Class 3 Flashcards
(17 cards)
1
Q
2 Stage Model of Stuttering
A
Primary - simpler dysfluencies, result of how the brain handles speech and language production
Secondary - more complex pattern as result of child/child’s environment reaction to stuttering
2
Q
Primary Stuttering Cause
A
- circuits of speech in underdevelopped area
- area not suited for rapid speech
- slower in processing because of less dense pathways
- makes pathways inefficient and vulnerable to disruption
3
Q
Secondary Stuttering Cause
A
- more reactive temperaments
- unpleasant stim = tension, escape, avoidance
- events leading to emotional arousal will be more learned
4
Q
Preschool: Preassessment
A
- response and emotions
- parent concerns
- language, artic, voice
- language burst = more tension
5
Q
Preschool: Assessment
A
- video of child at home
- in clinic: parent-child/clinician-child interaction
6
Q
Borderline stuttering
A
- tension and hurry during dysfluency
- awareness and frustration
- escape, avoidance
7
Q
School age: Preassessment
A
- child’s feelings/attitudes
- parent awareness/concern
- how it affects school/home
- moving from “are they aware” to “how do they feel about it” **
8
Q
School age: Assessment
A
- interview parent, teacher, child
- classroom obs - participation, bullying
TRIAL THERAPY: - stuttering modification
- fluency shaping
9
Q
Teens/Adults: Preassessment
A
- attitudes
- recording difficult situations
10
Q
Teens/Adults: Assessment
A
- interview family, client
- open ended questions
- job, family, social effects
11
Q
Treatment Goals
A
- reduce frequency without creating secondaries
- reduce abnormality
- reduce negative feelings
- reduce avoidance
- create fluency
12
Q
Reducing Negative Emotions
A
- Classical conditioning to decondition
- stay in the stutter and relax, stutter voluntarily
- Reduce negative thoughts and emotions
- CBT: thoughts affect feelings which effect behaviours
13
Q
Therapy Sequence
A
- Exploring stuttering
- Making stuttering easy
- Learning superfluency
- Using superfluency
14
Q
Exploring Stuttering
A
- child’s beliefs
- core behaviours
- – be prepared to demo
- – talk about speech helpers
- – hold stutter and feel what happens
- explore secondaries
- thoughts and feelings
15
Q
The Toolbox
A
- Stuttering Modification
- Fluency Shaping
16
Q
Stuttering Modification
A
Focuses on being better at stuttering, reducing abnormality
- Cancellations (Back-ups)
- Pull-outs
17
Q
Fluency Shaping
A
Reducing Dysfluencies
- Slo Mo
- Pausing
- Easy onsets (E-Os)
