stuttering 101 Flashcards
what is considered stuttering
-part-word repetition
-single-syllable word repetition
-prolonged sound
-tense pause (blocks)
iceberg
-the top of the iceberg refers to the stuttering itself
-the behaviors below the surface of the iceberg are a large portion of stuttering (secondary behaviors and postponement and avoidance behaviors)
stuttering
disruption in fluency characterized by part-word reps, single-syllable word reps, prolongations, blocks
fluent
speech of people who do not stutter (sounds natural, may contain disfluencies, have little effort)
disfluent
the non-fluent speech of people who do not stutter; the non-fluent speech of people who do stutter
dysfluent with a y instead of i
refers to stuttering
possible secondary characteristics
-facial grimacing
-avoidance behaviors
-physical movements (foot tapping)
characteristics of PWS
-often have awareness
-more frequent in CWS
-onset before the age of 4
-more likely in males than females
-highly likely a family member also stutters (high in twins)
-co-morbidities (phonological differences)
-reactive personalities
red flags
-fam history and fam contintue to stutter
-male
-increase in SLDs over period of 1 year
-parents or clinician report increase in severity
-after 1 year, the child is still tuttering
-increase in secondary behaviors
-multiple repetitions/rapid rate of repetitions
-strong reactions to stuttering
-concomitants
-onset of stuttering is later (3-4 yrs)
-phonological delays
-reactive
green flags
-no family history or they recovered
-female
-decrease in SLDs in 1 year
-parents or clinicians report decrease in severity
-secondary behaviors decrease
-few repetitions/slower rate of repetitions
-child has less reactions
-no concomitants
-child began stuttering at age 2 or 3
-no phonological delays
-calm
demands and capacities model
each of us have a capacity to speak fluently, however, when the demands for fluent speech outweigh that capacity, fluency can break down
-demands can be speaking in front of a class, speaking in a new lang., tongue twisters, etc.
neuropsycholingustic model
developed by Perkins, Kent, and Curlee
-speech production system is made up of lingusstic processes in the lef hemisphere and non-lingustic processes in the right hemisphere. these 2 systems need to be in sync or fluency can break down
lingustic
the words that come out of your mouth
paralingustic
characteristics of speech
multifactorial, dynamic model of stuttering
stuttering is dynamic and can only be described by the influence it has on the pws over a lifetime. stuttering is present even when not observed
-volcano analogy: just because you dont see the volcano erupting doesnt mea that lava is boiling underneath
track 1 of van riper’s tracks of stuttering
-age 2 or 3 as onset of stuttering
-normal speech and language development
-sylanic repetitions early on
-later: sound prolongations, emotional reactions, physical tension
-highest rate of sponteanous recovery
-best prognosis
50%
track 2 of van riper
-later onset
-articulation and lang delays
-early on: hurried, unorganized syllable repetition
-rare for sound prolongations, emotional reactions, and physical tension
-little change in symptoms overtime
25%
track 3 van riper
-late onset of stuttering (5-9), sudden
-normal articulation and language
-blockages and prolongations
-physical tension present
-emotional reactions present
-van riper refers to this track as the most morbid
12%
track 4 van riper
-late and sudden onset
-no history for speech or language issues
-word and phrase repetitions
-little emotional reaction
-little change in symptoms overtime
13%
abc’s of stuttering
a: affective
b: behavioral
c: cognitive
affective
the child’s reactions
behavioral
observable features of stuttering
cognitive
the impact of stuttering (ex. not raising your hand in class)
fluency facilitators
-choral reading
-lipped speech
-whispered speech
-prolonged speech
-rhythmic speech
-shadowing
-singing
-slowed speech
-other speech conditions
how to count stuttering
- word by word
- syllable by syllable
- time interval
- client reports
- stuttering severity scales
%ss
percent syllables stuttered
SW/M
single-word or single-syllable words
WSLD
weighted stuttering like disfluncy
how to calculate %ss
of syllalbles stuttered divided by syllables spoken times 100
data on stuttering counts
-the data shows that as few as 3 slds in a 100 utterance smaple is enough to determine stuttering, but this is not neraly enough info to separate groups
-to assist, Yairi et al inteoduce the concept of weighted sld
yairi and sld
-it clearly did separate the 2 groups (CWS vs. nonstuttering controls)
- the key number is 4
-a weighted sld of 4 separated cws from nonstuttering controls
