Exam 1 - Stuttering

Question 1

relaxed breath (fluency-enhancing strategy)

Answer 1

Students use relaxed diaphragmatic breathing as they speak.

Question 2

slow, stretched speech (fluency-enhancing strategy)

Answer 2

Students prolong individual syllables for approximately 10 times their normal duration.

Question 3

smooth movement (fluency-enhancing strategy)

Answer 3

Students produce gentle transitions between sounds by slowing, exaggerating, and blending
transitional articulatory movements

Question 4

easy voice (fluency-enhancing strategy)

Answer 4

Students initiate phonation of vowel sounds in a relaxed and gentle manner

Question 5

light contact (fluency-enhancing strategy)

Answer 5

Students touch their speech articulators together lightly to decrease articulatory pressure

Question 6

stretched speech (fluency-enhancing strategy)

Answer 6

Students stretch sounds and prolong syllables (as with slow, stretched speech) for
approximately one second per syllable.

Question 7

linked relaxation rhythm (fluency-enhancing strategy)

Answer 7

Students use a rhythmic speech pattern in which relaxed, continuous phonation is maintained
as they oscillate the loudness of their voice on successive syllables and words.

Question 8

extra intonation (fluency-enhancing strategy)

Answer 8

Students exaggerate rising and falling inflections and vary the duration of their stretches.

Question 9

nearly natural speech (fluency-enhancing strategy)

Answer 9

Students increase speech rate, reducing the exaggerated quality of extra intonation, using more
normal intonation, and shortening certain stretches

Question 10

natural speech (fluency-enhancing strategy)

Answer 10

Students increase speech rate further, decrease duration of stretches, and integrate skills with
greater sophistication.

Question 11

relaxing the stutter (stutter-mod strategy)

Answer 11

Students purposefully stutter on a word with 100% tension, observe the disfluency, and then repeat
the word with decreased tension.

Question 12

slide (stutter-mod strategy)

Answer 12

Students catch themselves during a moment of stuttering and then identify and stabilize the tension,
slow down their articulation, and stretch out transitions between sounds

Question 13

easy stuttering (stutter-mod strategy)

Answer 13

Students intentionally produce relaxed, controlled repetitions of sounds, syllables, or words

Question 14

cancellation (stutter-mod strategy)

Answer 14

Students pause after a moment of stuttering (to acknowledge and analyze the disfluency) and then
say the stuttered word again with less tension

Question 15

typical disfluency (developmental/treatment level)

Answer 15

preschool; 10 or less disfluencies per 100 words; one-unit repetitions; mostly repetitions, interjections, and revisions; no secondary behaviors; kid is not aware; typical stresses of speech/language and psychosocial development

Question 16

Borderline stuttering (developmental/treatment level)

Answer 16

preschool; 10 or more disfluencies per 100 words; 2+ units in repetition; more repetitions and prolongations than revisions or interjections; no secondary behaviors; generally not aware; stresses of speech/language and psychosocial development with constitutional predisposition

Question 17

beginning stuttering (developmental/treatment level)

Answer 17

preschool; rapid, irregular, and tense repetitions may have fixed articulatory posture in blocks; may have eye blinks, increases in pitch or loudness; aware of disfluency; conditioned emotional response causes excess tension, instrumental conditioning causing escape behaviors

Question 18

intermediate stuttering
(developmental/treatment level)

Answer 18

blocks where sound and airflow are shut off; escape and avoidance behaviors; fear, frustration, embarrassment and shame; beginning processes plus avoidance conditioning

Question 19

advanced stuttering (developmental/treatment level)

Answer 19

long, tense blocks (some with tremor); escape and avoidance behaviors; intermediate plus negative self concept; beginning and intermediate plus cognitive learning

Question 20

disfluency

Answer 20

Disfluency is anything that disrupts
the smooth flow of speech; it is an
interruption of speech.

Question 21

Typical disfluency

Answer 21

Is an interruption of speech that occurs in
a typically developing individual
* May be identified as nonstuttered
disfluencies that all speakers produce

Question 22

fluency

Answer 22

Effortless flow of speech
* Effortless mental and physical work to
speak
* Hesitations still occur

Question 23

words we use

Answer 23

People who stutter
* No longer use “stutterer”
* No longer use abbreviations “PWS”
* Disfluency not Dysfluency

Question 24

stuttering

Answer 24

Begins between 18 months of age and puberty.
* Most often begins between 2-5 years of age.
* Cause or causes have not yet been fully
determined

Question 25

stuttering can consist of:

Answer 25

part or whole word repetitions, prolongations, sound or syllable repetitions, interjections, broken words, blocking, circumlocution (word substitutions).

Question 26

prevalence

Answer 26

1% (how many people who stutter or how widespread is the disorder)

Question 27

incidence

Answer 27

5% (how many people have stuttered at some point)

Question 28

Recovery without tx

Answer 28

above 80% of children who ever stuttered

Question 29

male to female ratio

Answer 29

Schoolchildren and adults – 3:1 – Very young children who start to stutter – 1:1 – Girls recover more often in young childhood

Question 30

Core Behaviors of Stuttering

Answer 30

repetitions, prolongations, blocks

Question 31

repetitions

Answer 31

ound (b-b-b-boy), syllable (ba-ba- baby) or single syllable word (my, my, my)

Question 32

prolongations

Answer 32

sound prolonged (m----y); sound continues or air flow continues but the articulator movements stop

Question 33

blocks

Answer 33

air is stopped (in the word “baby” – the lips are pressed tightly together for /b/ placement but no airflow.)

Question 34

Other Behaviors of Stuttering

Answer 34

interjections, silent pauses, broken words, incomplete phrases, and revisions

Question 35

interjections

Answer 35

sound, word, or phrase interjected (uh, um)

Question 36

silent pause

Answer 36

silence during speech

Question 37

broken word

Answer 37

pause within a word

Question 38

incomplete phrase

Answer 38

incomplete utterance

Question 39

revisions

Answer 39

word or thought changed

Question 40

secondary behaviors

Answer 40

Result as attempts to escape or avoid core behaviors

Question 41

integration

Answer 41

Stuttering may be inherited or congenital disorder * First appears when a child is learning to coordinate complex speech and language skills * Children who persist in stuttering, may have deficits in the neural networks of the brain

Question 42

Stuttering as a Disorder of Brain Organization

Answer 42

Studies examined how is the brain is organized for speech and language.

Question 43

Stuttering as a Disorder of Timing

Answer 43

Studies examined how the brain sequences movements for speech.

Question 44

Stuttering as a Reduced Capacity for Internal Modeling

Answer 44

Studies examined how the brain performs internal modeling to control speech production.

Question 45

Stuttering as a Language Production Deficit

Answer 45

Studies examined how the brain produces spoken language.

Question 46

Stuttering as a Multifactorial, Dynamic Disorder

Answer 46

It is a motor speech disorder that is influenced by cognitive, linguistic, and psychosocial factors (Smith, 1999). Cannot consider a single cause.

Question 47

Diagnosogenic Theory

Answer 47

Studies examined how the listener’s response to stuttering impacts the child’s disfluencies. If negative response from listener, then will the child stutter?

Question 48

Indirect borderline stuttering treatment

Answer 48

Tx begins during the dx – Identify environment at home – Study family interactions – Provide websites to watch videotapes about preschool children and stuttering

Question 49

7 tips of talking with your child

Answer 49

1. Reduce the pace 2. Full listening 3. Asking questions 4. Turn taking 5. Building confidence 6. Special times 7. Normal rules apply