Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Stuttering > Test 1 > Flashcards

Test 1 Flashcards

1
Q

Wingate’s definition (3 components, ‘64)

A
  1. kernel speech characteristics (part word repetitions and prolongations), 2. accessory features (secondary, abnormal speech-related or not movements such as pursed lips, tongue out, jerking head, stomping feet, starters like “you know”), 3. associated features (emotions, stress); Perkins added “involuntary” to this definition in ‘91
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

WHO definition

A

disorders of rhythm of speech in which the individual knows precisely what he wishes to say, but at times is unable to say it because of involuntary, repetitive prolongation or cessation of sound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

WHO disability vs. handicap

A

limitations on ability to communicate (activity) vs. lack of fulfillment of social life, job, school, etc. (participation)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

parts of other definitions

A

timing of syllables caused by discoordination of various systems; result of MULTIPLE (not singular) coexisting, physiological, psychological factors; stoppages include reps of sounds, syllables, or 1-syllable words, prolongations of sounds, blocks of airflow or voicing (important!)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

secondary behaviors of escape or avoidance

A

escape from block with head turn, etc. or circumlocutions, situation avoidance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Conture’s definition

A

within word and between word disfluencies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

stuttering stats

A

childhood disorder: 18 mos. to 5 yrs.; sex ratio 2-1 in children and 5-1 (3-1+?) in adults; probably congenital; originally thought there were primary and secondary stutterers (younger and older children), but later found more categories and stages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

overall stuttering definition

A

domain of motor speech production and its disruption by speech disfluencies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Yairi’s stuttering-like disfluencies statistical model

A

typical: partial word repetitions, single-syllable word repetitions, disrhythmic phonation (prolongations and blocks)–especially children; also tense pauses and broken words –all

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

More phonatory or respiratory difficulties?

A

Probably phonatory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Where do things like head turns and stomps come from?

A

Sometimes learned compensatory techniques

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Why do children often increase speech rate?

A

To get it out before stuttering monster hits

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Yairi’s definition

A

Stuttering is an involuntary disruption of the smooth execution of a speaker’s intentional speech act

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Where did SLP start?

A

School of Rhetoric and Theater at U of Iowa in ’20s

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Why do people stutter on name?

A

One theory is communicative responsibility: relaying important info.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Is reading or spontaneous speech usually better?

A

Reading, because lower cognitive load; telephone worst of all

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Who defines what cure is?

A

The patient

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Is it important if someone stutters 18% vs. 22% of the time?

A

Not very

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Blocks are of

A

airflow and voicing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Steps of speech

A
  1. exhale 2. make noise 3. turn noise into speech
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Hutchinson definition

A

complex, unique, integrated, hierarchical

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

devp’t of stuttering

A

traditional view was unitary or progressive disorder that develops from normal disfluencies (simple easy repetitions without tension, awareness, emotions, etc.); so, there must be a critical period when disfluency changes to stuttering (need to divert stuttering back to normal fluency)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Bloodstein’s Model

A

based on cross-sectional study; uses 5 parameters: type of disfluency, loci, physical tension, cognitive awareness, emotional reactions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Bloodstein’s Developmental Phases

A

1: 2-6 yrs. onset; episodic, usually under stress, excitement, etc., mostly repetitions, mostly at beginning of utterances; content and non-content words; little concern on children’s part; 2: 4-5 yrs., chronic; children aware of stuttering; mostly content words; low concern about speech; influence of rapid speech or excitement; 3: 8-adult, specific situations, words, sounds; substitutions and circumlocutions; avoidance rare; 4: 10+ yrs.; fearful anticipation; know trigger words; frequent avoidance, circumlocutions; fear and embarrassment

