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39 Cards in this Set
- Front
- Back
- 3rd side (hint)
What is linguistic fluency?
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linguistic fluency—syntactic, semantic, phonologic, pragmatic
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How good are they at planning and producing these other aspects of communication. One of reasons Dr. T likes to look at other areas in the assessment
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What is speech fluency?
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speech fluency—continuity, rate, duration, coarticulation, effort
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How did M. Wingate define stuttering in 1964?
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The term “stuttering” means: 1. (a) Disruption in the fluency of verbal expression, which is (b) characterized by involuntary, audible, or silent repetitions or prolongations in the utterance of short speech elements, namely: sounds, syllables, and words of one syllable. These disruptions (c) usually occur frequently or are marked in character and (d) are not readily controllable. 2. Sometimes the disruptions are (e) accompanied by accessory activities involving the speech apparatus, related or unrelated body structures, or stereotyped speech utterances. These activities give the appearance of being speech-related struggle. 3. Also, there not infrequently are (f) indications or reports of the presence of an emotional state, ranging from a general condition of “excitement” or “tension” to more specific emotions of a negative nature such as fear, embarrassment, irritation, or the like. The immediate source of stuttering is some incoordination expressed in the peripheral speech mechanism; the ultimate cause is presently unknown and may be complex or compound.
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How did Guitar define stuttering in 2006?
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Stuttering is characterized by an abnormally high frequency or duration of stoppages in the forward flow of speech. These stoppages usually take the form of (A) repetitions of sounds, syllables, or one-syllable words, (B) prolongations of sounds, or (C) blockages of airflow or voicing.
Individuals who stutter are usually aware of their stuttering and are often embarrassed by it. Moreover, they often use excessive physical and mental effort to speak. Children who are just beginning to stutter may not seem bothered or aware of it, but they often show signs of physical tension and increased speech rate, which suggests they are reacting, at least minimally, to their speech difficult. |
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Overt behaviors of stuttering include _______, ________ and _________
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struggle, escape and avoidance
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The covert or intrinsic features of stuttering are
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The speaker's experience of and the helplessness, lack of control and fear
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Is the linguistic fluency for people who stutter different?
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Yes, linguistic fluency of people who stutter (kids and adults) seem to be slower (10th of hundreds of seconds). Ability to processs, plan syntax and phonation is a little slower although wouldn't notice its - some people feel this affects things "downstream" like motor skills, etc.
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Is stuttering the full issue?
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No, sometimes refer to stuttering as the tip of the iceberg - the core behaviors. Under the water are the secondary behaviors and the feelings and attitudes.
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What should Tx try to address?
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Although difficult to assess all three areas (Core behaviors, Secondary behaviors and Feelings and attitudes, if find a problem in all three areas they should all be addressed.
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What are the ways to categorize disfluencies?
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Within Word Disfluencies and Between Word disfluencies or SLD and Other disfluencies
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What are Within-word disfluencies?
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Monosyllabic whole-word repetition
Sound/syllable repetition Audible prolongation Inaudible prolongation |
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What are Between-word disfluencies?
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Phrase repetition
Polysyllabic whole-word repetition Interjection Revision |
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What are Stuttering-like disfluencies?
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Part-word repetition
Monosyllabic word repetition Disrhythmic phonation |
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What are other disfluencies?
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Interjection
Phrase repetition Revision/Incomplete phrase |
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Name two other ways to categorize disfluencies
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Stutter-type disfluencies and normal-type disfluencies or Less typical disfluencies and more typical disfluencies
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What are the stutter-type dislfuencies?
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Part-word repetition
Prolongation Broken word Tense pause |
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What are normal type disfluencies?
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Whole-word repetition
Phrase repetition Revision Incomplete phrase Interjection |
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What are less typical disfluencies?
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Monosyllabic word repetition
(3 or more repetitions) Part-word syllable repetition (3 or more repetitions) Sound repetition Prolongation Block |
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What are more typical disfluencies?
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Hesitation
Interjection Revision Phrase repetition Monosyllabic word repetition (2 or fewer repetitions: no tension) Part-word syllable repetition (2 or fewer repetitions: no tension) |
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Is early disfluent speech markedly different from that of normally fluent children?
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Yes
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Does stuttering arise from normal difluency
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No
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Are parents who believe their child has begun stuttering exercising erroneous judgment>
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No
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Early in stuttering, does disfluent speech have a complex patter of disfluency types?
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Yes
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What is the breakdown of disfluencies?
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2/3 of disfluencies of CWS are SLDs, 2/3 of disfluencies of NFC are other disfluencies`
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What is the difficulty with - correct diagnosis of stuttering or in correct diagnosis of its recovery
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As stuttering continues, the difficulty lies not in the correct diagnosis of stuttering, but in correct diagnosis of its recovery” (p. 139).
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What is the age of onset of stuttering>
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Although stuttering may begin within a wide age range, it has been recognized for a long time that a large number of cases begin prior to age 6 or 7. Our own investigation was open to children up to 72 months of age but it was interesting to note that all onsets occurred between 16 and 60 months of age with a mean age of 33.38 months. Almost 85% of onsets occurred prior to three and - half years of age (42 months).
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What does the fact that the critical period for onset lies in close proximity to emergence of complex language and articulatory skills suggest?
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It invites speculations that interference in maturational processes involves stuttering-language-articulation relations.
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What do mean by avoidance?
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usually use questions - sometimes avoidance comes through in way of revision - change word for fear they will stutter
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Classifications are easier to use with kids. Why?
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Because adults have coping mechanisms
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What is the mean frequency and standard deviation of stuttering-like disfluencies per 100 syllables for experimental and control groups for part-word repetitions
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part-word repetitions
experimental 5.64 (4.28) control freqency (SD) .55 (.43) |
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for single-syllable word repetitions
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experimental 3.24 (2.01) and control .79 (.74)
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for disrhythmic phonations (prolongations and blocks)
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experimental 2.42 (2.62); control (.08) (.12)
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Total SLD
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experimental 11.30 (6.64) and control 1.41 (.96)
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Other disfluencies
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Experimental 5.79 (2.75); control 4.48 (2.41)
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What percent of children begin to stutter with unremarkable circumstances?
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20% -- most have at least some degree of physical, emotional and language stresses
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What are typical aspects of early stuttering?
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Repetitions of initial syllables and short words are typical, but may also include prolongations and fixations.
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About what percentage of children show tense movements in parts of the body, especially head, face and neck
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About half
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What are some of the additional characteristics of stuttering?
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Greater number of repetitions
Faster repetitions Clustering of form-types (tend to cluster close to each other) Level of awareness depending on maturity & temperament (Ambrose & Yairi, 1994)* Develop a negative attitude about speaking as young as 3–4 years (Vanryckeghem et al. (2005) Temperament - usually being more sensitive is regarded as risk factor |
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Influential factors related to onset
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Age: little risk after age 6, nil by age 12
Gender: 1:1 at onset, 3:1–4:1 by school age Genetics: implicated about 50% of time interaction of gender and genetics (Chapter 5) Twinning: More concordance with monozygotic (MZ) twins than dizygotic (DZ) twins Poorer cognitive & motor abilities result in higher occurrence of fluency problems Language: CWS tend to have expressive language abilities that equal or exceed their peers |
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