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Fluency > Test 1 (Ch. 1, 2, 4) > Flashcards

Test 1 (Ch. 1, 2, 4) Flashcards

1
Q

How do you describe stutterers?

A

People Who Stutter preferable to stutterers
Kids Who Stutter
Disfluency preferable to disfluency

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2
Q

Do all cultures have stuttering?

A

Yes. Stuttering is ancient and universal.

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3
Q

What causes stuttering?

A

Not completely understood but possibly:

  • genetic and congenital causes
  • developmental influences
  • environmental influences

Repeated negative emotional experiences with stuttering lead to negative feelings and attitudes

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4
Q

5 things to consider in fluent vs. disfluent speech

A
  1. Presence of extra sounds
  2. location and frequency of pauses
  3. Rhythmical patterning in speech
  4. Intonation and stress
  5. Overall rate
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5
Q

General description of stuttering

A

Abnormally high frequency and/or duration of stoppages in the flow of speech

Includes the speaker’s reaction to stoppages

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6
Q

What are the 3 core behaviors

A
  1. Repetitions
  2. Prolongations
  3. Blocks
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7
Q

Repetitions

A

May be single-syllable, word, or part-word repetitions

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8
Q

Prolongations

A

Sound of airflow continues but movement of articulators is stopped
(1/2 second prolongations are abnormal)

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9
Q

Blocks

A

Inappropriate stoppage of airflow or voicing; movement of articulators may be stopped

  • blocks may occur at any level (respiratory, laryngeal, articulatory)
  • blocks may be accompanied by tremors of lips, tongue, jaw, and/or laryngeal muscles
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10
Q

On average how often do stutters stutter when reading?

On average, how long do stutters last?

A

10% of words

1 second

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11
Q

What are Secondary Behaviors?

A

Learned behaviors that are triggered by the experience of stuttering or the anticipation of it
For example - escape and avoidance

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12
Q

Escape behavior

A

escape behaviors occur when the speaker is stuttering and attempts to terminate the stutter and finish the word

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13
Q

Avoidance

A

Avoidance behavior occurs when the speaker anticipates a stutter and tries to avoid it by, for example, changing the word to uh

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14
Q

Feelings and attitudes

A

The experience of stuttering often creates feelings of embarrassment and frustration in a speaker
Feelings become more severe at the speaker has more stuttering experiences
Fear and shame may develop eventually and may contribute to the frequency and severity of stuttering
Attitudes are feelings that have become more permanent and affect the person’s beliefs
Beliefs may be about oneself or others

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15
Q

Disability and handicap

A

The disability of stuttering is the limitation it puts on individual’s ability to communicate
The limitation is affected by the severity of stuttering as well as stutterers’ feelings and attitudes about themselves and how listeners have reacted to them

The handicap is the limitation it puts on individual’s lives
This refers to lack of fulfillment they have in social life, school, job, and community

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16
Q

Prevalence vs. Incidence

A

Prevalence is how many people stutter at any given time - at kindergarten it’s 2.4% and after its 1%

Incidence is how many people have stuttered at some point in their lives and that is 5%

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17
Q

Recovery without treatment

A

Between 70-80% of children who begin to stutter recover without treatment

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18
Q

Onset

A

May start as gradual increase in normal childhood disfluencies or as a sudden appearance of severe blocks
Often sporadic at outset, coming and going for periods of days or weeks before coming persistant

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19
Q

attributes that make spontaneous recovery less likely

A
  • having relatives that are persistent stutterers
  • being male
  • onset after 3.5 years
  • stuttering not decreasing during first year after onset
  • stuttering persisting 1 yr after onset
  • multiple repetitions (li li li li like this)
  • continued presence of prolongation and blocks
  • below normal phonological skills
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20
Q

Recovery is associated with..

A
  • being right handed
  • growing up in a home with a mother who is non-directive and uses less complex language when speaking to child
  • having a slower speech rate and more mature speech motor system
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21
Q

Sex Ratio

A

Sex ratio is almost even at (1:1) on onset
Girls start to stutter earlier than boys and recover more frequently so that they time they are school aged its 3 boys to every one girl

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22
Q

Anticipation

A

Stutterers can predict which words they will stutter on in a reading passage

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23
Q

Consistency

A

Stutterers tend to stutter on the same words each time they read a passage

24
Q

Adaptation

A

Stutterers stutter less each time they read a passage up to about six readings

25
Q

Adults who stutter do so more frequently on..

A
  • consonants
  • sounds in word-initial position
  • sounds in contextual speech
  • nouns, verbs, adjectives, and adverbs
  • longer words
  • words at beginnings of sentences
  • stressed syllables
26
Q

Language factors

A

Stuttering in preschool children occurs most frequently on pronouns and conjunctions (these occur frequently at the beginning of utterances in young children)
Stuttering most frequent;y occurs as repetitions of parts of words and single-syllable words in sentences-initial position
The trigger seems to be linguistic planning and prep because it occurs at the beginning of syntactic unit

27
Q

Fluency inducing conditions

A
  • when alone, relaxed
  • in unison with another speaker
  • to an animal or infant
  • in time or a rhythmic stimulus or when singing, in a different dialect
  • while simultaneously writing
  • while swearing
  • in a slow, prolonged manner
  • under loud masking noise
  • under DAF
  • When shadowing another speaking
  • when reinforced

