Exam 1 Flashcards
(42 cards)
Transcending Stuttering Video
In what ways are PWS similar and different?
Similar: attitudes, feeling abnormal, struggle of disorder, description of disorder
Different: attempts to hide disorder
Transcending Stuttering Video
Do PWS stutter all the time?
Is some of their speech produced fluently?
No. 10% of the time PWS are dysfluent (3% dysfluent words)
Yes. Some of their speech is produced fluently.
Transcending Stuttering Video
Is stuttering purely a speech production issue? or are there other components that need to be addressed?
No. Not purely a speech production issue.
Yes. Other components should be addressed such as feelings, attitudes, beliefs.
Transcending Stuttering Video
What are some stereotypes of PWS?
Unintelligible or are special needs
Transcending Stuttering Video
What surprised you the most about PWS?
Lengths PWS were willing to take in order to hide their stutter (stabbing hand with pencil to go to hospital so student wouldn’t have to talk in front of the class)
What did you learn from the recording of the PWS on the Grandfather passage?
1st reading she produced 21 stuttered dysfluencies
5th reading she produced 14 stuttered dysfluencies.
SD reduction: 21/14= 1.5 times
-PWS will stutter on the same words in the same text. It isn’t random.
Intro to Stuttering
Name some different ‘levels’ of observation
Sound repetition
syllable repetition
sound prolongation
Discoordination of respiratory and laryngeal behaviors prior to speech intination
negative emotion
avoidance behaviors
social context (public speeking)
listener response (finish words, interrupt, speak for them)
increase in heart rate prior to speech
tremor in muscle activity during speech
genetic make-up
eye blinks and head movement during instances of stuttering (secondary behaviors)
linguistic context
temporal aspects of parent-child conversation (need to speak fast)
STUTTERING IS ALL THESE PHENOMENA AND EXISTS AT ALL THESE LEVELS
Intro to Stuttering
What always triggers stuttering?
Language
Intro to Stuttering
Define stuttering….
-as an observable behavior
-as a disorder of communication
- can see it without any training
- when you have a lot of a behavior
Intro to Stuttering
Stuttering as a behavior
Disfluency and stuttering reflect a _______ in the smooth transition between ____, ____ and _____
- disruption
- sounds, syllables and words
Intro to Stuttering
Stuttering as a behavior
What is fluency?
What is disfluency?
- Smooth transitioning between sounds, syllables, and words, and generate message without interruptions
- a disruption in this process. if a person is delivering speech and says “umm” “like” a lot, non-relevant statements can be a disfluency…(but isn’t stuttering)
Intro to Stuttering
Types of disfluencies
-Between-word: 3
-Within-word: 5
-Phrase level interjections revisions phrase repetitions "um" "like" "uh"... start speaking, stop and revise sentence is a "revision".. happens on phrase level "uh no i mean..."
-word level
sound/syllable repetitions,
sound prolongations (audible): “mmmmy”
sound prolongations (inaudible) “[block] my”
monosyllabic whole-word repetitions “i i i like ice cream”
Intro to Stuttering Stuttered-like disfluencies (SLD) -Name the type based on these 3 examples: 1) "i wa-wa- want to go home" 2) "I I I can do it" 3)a. "L---->ook at the dog" b. "see the [block] ..baby" c. "I like c-ats"
1) part-word repetitions
2) single-syllable repetitions
3) Disrhythmic phonation
a. prolongation
b. block
c. broken words
Intro to Stuttering
“Stuttering is a form of speech disfluency characterized by a relatively ____ proportion of _______ speech disfluencies and associated behaviors
- high
- within-word
(associated behaviors define stuttering)
Intro to Stuttering
“Listeners more frequently judge ______ disfluencies to be ‘stuttering’ or ‘atypical’ as compared to ____ disfluencies
- within-word
- between-word
Intro to Stuttering
different terminology:
“within-word” OR ________
“between-word” OR ________
- SLD (stuttering-like disfluencies)
- other disfluencies
Intro to Stuttering Core behaviors of stuttering -basic speech behaviors (3) -they are (voluntary/involuntary)? -they are out of the PWS's \_\_\_\_\_\_ -what do you know about Van Riper
- repetitions, prolongations, silent blocks
- involuntary
- control
- Van Riper was a PWS who termed “core behavior” from studies he did.
Intro to Stuttering Secondary behaviors -Reactions to \_\_\_\_\_\_\_ - Attempt to \_\_\_\_\_\_\_ -are \_\_\_\_\_\_ patterns
- core behaviors
- end or avoid stuttering
- learned
Intro to Stuttering
Secondary Behaviors
What’s it called when before you stutter, PWS tries to do something not to?
- Escape and avoidance
- help pws un-learn patterns and forget them… they’re hard to get rid of. ex) thinking “blinking” when struggling with a stutter helps to avoid getting stuck, when it may work ONCE, but not consistently.
- it’s important to address. could be more of a problem than the actual stutter. ie: poking themselves with saftey pins before a disfluency
Intro to Stuttering
Secondary Behaviors
Escape vs Avoidance
escape: speaker is stuttering and attempts to terminate the stutter and finish the word
- eye blink, head nod, interjections,.. initially may be random behavior, but quickly turn into learned patterns
Avoidance: produced in anticipation of stuttering.
- changing a word you were going to say… switch words: say “puppy” instead of dog b/c/ PWS knows they’ll get stuck on the word “dog”
Intro to Stuttering Feelings and attitudes -When might a child stutter more? -How will this make them feel? -Why is it bad to have those feelings?
- initially when excited
- frustrated or ashamed
- may impede fluency
Intro to Stuttering
Feelings and attitudes
Give an example of speech core behavior and secondary behavior. What age group is more likely to do this?
Core behavior: “i’m in m m midland”
secondary behavior: “i’m uh well you know at home”
(avoidance+interjections+substitutions)
-know they won’t be able to get the /m/ sound out so they say “home” instead.
-Older kids and adults. The younger the client (preschool) the less likely to have developed secondary behaviors)
Intro to Stuttering
Williams and Kent study
“Listener evaluations of speech interruptions”
What were the results?
Can listeners distinguish between stuttered and normal interruptions?
- People were judging a lot of stuttering..they followed through with instruction they were given, vs going into the study with a clean mind/ears and not go into it with assumptions and “looking” for disfluencies.
- people judged “revisions as normal”
- overall, instructions affected their answers
- people judged stutters as “unprepared” etc.
- YES. for the most part, but no clear separation between judgements of stuttered and judgements of normal interruptions.
Intro to Stuttering
How does speech disfluency influence listener judgements of message and messenger delivering message?
What if the listener is a child?
- People like fluent messages better
- kids liked fluent speaker best… even without background of stuttering knowledge (Giolas/williams study)
