- disruption in the fluency of verbal expression -characterized by involuntary, audible, or silent repetitions, prolongations, or fixations in the utterance of speech elements (sounds, syllables, words, phrases)

Stuttering/Fluency Flashcards by Deleted Deleted

Stuttering

disruption in the fluency of verbal expression
-characterized by involuntary, audible, or silent repetitions, prolongations, or fixations in the utterance of speech elements (sounds, syllables, words, phrases)

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Core Behaviors

characteristics of disfluent speech itself

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Part Word Repetition

Repetition of a part of a word or a sound or syllable
“S-S-S-Study”
“St-St-St-Study”

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Sound Prolongations

Sounds produced for a duration longer than typical
“NNNNNNNNNo more
studying

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Silent Prolongations

An articulatory posture held for a duration
longer than average but with no vocalization
holding the articulatory
posture for /m/ for the word
money

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Secondary Behaviors

extraneous physical behaviors associated w/ the disfluent speech
1.

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Escape

physiological movements that is tacked on that they think will help.
o Eye blinks
o Head nods

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Avoidance Behaviors

things they do so they don’t even get to the disfluency
o Fillers (um, uh, you know)
o Starters (“My name is…”)
o Substitutions/ circumlocutions – talking around the problem (“my father’s brother vs. uncle)
o Timing hand movements to saying a word
o Avoiding situations where they’re likely to stutter

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Revisions/Incomplete phrase

(“it seemed better… it seemed more thoughtful if…)

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Pauses

Silent intervals in the speech sequence at
inappropriate junctures or of unusually long duration

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Broken Words

Silent intervals within words, also known as intralexical pauses

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Incomplete Sentences

Often described as incomplete phrases, these are
grammatically incomplete productions
“ I really wanted … I
really wanted.. to pass”

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Revisions

Changes in wording that do not change the overall
meaning of an utterance
- “Let me have a large
coffee, maybe extra large”

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Sound/Syllable
Interjection

The common “um” and the schwa interjections

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Whole Interjection

Interjections of like, okay, well

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Phrase Interjection

Interjections of you know, I mean

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Cancellations (Modification)

Cancellations involve pausing and rephrasing after
experiencing a stuttering block. This technique allows the individual who stutters to take a moment to reflect on what they were trying to say and then rearticulate the word or phrase more fluently.
- Example: If someone stutters on the word “b-b-bicycle,” they would
pause, take a breath, and then say, “I like riding my bicycle.”

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Pull- Outs (Modification)

Pull-outs involve changing stuttering mid-course when a
block occurs. It’s a technique that helps the individual “pull out” of the stutter and continue speaking more fluently.
- Example: : If someone is starting to stutter on the word “s-s-sun,” they might transition into it more fluently by saying, “s…u…n.”

Preparatory Sets (modification)

Preparatory sets involve altering the manner of stuttering by
deliberately introducing a brief pause before attempting a potentially challenging word
- Example: If someone typically stutters on their name, “John,” they might use a preparatory set by saying, “My name is (pause) John.”

Van Riper Method

primary goal is not to achieve normal fluency but to
make stuttering less severe and less visibly abnormal.
client is taught to
recognize stuttering and
associated emotional and
attitudinal issues in both clinical
and daily life situations.
Clients learn to produce
more fluent, easier, and
less visibly abnormal
stuttering.
encouraged to use
stuttering modification
techniques (cancellations, pullouts, and preparatory sets)
consistently in all speaking
situations.

Camperdown Program

structured, behavioral approach designed for managing
stuttering in adolescents and adults. The program’s primary aim is to reduce stuttering
in everyday talking through teaching a fluency technique and empowering clients with
self-management skills

Camperdown Stage I

Teaching Treatment Components
1. Goal: Introduce fundamental
treatment components, including
a key fluency technique.
2. Process: Learn and practice a
specialized fluency technique in a
clinical setting to reduce
stuttering.
3. Skills: Develop initial fluency,
apply techniques in structured
scenarios, and begin self- assessment.

