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Assessment of Disorders of Speech, Voice, Fluency, and Swallowing > Stuttering > Flashcards

Stuttering Flashcards

1
Q

early intervention is important because…

A

stop the iceberg from growing

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2
Q

assessment principles explore:

A
  • stuttering impact
  • previous intervention impacts
  • outcomes the client wants
  • create an agreement of attainable outcomes
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3
Q

information to gather

A
  • stuttering-related speech, language, and temperament background information
  • speech fluency and stuttering behavior
  • reaction to stuttering itself and within the environment
  • stuttering-associated averse impacts
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4
Q

need to consider:

A
  • severity
  • frequency
  • ease of articulation
  • location of disfluencies
  • covert emotions
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5
Q

normal non-fluencies

A
  • part or whole word repetitions (less than 3 per sentence)
  • phrase repetitions
  • single syllable word repetitions
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6
Q

stuttering (v. NNF)

A
  • part or whole word repetitions
  • phoneme/syllable repetitions
  • prolongations and blocks
  • increased awareness
  • tension
  • secondary behaviors
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7
Q

ICF guided assessment

A
  • able to communicate effectively and efficiently in speaking situations
  • impact of stutter on speaker’s ability to achieve education objectives and interact with peers
  • perceived quality of life
  • determine comfort, spontaneity, and naturalness in communication
  • child’s percieved knowledge of stuttering, ability to advocate, and educate others
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8
Q

assessment goals

A
  • assess cognitive/emotional responses, self-therapy/management, and problem-solving skills
  • assess attitudes about stuttering, self-confidence, and participation in communication settings
  • assess support systems and obtain input from parents, friends, teachers, etc.
  • assess competence in response to questions about teasing/bullying
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9
Q

assessment involves:

A
  • avoidance
  • postponement
  • substitution
  • loss of control
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10
Q

avoidance definition

A

the degree to which PWS successfully uses avoidance behaviors

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11
Q

postponement definition

A
  • hesitation when PWS approaches a feared word
  • usually marked by um, ah, you know, etc.
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12
Q

substitution definition

A

substitute feared words out

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13
Q

loss of control definition

A

speaker identifies

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14
Q

assessment tools

A
  • OASES
  • WASSP
  • Pawns and Origins (Locus of Control)
  • Erickson S24
  • Mr. Angry
  • SLT Syllables Stuttered
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15
Q

OASES

A
  • Overall Assessment of the Speaker’s Experience of Stuttering
  • focuses on speaker’s stuttering experience as defined by ICF (activity, function, and quality of life)
  • monitor change every 3-4 years but use therapy as well
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16
Q

WASSP

A
  • Wright-Ayre Stuttering Self-Rating Profile
  • assess the speaker’s perception on stuttering behaviors, thoughts, and feelings about avoidance of speaking situations and perceived disadvantages
17
Q

which assessment is best for those with literacy and attention-deficits

A

WASSP

18
Q

is WASSP or OASES more detailed

A

OASES

19
Q

Pawns and Origins (Locus of Control)

A

assesses perception of autonomy versus control

20
Q

Erickson S24

A

24 t/f questions about situational communication attitudes

21
Q

Mr. Angry

A

have children personify and draw their stutter

22
Q

SLT Syllables Stutter

A
  • SLT listens to PWS speak and calculate % of syllables stuttered
  • incredibly inaccurate, do not use
23
Q

key elements in assessment and therapy

A
  • identification
  • desensitization
24
Q

identification

A
  • requires in-depth awareness of thoughts, feelings, and behaviors
  • explore stuttering, core/secondary/avoidance behaviors, feelings, attitudes
25
Q

desensitization

A
  • PWS is made less sensitive to stuttering via identification and exposure
  • learn to tolerate silence, time pressure, discussing stuttering, stuttering, and listener reactions
26
Q

possible assessment questions

A
  1. Family history of stuttering (recovery and persistence)?
  2. Language development?
  3. Phonological development?
  4. Motor development?
  5. Temperament?
  6. Who wants to be here and why now?
  7. What’s going on at school? (Talk to teachers)
  8. What do you want to get out of speech therapy?
  9. Description of onset?
  10. Variability?
  11. Child’s reaction to stutter?
  12. Family response to stutter?
27
Q

(t/f) long term changes are less likely to occur with the involvement of at least one dedicated parent

A

false

28
Q

factors indicating stutter is less likely to persist

A
  • no relatives who stutter
  • females
  • decreasing pattern of SLDs within one year of onset
  • few stutter reactions by child or parents
  • early stutter onset (2-3 years old)
  • decreasing severity ratings by parents and clinicians
29
Q

factors indicating stutter is more likely to persist

A
  • family history of persistent stuttering
  • male
  • stable/increasing SLDs within one year of onset
  • stable/increasing severity ratings by parents and clinicians
  • few repetitions (more blocks and prolongations)
  • strong stutter reactions
  • late stutter onset
30
Q

main factors affecting stutter persistence

A
  • family history
  • genetics
  • age of stutter onset
31
Q

Cluttering Severity Instrument (8 Dimensions)

A
  1. Overall intelligibility
  2. Speech rate regularity
  3. Speech rate
  4. Articulatory precision
  5. Typical dysfluency
  6. Language disorganization
  7. Discourse management
  8. Use of prosody
32
Q

cluttering assessment tools

A
  • monologue
  • reading
  • story retelling
  • speech motor coordination
  • skills in oral motor coordination in multisyllabic words
33
Q

assessment: story retelling

A
  • bus or wallet story
  • PWS does not adjust speech rate to more complex language level resulting in more normal disfluencies than in spontaneous speech
34
Q

assessment: speech motor coordination

A
  • 10 repetitions of puhtuhkuh
  • judge articulatory accurracy and smooth flow (co-articulation, flow and sequencing, rate)
35
Q

anti-stigma approaches

A
  • education
  • contact increasing affirmation
  • advocating
36
Q

high stigma associated with low/poor:

A
  • hope
  • empowerment
  • quality of life
  • mental health
37
Q

AWS and CWS male:female ratio

A
  • AWS is 5:1
  • CWS is 2:1
38
Q

?% - ?% of CWS spontaneously recover between 2.5 and 4.5 years old

A

70% - 80%

Assessment of Disorders of Speech, Voice, Fluency, and Swallowing (1 decks)

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