q

differentiate prolongations vs blocks

A

Prolongations = movement of articulators is stopped BUT airflow is continuous (there is still sound)
Blocks = airflow and movement of articulators stop

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19
Q

Occur when a person inappropriately stops the flow of air or voice and often the movement of articulators.

A

blocks

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20
Q

involve any level of the speech production mechanism - respiratory, laryngeal, or articulatory

A

blocks

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21
Q

As stuttering persists across the developmental stages, blocks ________ , and tremors may become evident (lumalala)

A

grow longer and more tense AND tremors may become evident (lumalala)

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22
Q

The individual closes off the airway, Increases air pressure behind the closure, and squeezes her muscles particularly hard

A

Blocks

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23
Q

what are the secondary behaviors?

A

Escape and Avoidance Behaviors

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24
Q

Speaker is already in the moment or in the middle of the stutter.

A speaker’s attempt to terminate a stutter and finish the word.

A

Escape Behaviors

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25
Q

This occurs when the speaker is already in the moment of stuttering

A

Escape Behaviors

26
Q

Common Examples of Escape Behaviors

A

Common examples are eye blinks, head nods and interjections of extra sounds, such as “uh” which are often followed by the termination of a stutter and are therefore reinforced

27
Q

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

A

Avoidance Behaviors

28
Q

Avoidance Behaviors example

A

word-based avoidance:

eye blinks, interjections of extra sounds, like “uh, said before the word on which stuttering is expected

29
Q

differentiate escape vs avoidance behaviors

A

Escape = nasa middle/moment ng stutter pero may intention to finish the word pero there would be interjections or mga eye blinks; intention is to terminate the behavior
Avoidance = before; totally avoid so you would say another word, intention is to prevent and avoid the stutter

30
Q

T or F

Adolescents and adults usually have negative attitudes about themselves that are derived from years of stuttering experiences

A

True

31
Q

T or F

A person who stutters often projects his attitudes on listeners; sometimes, listeners do not contribute to the person’s attitudes

A

False: listeners contribute

32
Q

What are the developmental levels of stuttering?

A

Normal Disfluency/Typical disfluency

Younger Preschool Children: Borderline Stuttering

Older Preschool Children: Beginning Stuttering

School Age: Intermediate Stuttering

Older Teens and Adults: Advanced Stuttering

33
Q

8 COMMON CATEGORIES OF NORMAL DISFLUENCY

A

Part-word repetition
Single-syllable word repetition
Multisyllabic Word Repetition
Phrase Repetition
Interjection
Revision-incomplete phrase
Prolongation
Tense Pause

34
Q

Distinguishing features of normal disfluency

A
  • amount of disfluency
  • number of units
  • type of disfluency
35
Q

Estimate that normally speaking preschool children have an average of about

A

7 disfluencies for every 100 words spoken

36
Q

Normal Disfluencies core behaviors are

A
  • Interjections are also common, but usually decline after 3 years of age
  • Repetitions may also be a frequent type of disfluency
36
Q

____ usually decline after 3 years of age

A

interjections

37
Q

Normal Disfluencies Secondary Behaviors

A

Generally has no secondary behaviors

38
Q

Feelings and Attitudes under Normal Stuttering

A

Rarely notices his disfluencies; not aware, no concern

39
Q

Normal Disfluencies underlying processes

A

Stresses of speech language and psychosocial development processes

40
Q

Younger Children are under what type of Stuttering?

A

Borderline Stuttering

41
Q

Core Behaviors of Borderline Stuttering

A

11 or more disfluencies per 100 words
Often more than 2 units in repetitions
Disfluencies loose and relaxed

42
Q

Secondary Behaviors of Borderline Stuttering

A

Rare for child to react to disfluencies
No secondary behaviors observed

43
Q

feelings and attitude of borderline stuttering

A

Generally not aware of the stuttering
May occasionally show momentary surprise or mild frustration

44
Q

Stresses of speech language and processes,
Psychosocial development interacting with constitutional predisposition are examples of?

A

Underlying Processes (Borderline)

45
Q

Older Preschool Children are ___

A

Begnning Stuttering

46
Q

Core Behaviors of Beg. Stuttering

A

Rapid, irregular and tense repetitions may have fixed articulatory posture in blocks (start of blocks)
No interjections

47
Q

Secondary Behaviors of Beg. Stuttering

A

Escape Behaviors, Self Consciousness, Increase is pitch and loudness

48
Q

Feelings and Attitudes of Beg. Stuttering

A

become aware of disfluency and may express frustration

49
Q

Underlying Processes of Beg. Stuttering.

A
  • increase in muscle tension and tempo
  • sensitivity to stress
  • Instrumental conditioning resulting in escape behaviors; effects of learning on stuttering
  • classical conditioning may interact with them
50
Q

BORDERLINE VS BEGINNING

A

Borderline = loose and relaxed
Beginning = tension and awareness

51
Q

School Age are:

A

Intermediate Stuttering

52
Q

Core Behavior of Inter. Stuttering

A

Blocks in which sound and airflow are shut off

With prolongation and repetition

53
Q

Secondary Behaviors of Inter Stuttering

A

Presence of both escape and avoidance behaviors

54
Q

Underlying Process of Inter. Stuttering

A
  • Conditioned emotional reactions causing excess tension
  • Instrumental conditioning resulting in escape behaviors
  • avoidance conditioning
55
Q

Older Teens and Adults

A

Advanced Stuttering

56
Q

Core behavior of advance stuttering

A

Long, tense blocks
Some with tremors

57
Q

Secondary Behvior of Advanced stutter

A

Presence of both extensive escape and avoidance behaviors

58
Q

Feelings & Attitudes of adv. stuttering

A
  • Feelings of fear, frustration, embarrassment and shame
  • Attitude comes into play in this stage
  • Negative self-concept
59
Q

Underlying Processes of Adv. stuttering

A

Instrumental conditioning resulting in escape behaviors
Plus cognitive learning
Learning factors interacting with other factors

60
Q

number if borderlin disfluencies

A

11 or more disfluencies

61
Q
A

FLUENCY (5 decks)

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