DEVELOPMENTAL, LEARNING, AND ENVIRONMENTAL FACTORS IN STUTTERING Flashcards
DEVELOPMENTAL FACTORS
Physical and Motor Skill
Speech and Language Development
Cognitive Development
Social and Emotional Development
This affect children’s fluency that assumes that in the growing child there is a competition for neural resources
Developmental Factors
Concept that the brain has a limited amount of resources that can be applied to task
Competition for Neural Resources
The problem of shared resources is more ______ because their immature nervous systems have less processing capacity to share
acute in children
Between ages ______, children grow, their bodies get bigger and their nervous systems form new pathways and new connection
1 and 6 years
may provide more “functional cerebral space” that supports fluency, but it also spurs development of other motor behaviors that may compete with fluency for available neuronal resources.
Neurological maturation
T or F : The learning of motor control of speech by itself, even without acquisition of other motor skills at the same time, puts enormous demands on the child’s brain
True
Most stuttering begins between ages____ , a time when children acquire new sounds and learn new words almost by the hour
2 and 4
children who stutter suggest that areas of the brain used for __________ are compromised
Integration of articulator planning, sensory feedback, and motor execution
planning and production of speech and language may use _______ that may be slow or inefficient
atypical neural pathways
development of maladaptive learning, or development of compensatory strategies paving way to normal speech
Speech Traffic Jam
T or F: speech and language delays or difficulties are more common among children who stutter than those who don’t
True
may be related to stuttering because children with delayed language may become frustrated at their difficulty speaking
Delays in Lang Dev
CWS develop fears related to speaking, and thus learn to stutter as an ____
Anticipatory Avoidance Response
Refer to the growth of perception, attention, working memory, and executive functions that play roles in spoken language but are separate from It
Cognitive Development
2 ways Cognitive Development affect stuttering:
Spurts in cognitive development may accompany the onset of stuttering as well as sudden increases in stuttering
As a child who stutters develops more advanced cognitive abilities, he is more likely to become aware and even self-conscious of his stuttering
T or F: Learning to think may make great demands on cognitive-linguistic abilities, leaving fewer resources available for rapid production of fluently spoken language
True
Role of Cognitive Dev:
important in explaining how and when a child begins to form negative attitudes and beliefs about himself/herself and his/her speech
Between ages_______, children’s cognitions mature enough so that they internalize the standards of behavior of those around them, including peer
3 and 4
Refers to effects on strong emotions on speech
Social and Emotional Development
The same sort of interference by emotion may be even more prevalent in early childhood, because ?
a child’s speech and language neural networks and structures are immature, not fully myelinated, and may not be buffered from “cross talk,” or interference by the limbic (emotional) system structures and pathways involved in the regulation and expression of emotion.
T or F: Lower maturing speech and language functions may not be optimally localized or adequately insulated from interference and may be closer to centers of emotion in the right hemisphere
True
Many threats to feelings of security can create
emotional stress that may disrupt the speech of children who are predisposed to stutter
Emotional Security
Reflects the child’s growing awareness of how he is performing relative to adult expectations
Self-Consciousness and Sensitivity
