Language and Stuttering Flashcards

Question

Stuttering modification

Answer 1

Goal: Reduce tension and struggle during stuttering moments - make stutter less abnormal Techniques: Cancellations, pull-outs, preparatory sets.

Answer 2

Education: Normal disfluencies (um, so, etc.) vs. stuttering-like disfluencies and behaviors. Support Strategies: Encourage slow, relaxed speech at home. Reduce communicative pressure/demand. Maintain positive, supportive communication environments.

Answer 3

Stuttering decreases with repeated readings.

Answer 4

fluency inducing (temporarily) using choral effect

Answer 5

Biological male, family history of stuttering/if they naturally recovered or not, stuttering duration >12 months, onset at or after 3.5 years, worsening over time.

Answer 6

Common/predictable locations of stutter: initial sounds, stressed syllables.

Answer 7

Tendency to stutter on the same words in repeated passages.

Answer 8

Excessive nonSLDs Low concern/awareness NO secondary behaviors Significant (reading/writing issues) Onset in later childhood (7+)

Answer 9

Incidence: Around 1-2 children per 1,000 are diagnosed with CAS. Characteristics: Difficulty coordinating speech movements Inconsistent speech errors Poor/lack of prosody

Answer 10

DTTC Knowledge of Performance → principles of motor learning Sound Production Treatment - Minimal contrasts: fine tune small sound differences in words - Targeting errors: words are chosen based on speech error the client is targeting - Flexible approach: adapts depending on clients progress - Generalization - Maintenance

Answer 11

modeling, drills/drill-play

Answer 12

child leads the session, and the clinician follows the child’s interests while embedding language or speech targets naturally

Answer 13

Child-led The clinician provides indirect modeling by commenting, expanding, or recasting the child’s language. Self-Talk, Parallel Talk, Expansions

Answer 14

Milieu Teaching Mand model Script Therapy

Answer 15

Hybrid model SLP arranges interactive activities that require social communication from the child Teaches functional communication skills through everyday verbal interactions that arise naturally in naturalistic settings Incidental teaching Adult waits for child to initiate verbal response → clinician focuses on response-promoting stimulus → if child doesn't elaborate, clinician prompts/models

Answer 16

Hybrid helps children learn to use language in appropriate contexts and know when and how to use their words help children develop the value of communication and make social interaction more valuable Manding: The child makes a request for what they want. For example, a therapist might ask a child who wants to play with bubbles, "What do you want?" or "Tell me, 'bubbles'". Modeling: The adult demonstrates how to use the correct words. For example, if the child says "bubbles" or something similar, the therapist praises the child and gives them the bubbles.

Answer 17

The clinician talks about their own actions to model language. Matches language to context, child not required to say anything Ex: Mommy’s washing the dishes. Here’s a cup. Wash the cup.”

Answer 18

The clinician talks about the child's actions. Matches language to context, child not required to say anything Ex: “Look at the truck. You're making the truck go.”

Answer 19

adult adds 1-2 more words to child’s utterance, likely making it more “adult-like” or grammatically correct Ex: child - “bus”; adult - “yellow bus”

Answer 20

Understanding sound structures (e.g., rhymes, syllables) child's ability to detect & manipulate sounds & syllables in words (rhyming) foundational for learning to read and spell - helps children understand how words are constructed from sounds

Answer 21

Rhyming: Identifying words that sound the same (e.g., "cat" and "hat"). Syllable Awareness: Recognizing and manipulating syllables in words (e.g., breaking "elephant" into "el-e-phant"). Segmenting: Breaking words down into individual sounds (e.g., “dog” into /d/, /o/, /g/). Blending: Combining individual sounds or syllables to form a word (e.g., /k/ + /at/ = "cat"). Isolation: Identifying individual sounds in words (e.g., the first sound in "bat" is /b/).

Answer 22

Understanding how print works (e.g., left-to-right reading direction). child's knowledge about functions & forms of written language (distinguishing uppercase from lowercase letters, pointing at signs) helps children understand the connection between spoken and written language, which is essential for reading comprehension and writing skills.

Answer 23

Understanding that reading is done from left to right and top to bottom. Letter Recognition: Identifying and differentiating between uppercase and lowercase letters. Word Recognition: Recognizing that spaces between words separate individual words and that a word is a distinct unit of meaning. Print Concepts: Understanding that print carries meaning, and that pictures and print work together in books.

Answer 24

2 words that differ by a single phoneme and by one feature (e.g., "bat" vs. "pat" - only differs by voicing) Teaches that small changes effect meaning Best for children mild-moderate, consistent phonological errors Starts with listening and words toward producing subtle sound differences Focus on phonological contrasts. Minimal pairs to treat FCD? yes

Answer 25

encourage her to engage in more conversation with child to increase vocab inform her that this is normal and as long as she gets to 2 with at least 50 words it's fine

Answer 26

Bilingualism doesn't cause a language disorder

Answer 27

Cooing. Babbling. Echolalia. Developing plurals.

Answer 28

Recognizing words. Understanding graphemes/morphemes. Listening to a story. Independently orienting/reading a story.

Answer 29

The overarching organization of a narrative (e.g., plot, characters, etc.). Examples: Story has a beginning, middle, and end.

Answer 30

Smaller linguistic units (e.g., syntax, vocabulary, cohesion). ex: Uses varied sentence structures, correct grammar.