Camperdown Stage II

Establishing NaturalSounding Stutter-Free Speech
1. Goal: Make stutter-free speech
sound natural while maintaining
low stuttering levels.
2. Process: Refine fluency
technique for more natural
speech rhythm and intonation.
3. Skills: Adjust speech pace to be
more natural without increasing
stuttering, building confidence
in stuttering control

Camperdown Stage III

Generalization
1. Goal: Apply stuttering control
from clinical settings to
everyday speaking situations.
2. Process: Encourage use of
fluency techniques in diverse
real-life situations.
3. Skills: Gain confidence in
controlling stuttering across
various social and occupational
settings, addressing social
anxiety.

Camperdown Stage IV

Maintaining Stuttering Control 1. Goal: Maintain achieved stuttering control and manage long-term stuttering. 2. Process: Develop coping strategies and self-management skills for potential stuttering increases. 3. Skills: Master self-evaluation of speech, maintain fluency, set longterm goals, and adapt techniques to various life scenarios.

Fluency Reinforcement Method

1. Goal: Promote fluid speech by reinforcing fluency. 2. Techniques: Apply positive reinforcement, modeling, and real-life materials. 3. Positive Reinforcement: Praise fluent speech to reinforce it. 4. Modeling: Exhibit relaxed speaking for natural fluency. 5. Limitation: Risks of unnatural-sounding fluency and possible relapse.

Direct Stuttering Reduction

1. Behavioral techniques to reduce stuttering, such as time-outs and response costs, suitable for older children and adults. 2. Pause-and-Talk: Clients learn to pause after stuttering before continuing, fostering self-monitoring.

Fluency Shaping Method

1. Goal: Establish normal fluency, not fluent stuttering. 2. Techniques: Various fluency-enhancing techniques like prolonged speech, airflow management, and gentle onset of phonation. 3. Camperdown Program: An abbreviated fluency shaping method focusing on prolonged speech. 4. Limitation: Generates slow, deliberate, somewhat unnatural-sounding fluency, leading to potential relapse

Fluent Stuttering Method

1. Modifies Stuttering: Teaches fluent and controlled stuttering. 2. Reduces Fear: Aims to lessen anxiety around stuttering. 3. Key Techniques: Includes cancellations, pull-outs, and preparatory sets. By Charles Van Riper: A widely recognized stuttering therapy approach. Also called Stutter-More-Fluently

Adaptation Effect

A decrease in stuttering frequency during repeated readings of the same text

Consistency Effect

The tendency for stuttering to occur on the same words in repeated readings or speaking of the same material, or in response to the same cues or stimuli

Adjacency Effect

The tendency for stutterings to occur adjacent to previously stuttered words which have been blotted out in successive readings of a passage

Audience Size Effect

The observation is that the frequency of stuttering increases with an increase in audience size.

NEUROGENIC STUTTERING (NS)

1. Includes repetitions of medial and final syllables, not just initial syllables. 2. Strokes,traumatic brain injuries, neurodegenerative diseases (e.g., Parkinson's, ALS), and other neurological conditions.

Neurogenic Stuttering Treatment

1. Speech Rate Control 2. Assistive Technologies 3. Addressing Underlying Issues

Psychogenic Stuttering

1. Rare condition that appears to occur almost exclusively in individuals with severe emotional trauma or who have a history of psychiatric illness. 2. Characterized primarily by the rapid repetition of initial word sounds

Response Cost

a token is given for each fluent production, and one is withdrawn for each dysfluency

Distinguishing Features of Neurogenic Stuttering

1. Dysfluencies on function words and in imitated speech, 2. Lack of adaption 3. Minimal or no effect of masking noise

Cluttering

fluency disorder where language is perceived as too fast, too irregular, or both

Cluttering Characteristics

1. rapid or irregular rate 2. false starts, breaks, repairs 3. collapsing/distorting words 4. disorganized language 5. poor self monitoring/awareness

Cluttering Treatment

1. slow rate - primary focus - pausing/phrasing - DAF - visual biofeedback 2. improving self-monitoring skills

Easy Onsets

1. method to initiate voicing in a gentle fashion 2. mainly used on vowels in initial word position - feel your quietest possible voice, feel smooth increase in loudness until normal speaking level

Light Contacts/ Soft Starts

1. bringing articulators together with a feather light touch - feel articulators barely touch, then pull apart