stuttering 101

Question 1

what is considered stuttering

Answer 1

-part-word repetition
-single-syllable word repetition
-prolonged sound
-tense pause (blocks)

Question 2

iceberg

Answer 2

-the top of the iceberg refers to the stuttering itself
-the behaviors below the surface of the iceberg are a large portion of stuttering (secondary behaviors and postponement and avoidance behaviors)

Question 3

stuttering

Answer 3

disruption in fluency characterized by part-word reps, single-syllable word reps, prolongations, blocks

Question 4

fluent

Answer 4

speech of people who do not stutter (sounds natural, may contain disfluencies, have little effort)

Question 5

disfluent

Answer 5

the non-fluent speech of people who do not stutter; the non-fluent speech of people who do stutter

Question 6

dysfluent with a y instead of i

Answer 6

refers to stuttering

Question 7

possible secondary characteristics

Answer 7

-facial grimacing
-avoidance behaviors
-physical movements (foot tapping)

Question 8

characteristics of PWS

Answer 8

-often have awareness
-more frequent in CWS
-onset before the age of 4
-more likely in males than females
-highly likely a family member also stutters (high in twins)
-co-morbidities (phonological differences)
-reactive personalities

Question 9

red flags

Answer 9

-fam history and fam contintue to stutter
-male
-increase in SLDs over period of 1 year
-parents or clinician report increase in severity
-after 1 year, the child is still tuttering
-increase in secondary behaviors
-multiple repetitions/rapid rate of repetitions
-strong reactions to stuttering
-concomitants
-onset of stuttering is later (3-4 yrs)
-phonological delays
-reactive

Question 10

green flags

Answer 10

-no family history or they recovered
-female
-decrease in SLDs in 1 year
-parents or clinicians report decrease in severity
-secondary behaviors decrease
-few repetitions/slower rate of repetitions
-child has less reactions
-no concomitants
-child began stuttering at age 2 or 3
-no phonological delays
-calm

Question 11

demands and capacities model

Answer 11

each of us have a capacity to speak fluently, however, when the demands for fluent speech outweigh that capacity, fluency can break down
-demands can be speaking in front of a class, speaking in a new lang., tongue twisters, etc.

Question 12

neuropsycholingustic model

Answer 12

developed by Perkins, Kent, and Curlee
-speech production system is made up of lingusstic processes in the lef hemisphere and non-lingustic processes in the right hemisphere. these 2 systems need to be in sync or fluency can break down

Question 13

lingustic

Answer 13

the words that come out of your mouth

Question 14

paralingustic

Answer 14

characteristics of speech

Question 15

multifactorial, dynamic model of stuttering

Answer 15

stuttering is dynamic and can only be described by the influence it has on the pws over a lifetime. stuttering is present even when not observed
-volcano analogy: just because you dont see the volcano erupting doesnt mea that lava is boiling underneath

Question 16

track 1 of van riper’s tracks of stuttering

Answer 16

-age 2 or 3 as onset of stuttering
-normal speech and language development
-sylanic repetitions early on
-later: sound prolongations, emotional reactions, physical tension
-highest rate of sponteanous recovery
-best prognosis
50%

Question 17

track 2 of van riper

Answer 17

-later onset
-articulation and lang delays
-early on: hurried, unorganized syllable repetition
-rare for sound prolongations, emotional reactions, and physical tension
-little change in symptoms overtime
25%

Question 18

track 3 van riper

Answer 18

-late onset of stuttering (5-9), sudden
-normal articulation and language
-blockages and prolongations
-physical tension present
-emotional reactions present
-van riper refers to this track as the most morbid
12%

Question 19

track 4 van riper

Answer 19

-late and sudden onset
-no history for speech or language issues
-word and phrase repetitions
-little emotional reaction
-little change in symptoms overtime
13%

Question 20

abc’s of stuttering

Answer 20

a: affective
b: behavioral
c: cognitive

Question 21

affective

Answer 21

the child’s reactions

Question 22

behavioral

Answer 22

observable features of stuttering

Question 23

cognitive

Answer 23

the impact of stuttering (ex. not raising your hand in class)

Question 24

fluency facilitators

Answer 24

-choral reading
-lipped speech
-whispered speech
-prolonged speech
-rhythmic speech
-shadowing
-singing
-slowed speech
-other speech conditions

Question 25

how to count stuttering

Answer 25

1. word by word
2. syllable by syllable
3. time interval
4. client reports
5. stuttering severity scales

Question 26

%ss

Answer 26

percent syllables stuttered

Question 27

SW/M

Answer 27

single-word or single-syllable words

Question 28

WSLD

Answer 28

weighted stuttering like disfluncy

Question 29

how to calculate %ss

Answer 29

of syllalbles stuttered divided by syllables spoken times 100

Question 30

data on stuttering counts

Answer 30

-the data shows that as few as 3 slds in a 100 utterance smaple is enough to determine stuttering, but this is not neraly enough info to separate groups
-to assist, Yairi et al inteoduce the concept of weighted sld

Question 31

yairi and sld

Answer 31

-it clearly did separate the 2 groups (CWS vs. nonstuttering controls)
- the key number is 4
-a weighted sld of 4 separated cws from nonstuttering controls