These reduce demands on speech-motor control and language formation

28
Q

A model of stuttering

A
  • A disorder of neuromotor control of speech
  • Influenced by language production
  • Perpetuated by temperament and complex learning, and the response of their environment to their speech
29
Q

3 Approaches to heredity and stuttering

A
  1. Family studies
  2. Twin studies
  3. Adoption studies
30
Q

Family studies

A
  • Males tend to be more at risk for persistent stuttering
  • Females recover from stuttering more easily
  • study family trees and occurrence
31
Q

Twin Studies

A
  • Stuttering in identical/fraternal twins
  • Greater concodinance among identical twins
  • Stuttering is 2/3 genetics and 1/3 environment
32
Q

Adoption studies

A

Heredity plays a slightly stringer role than environment

33
Q

Important Heredity Findings

A
  • Stuttering appears to be inherited

- Single gene for transitory stuttering, two or more genes for chronic stuttering

34
Q

Factors that predict natural recovery

A
  • Female
  • No family history of persistent stuttering
  • Early onset
  • Good language, articulation, and intelligence
35
Q

Clinical implications

A
  • parents should be told stuttering is often inherited, not a result of bad parenting
  • prognosis for natural recovery is related to number of recovery factors
36
Q

Genes

A
  • Genes associated with stuttering found on chromosomes 1, 7, 9, 12, 13, 15, 16, 18
  • Persistant and recovered stuttering associated with 9
  • persistant stuttering only associated with 15
  • mutations of 12 associated with stuttering
37
Q

Congenital and Early Childhood Factors

A 
40-70% of stutterers have no family history of stuttering
Stuttering associated with
- brain injury before or soon after birth
- premature birth
- surgery
- head injury
- mental retardation
- intense fear
38
Q

Brain structure and Function

A

No matter the etiology, brain structure and function is affected
Stutterers showed more right brain activity
Speech shifted to left after treatment

39
Q

Brain differences caveat

A

difference in brain structure may be because of brain structure not what caused it

40
Q

Sensory Deficits

A
  • poorer CAP
  • Auditory evoked potentials have longer latencies and lower amplitudes, especially for linguistically complex stimuli
  • Less right-ear advantage in processing linguistically complex sounds
  • may be poorer at processing tactile and visual information
  • Masking and DAF reduces stuttering
41
Q

Sensory-motor deficits

A
  • Slower reaction times
  • slower speech during fluency
  • slower on non speech sequencing
  • poorer at auditory motor tracking
42
Q

Emotion effects

A
  • emotion may increase stuttering, and stuttering may increase emotion
  • stutterers are not more anxious than non stutterers, but more anxiety produces more stuttering
  • autonomic arousal associated with stuttering
  • Stutterers may have more inhibited temperaments, emotions may be more trainable
43
Q

Developmental Factors

A
  • children deal with limited neural resources handling a multitude of tasks
  • Physical and motor development: rapid developmental changes in vocal tract stress the development of speech
44
Q

Speech and Language Development

A
  • stuttering seems to have its most frequent onset when the child is mastering more complex language
    children predisposed to stuttering may have deficits in areas responsible for planning and production of speech and language
  • Rapid speech and language development may stress these weak areas, resulting in stuttering
  • some children may develop stuttering as a response to extra difficulty because of a speech or language delay and the stress it puts on speech production
45
Q

Cognitive development

A
  • Intensive cognitive development may compete with fluency
  • The ups and downs in a child’s fluency may reflect spurts of cognitive development
  • after age 3, children may be self-conscious enough to have negative emotions about stuttering
46
Q

Social and Emotional Development

A
  • Emotional arousal increases stuttering and normal disfluency
  • Emotional stress during childhood may trigger or worsen stuttering
  • Some children who stutter may be more vulnerable to childhood stresses
  • Individuals who stutter appear to be normal in terms of psychosocial traits
47
Q

Environmental factors

A
  • Environmental factors may interact with developmental factors to trigger or worsen stuttering
  • Parents
    Research: mixed results about whether parents of stutterers are more anxious etc.
    Theory: Children with vulnerable temperament may have inherited it from one or both parents, thus parents may be perfectionistic, anxious, etc.
48
Q

Speech and Language Environment

A
  • Research unclear: do families of kids who stutter have stressful speech and language models?
  • Speculation about some variances causing stress for vulnerable children
    Basically stressful speaking situations
49
Q

Children who stutter may be helped by making communication easier

A
  • more one on one time when parent can listen
    slower speech rate
    language complexity not too far above child’s level
50
Q

Life events

A

Stressful life events may precipitate or worsen stuttering in some children

51
Q

Classical Conditioning of Stuttering

A

Stuttering elicits feelings of dread and tightening of speech muscles
Stuttering occurs repeatedly on the phone
Phone elicits dread and muscle tension

52
Q

Operant conditioning

A
  • If behavior is followed by a reward, it increases
  • If behavior is followed by a punishment, it decreases
  • If a behavior reduces negative stimulation, it is “negative reinforcement” or escape, and it increases the behavior
53
Q

Avoidance Conditioning

A

Anticipating a stutter and doing something to keep it from happening

54
Q

To deal with classical conditioning you need to..

A

Decondition -> have client keep stuttering until fear is gone
Counter condition -> what has been classically conditioned (have client stutter and receive praise for keeping it going

55
Q

To deal with operant conditioning…

A

Stop reward for unwanted behavior (have client not release word after secondary behavior)
Start reward for wanted behavior

56
Q

To deal with avoidance conditioning..

A

Decrease fear of stuttering

Reward non avoidance

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