Fluency Class 1 - Introduction To Stuttering

Front 1

Define stuttering and distinguish between neurogenic and psychogenic stuttering

Back 1

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

-Includes speaker's reactions to stoppages - list the types of stoppages

_____

Front 2

Normal disfluencies include

Back 2

hesitation, interruptions, prolongations, and repetitions

Front 3

Describe the temperament of many CWS

Back 3

don't adapt well to change, might get stuck on a task and can't get off of it or might float from task to task too often, may have strong fears and difficulty separating from parents

Front 4

EXAM Q

spontaneous recovery (SR) typically occurs when?

Back 4

during the first 12-24 months of initial disfluent speech (when the stuttering started)

Front 5

What are some characteristics of disfluencies to pay attention to?

Back 5

frequency, duration, type, severity

Front 6

onset will take place in 90% of stutterers by what age?

Back 6

7 years

Front 7

onset is gradual for how many PWS? and before becoming persistent it is ________

Back 7

70%, cyclical

Front 8

about how many PWS improve without treatment and when does it usually happen?

Back 8

75%, within first 12-24 months of initial disfluent speech

Front 9

as age increases (to school-age), stutterers begin to _______________ and _______________

Back 9

anticipation, circumlocute

Front 10

Although we don't know the cause of stuttering, scientists believe these three factors are important..

Back 10

genetic and congenital influences

developmental influences

environmental influences

Front 11

at what point in language development does stuttering usually occur?

Back 11

when children are learning the complex coordinations of spoken language; competing demands of language, cognition, and emotion in addition to fluency

Front 12

what are the four parts of the emotional model of developmental stuttering and what is included in each?

Back 12

distal contributors: genetics, environment

proximal contributors: speech-language planning and production

exacerbation: emotional reactivity and regulation

overt behavior: instances of stuttering

Front 13

compare developmental and acquired stuttering

Back 13

developmental: majority of cases, onset typically before 7 but as late as 12, gradual in 70% of cases and with no known psychic and/or physical trauma associated with 90% of cases

acquired: small percentage of cases, onset later in life, usually follows some psychological or physical trauma, sudden onset, secondary behaviors not present

Front 14

list the symptoms of stuttering and think of examples

Back 14

5: differences in respiration, phonation, and articulation, the core behavior and the secondary behaviors

Front 15

what are the core behaviors of stuttering? (include definition of each)

Back 15

repetitions, prolongations, and blocks

Front 16

what are some feeling that might be present in a PWS?

how do we describe attitudes related to stuttering?

Back 16

embarrassment, frustration, fear, shame

feelings that have become more permanent and affect the person's beliefs

(both are important because therapy may be ineffective without acknowledgement and treatment of these)

Front 17

List 3 characteristics of CWS that studies have found to be different than CWNS

Back 17

temperament - less adaptable, less distractible, more arrhythmic

emotional reactivity/regulation

attentional shifting/inhibitory control

Front 18

how many stages of developmental stuttering are in Bluemel (1932)?

Back 18

2: primary and secondary

Front 19

how many stages of developmental stuttering are in Van Riper (1954)?

Back 19

3: primary, transitional, secondary

Front 20

how many stages of developmental stuttering are in Bloodstein (1960)?

Back 20

Phase 1-4

Front 21

how many stages of developmental stuttering are in Van Riper (1982)?

Back 21

Track 1-4

Front 22

between-word speech disfluencies

Back 22

nSLD (nonstuttering-like disfluencies)

phrase reps (PR)

revisions (REV)

interjections (INJ)

Front 23

within-word speech disfluencies

Back 23

SLD (stuttering-like disfluencies)

monosyllabic whole-word reps (WWR)

sound/syllable reps (SSR)

audible sound prolongations (ASP)

inaudible sound prolongations ('blocks') (ISP)

Front 24

total disfluencies

Back 24

TD = #nonSLD+#SLD

Front 25

what are some ways we measure stuttering?

Back 25

frequency of stutterings

duration of stutterings

speech rate

severity ratings

Front 26

EXAM Q

Typically,

CWS produce ____ TD per 100 words, which is ___%

CWNS produce ____ TD per 100 words, which about ___%

Back 26

greater than or equal to 10, 10%

less than or equal to 10, 8%

Front 27

EXAM Q

Typically,

CWS produce ____ SLDs per 100 words, which is ___%

CWNS produce ____ SLDs per 100 words, which about ___%

Back 27

greater than or equal to 3, 3%

less than or equal to 2, 2%

Front 28

EXAM Q

CWS exhibit, on average, between ___ to ___% SLDs per total disfluencies

Back 28

66 to 81%

Front 29

EXAM Q

CWNS exhibit, on average, only between ___ to ___% SLDs per total disfluencies

Back 29

24 to 42%

Front 30

what data should be collected from a conversational sample?

Back 30

1. mean length of utterance

2. disfluency count

3. duration of disfluencies

4. speech rate

5. observations for secondary behaviors

Front 31

EXAM Q

Kids, whether they stutter or not, if they talk above their average MLU, will __________

Kids who stutter, when they talk higher than their MLU, will __________

Kids who don't stutter, when they talk higher than their MLU will ___________

Back 31

be more disfluent

have more SLDs

have more nSLDs

Front 32

what is the ideal speech rate

for adults?

for children?

Back 32

adults: 160-180 wpm

children 140-160 wpm