Quiz 5 Flashcards
Stuttering that is mild enough that it doesn’t bother either the speaker or the listener and doesn’t interfere with communication
Acceptable stuttering
Working with thoughts and beliefs that may give rise to the negative emotions associated with stuttering
Cognitive Behavioral Therapy
Helping the individual become less sensitive to negative experiences such as stuttering or negative listener reactions
Desensitization
Approaching and getting to know something you may have been afraid of
Exploring
Stimuli that put pressure on someone’s speech so that he or she stutters. Examples are interruptions and fast-talking conversational partners.
Fluency disruptors
The elements of superfluency, such as slow rate and easy onset of phonation
Fluency skills
These are stutters that are held without any avoidance until fear and tension are reduced. The stutters are then released slowly and loosely. They are the results of learning to “stay in the stutter.”
High quality stutter
Involves closely attending to sensory feedback associated with speech movement (such as the feeling of the jaw and tongue moving) to guide speech. This attention to proprioceptive feedback may reduce the impact of faulty auditory feedback that may hinder fluency.
Proprioception
Going right into the stutter, without any avoidance behavior, and prolonging the articulatory posture and sound associated with the moment of “stuckness,” with the purpose of extinguishing the threat and fear associated with the experience of being stuck
Staying in the stutter
A style of speaking that incorporates fluency-shaping components such as slow speech rate and gentle onset of phonation
Superfluency.
Deliberately stuttering or pretending to stutter so that one loses some of the fear of stuttering
Voluntary stuttering
What are the fluency goals for school-age children (6-14)
To have acceptable stuttering, reduce tension and negative emotions towards stuttering
