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Praxis > Stuttering/Fluency > Flashcards

Stuttering/Fluency Flashcards

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1
Q

Stuttering

A
  • 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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2
Q

Core Behaviors

A

characteristics of disfluent speech itself

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3
Q

Part Word Repetition

A

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

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4
Q

Sound Prolongations

A

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

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5
Q

Silent Prolongations

A

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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6
Q

Secondary Behaviors

A

extraneous physical behaviors associated w/ the disfluent speech
1.

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7
Q

Escape

A

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

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8
Q

Avoidance Behaviors

A

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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9
Q

Revisions/Incomplete phrase

A

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

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10
Q

Pauses

A

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

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11
Q

Broken Words

A

Silent intervals within words, also known as intralexical pauses

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12
Q

Incomplete Sentences

A

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

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13
Q

Revisions

A

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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14
Q

Sound/Syllable
Interjection

A

The common “um” and the schwa interjections

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15
Q

Whole Interjection

A

Interjections of like, okay, well

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16
Q

Phrase Interjection

A

Interjections of you know, I mean

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17
Q

Cancellations (Modification)

A

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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18
Q

Pull- Outs (Modification)

A

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.”

19
Q

Preparatory Sets (modification)

A

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.”

20
Q

Van Riper Method

A
  1. primary goal is not to achieve normal fluency but to
    make stuttering less severe and less visibly abnormal.
  2. client is taught to
    recognize stuttering and
    associated emotional and
    attitudinal issues in both clinical
    and daily life situations.
  3. Clients learn to produce
    more fluent, easier, and
    less visibly abnormal
    stuttering.
  4. encouraged to use
    stuttering modification
    techniques (cancellations, pullouts, and preparatory sets)
    consistently in all speaking
    situations.
21
Q

Camperdown Program

A

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

22
Q

Camperdown Stage I

A

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.

23
Q

Camperdown Stage II

A

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

24
Q

Camperdown Stage III

A

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.

25
Q

Camperdown Stage IV

A

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.

26
Q

Fluency Reinforcement Method

A
  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.
27
Q

Direct Stuttering Reduction

A
  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.
28
Q

Fluency Shaping Method

A
  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
29
Q

Fluent Stuttering Method

A
  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
30
Q

Adaptation Effect

A

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

31
Q

Consistency Effect

A

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

32
Q

Adjacency Effect

A

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

33
Q

Audience Size Effect

A

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

34
Q

NEUROGENIC STUTTERING (NS)

A
  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.
35
Q

Neurogenic Stuttering Treatment

A
  1. Speech Rate Control
  2. Assistive Technologies
  3. Addressing Underlying Issues
36
Q

Psychogenic Stuttering

A
  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
37
Q

Response Cost

A

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

38
Q

Distinguishing Features of Neurogenic Stuttering

A
  1. Dysfluencies on function words and in imitated speech,
  2. Lack of adaption
  3. Minimal or no effect of masking noise
39
Q

Cluttering

A

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

40
Q

Cluttering Characteristics

A
  1. rapid or irregular rate
  2. false starts, breaks, repairs
  3. collapsing/distorting words
  4. disorganized language
  5. poor self monitoring/awareness
41
Q

Cluttering Treatment

A
  1. slow rate - primary focus
    - pausing/phrasing
    - DAF
    - visual biofeedback
  2. improving self-monitoring skills
42
Q

Easy Onsets

A
  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
43
Q

Light Contacts/ Soft Starts

A
  1. bringing articulators together with a feather light touch
    - feel articulators barely touch, then pull apart
44
Q
A

Praxis (37 decks)

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