NORMAL DISFLUENCY AND THE DEVELOPMENT OF STUTTERING Flashcards
the basic speech behaviors of stuttering repetitions, prolongations and blocks (three main behaviors we have to watch out for)
Core Behavior
this will be monitored when we compare stuttering to normal disfuencies
Core Behavior
speaker’s reactions to his or her repetitions, prolongations, and blocks, in on attempt to end them quickly or avoid them altogether
Secondary Behaviors
Presence of the reaction to the core behaviors
Secondary Behaviors
Can be divided into two broad classes: escape and avoidance behaviors
Secondary Behaviors
May precipitate stutter just as stuttering precipitates _____
Feelings
a pervasive part of a person’s beliefs
Attitudes
speculations about the process that may cause disfluencies or stuttering at each developmental level.
Underlying Processes
these processes explain why symptoms may change from level to level Why stuttering often changes from borderline to beginning to intermediate to severe levels.
Underlying Processes
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
Repetitions
Usually the first core behavior you would observe among children who stutter.
Repetitions
In children who have not been stuttering for long, _____ and _____ are more common than multisyllable word repetitions
single-syllable word repetitions and part-word repetitions
typical dysfluency has how many repetitions?
1 repetition
CWS has how many repetitions?
2 or more repetitions
Usually appear later than repetitions although may be present at onset
Prolongations
Denote stutters in which sound or airflow continues but movement of the articulators (at a certain position) is stopped, but the airflow is continuous
Prolongation
Prolongations as short as ______ may be perceived as abnormal, but in rare cases, they may last as long as _______
half a second and several minutes
differentiate prolongations vs blocks
Prolongations = movement of articulators is stopped BUT airflow is continuous (there is still sound)
Blocks = airflow and movement of articulators stop
Occur when a person inappropriately stops the flow of air or voice and often the movement of articulators.
blocks
involve any level of the speech production mechanism - respiratory, laryngeal, or articulatory
blocks
As stuttering persists across the developmental stages, blocks ________ , and tremors may become evident (lumalala)
grow longer and more tense AND tremors may become evident (lumalala)
The individual closes off the airway, Increases air pressure behind the closure, and squeezes her muscles particularly hard
Blocks
what are the secondary behaviors?
Escape and Avoidance Behaviors
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.
Escape Behaviors
This occurs when the speaker is already in the moment of stuttering
Escape Behaviors
Common Examples of Escape Behaviors
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
A speaker’s attempt to prevent a stuttering when he or she anticipates stuttering on a word or in a situation
Avoidance Behaviors
Avoidance Behaviors example
word-based avoidance:
eye blinks, interjections of extra sounds, like “uh, said before the word on which stuttering is expected
differentiate escape vs avoidance behaviors
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
T or F
Adolescents and adults usually have negative attitudes about themselves that are derived from years of stuttering experiences
True
T or F
A person who stutters often projects his attitudes on listeners; sometimes, listeners do not contribute to the person’s attitudes
False: listeners contribute
What are the developmental levels of stuttering?
Normal Disfluency/Typical disfluency
Younger Preschool Children: Borderline Stuttering
Older Preschool Children: Beginning Stuttering
School Age: Intermediate Stuttering
Older Teens and Adults: Advanced Stuttering
8 COMMON CATEGORIES OF NORMAL DISFLUENCY
Part-word repetition
Single-syllable word repetition
Multisyllabic Word Repetition
Phrase Repetition
Interjection
Revision-incomplete phrase
Prolongation
Tense Pause
Distinguishing features of normal disfluency
- amount of disfluency
- number of units
- type of disfluency
Estimate that normally speaking preschool children have an average of about
7 disfluencies for every 100 words spoken
Normal Disfluencies core behaviors are
- Interjections are also common, but usually decline after 3 years of age
- Repetitions may also be a frequent type of disfluency
____ usually decline after 3 years of age
interjections
Normal Disfluencies Secondary Behaviors
Generally has no secondary behaviors
Feelings and Attitudes under Normal Stuttering
Rarely notices his disfluencies; not aware, no concern
Normal Disfluencies underlying processes
Stresses of speech language and psychosocial development processes
Younger Children are under what type of Stuttering?
Borderline Stuttering
Core Behaviors of Borderline Stuttering
11 or more disfluencies per 100 words
Often more than 2 units in repetitions
Disfluencies loose and relaxed
Secondary Behaviors of Borderline Stuttering
Rare for child to react to disfluencies
No secondary behaviors observed
feelings and attitude of borderline stuttering
Generally not aware of the stuttering
May occasionally show momentary surprise or mild frustration
Stresses of speech language and processes,
Psychosocial development interacting with constitutional predisposition are examples of?
Underlying Processes (Borderline)
Older Preschool Children are ___
Begnning Stuttering
Core Behaviors of Beg. Stuttering
Rapid, irregular and tense repetitions may have fixed articulatory posture in blocks (start of blocks)
No interjections
Secondary Behaviors of Beg. Stuttering
Escape Behaviors, Self Consciousness, Increase is pitch and loudness
Feelings and Attitudes of Beg. Stuttering
become aware of disfluency and may express frustration
Underlying Processes of Beg. Stuttering.
- 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
BORDERLINE VS BEGINNING
Borderline = loose and relaxed
Beginning = tension and awareness
School Age are:
Intermediate Stuttering
Core Behavior of Inter. Stuttering
Blocks in which sound and airflow are shut off
With prolongation and repetition
Secondary Behaviors of Inter Stuttering
Presence of both escape and avoidance behaviors
Underlying Process of Inter. Stuttering
- Conditioned emotional reactions causing excess tension
- Instrumental conditioning resulting in escape behaviors
- avoidance conditioning
Older Teens and Adults
Advanced Stuttering
Core behavior of advance stuttering
Long, tense blocks
Some with tremors
Secondary Behvior of Advanced stutter
Presence of both extensive escape and avoidance behaviors
Feelings & Attitudes of adv. stuttering
- Feelings of fear, frustration, embarrassment and shame
- Attitude comes into play in this stage
- Negative self-concept
Underlying Processes of Adv. stuttering
Instrumental conditioning resulting in escape behaviors
Plus cognitive learning
Learning factors interacting with other factors
number if borderlin disfluencies
11 or more disfluencies