25
Van Riper Tracks (developmental heterogeneity)
based on: age of onset, type of onset, type of stuttering, concomitant problems; one of first researchers to recognize rapid onset of stuttering; subgroups of stutterers
26
Van Riper Tracks
1: traditional (most @ 50%), 2.5-4 yrs., previously fluent, gradual onset, episodic, syllable repetition, no tension, frustration, awareness; 2: artic/lang. (25%), onset with first sentences, never fluent, gradual onset, poor artic., fast, irregular reps, no tension, frustration; 3: organic (15%), onset after trauma, sudden, previously fluent, slow, careful rate, significant tension, awareness, struggle; 4: strange child (10%), onset after 4, sudden, erratic, no remission/consistent pattern, awareness, but no frustration/fear
27
Daly's Supportive Study
mostly confirmed Van Riper's tracks, although no children in track 4/strange child (overall, 83% placed in tracks); tx techniques were slow rate, easy voice onset, breathstream management; track 3 = best gains, then 1, then 2
28
Conture's 3 tracks
50% brief speech production issues leading to repetitions, no other problems, recovery likely; 50% brief problems, repetitions, develop into block and prolongations; 10% sudden onset and severe, need counseling
29
New Castle study
longitudinal, '64, birth to high school, nurses visited homes; most stuttering before age 5, no new after 11; 3 types of stutterers: transient/developmental (normal non-fluency between 2-4, for six months); temporary (more than 6 months, but stopped); persistent (didn't stop)
30
incidence and prevalence based on New Castle
incidence (chance of occurring over period of time, have you ever?)=5%; prevalence (have disorder at given time)=1%; recovery rate = 80%
31
spontaneous recovery
some get better on own (4% difference between incidence and prevalence)=80%
32
risk for persistent and recovered stuttering
1%= prevalence/persistent; 4% = recovery; 5% = incidence/ all stuttering; but higher risk for boys
33
Much higher risk if
relatives who stutter; highest risk is male relatives of female probands; females have higher thresholds requiring more genetic factors, so they have more to transmit to males
34
penetrance
degree of expression given susceptibility gene: reduced for males and greatly reduced for females in stuttering
35
observed vs. expected PERSISTENT stutterers
stuttering is familial and strong genetic factor; MUCH higher percentage of persistent stuttering when familial proband
36
recovery chance of males and females
5.3% vs. 2.7% (due to larger numbers)
37
% of recovered from probands of recovered stutterers is much greater than expected except for
female stutterers of male probands
38
observed vs. expected RECOVERED stutterers
observed for recovered 2-3 times greater than gen. population, so recovered is less familial than persistent and MAY have great environmental component
39
single most reliable predictor of persistent stuttering
family history
40
how genes are expressed subject to
environmental influences and actions and interactions of many genes
41
phenotype vs. genotype
observable traits or characteristics that are genetically controlled vs. sum total of genes, 1 copy for each parent
42
genes (genotype) transmits?
susceptibility for features that may play a role in disorders
43
environmental aspect types
external and internal, shared or unique
44
are males or females more likely to have stuttering relatives?
females
45
high rate of recovery from stuttering during X months?
12
46
how many stutterers have positive family history?
71% (43% first degree)
47
When should therapy start for CWS with persistent family history?
right away (ask parents if recovered or not; if persistent and onset more than 12 mos. ago, more probelmatic)
48
do environmental factors play a role?
yes
49
sex ratio
2:1 children; 3:1 or higher adults
50
What is difficult about stuttering eval for children?
TX needed? Recovered or persistent?
51
neurologic components of stuttering: soft signs
attending problems, auditory processing problems, sentence formulation problems, oral-motor problems (most; DDK, artic., etc.)
52
structural brain differences between PWS and NFS
atypical R to L asymmetry (Wernicke's correlate same or larger in RH for S., but larger in L for N); disturbed white matter tracts (including corpus callosum); abnormal fibers in pyramidal tracts, premotor cortex, supramarginal gyrus; larger corpus callosum so greater RH participation; reduction of gray matter volume in cerebellum and medulla
53
brain functioning differences
communication between left sensorimotor cortex, Broca's, temporal regions disturbed; sequencing of cortical activation during speech production different (normal is programming in inf. frontal cortex before motor prep. in motor cortex); B. & W. in LH reduced activity, but increased RH activity when stuttering (in corresponding section); maybe because RH becomes wired for speech but can't handle complexity, or LH neural network failure, so RH for compensatory
54
cerebral functioning differences
stutterers can't use LH as well as nonstutterers, so use RH which is not as quick, instead (more activation in RH and less in LH); also note that RH for emotions (already busy with emotions, so inefficiently dealing with emotional overload)
55
auditory processing differences
reduced activity in LH auditory association an Wernicke's (maybe using less aud. feedback); can't fix what you can't recognize; but how to explain difficulty getting started?
56
reaction time in PWS
slower: articulation, respiration, laryngeal; 3 aspects include analysis of signal, planning response, executing response
57
hypothesis re: reaction time
practicing slow regular speech may help synchronize disturbed speech signal between systems (slower systems in general: longer vowel duration, slower transitions, delayed VOT for voiceless)
58
post rx or fluent (spontaneous recovery)
RH over-activation decreases, LH increases; auditory cortex more normal in singing or choral speaking; tx may be reestablishing functions where they belong
59
incidence of coexisting issues (artic., lang., etc.)
higher than in general population, especially artic; BUT can't use SSD as predictor, although CWS did stutter more on word-inital CCs when misarticulated, and there MAY be a delay early on; persistent stuttering may be predict artic. issues, though; with language, no significant differences either

Stuttering (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions