Lecture 5 Flashcards
(42 cards)
List 5 types of disfluencies
1) audible/ silent sound and 2) syllable repetitions
3) sound prolongations
4) dysrhythmic phonations
blocks
5) intra-syllabic fragmentation
What are some Stuttering Contingent Behaviours that may be observed at the respiratory, phonatory or articulatory levels of the speech mechanisms
disordered breathing glottal fry lip pursing eye blinks facial grimacing head jerks abnormal body movements
Describe avoidance behaviours
scanning to predict stuttering, avoidance strategies (word substitution, phrase revision, circumlocution)
situational avoidance
What are the 4 levels in the The World Health Organization’s Consequences of Disease or Disorder
Disorder > Impairment
> Disability > Quality of Life (Handicap)
Any loss or abnormality of psychological, physiological, or anatomical structure or function is termed an ____________
Impairment
How can you quantify the degree of impairment in stuttering?
> Frequency of stuttering behaviour
Duration of instances of disruption
Severity
Secondary behaviour
Any restriction or lack of ability (resulting from an impairment) to perform a normal human activity is termed a ___________
Disability
A disability is the _______________ of an impairment.
functional consequence
Would the Inability to say specific words/sounds or Difficulty communicating in specific situations be considered impairment or disability?
Disability - the consequence of the impairment
The social consequence of an impairment or disability defined by the attitude and responses of others. Thus, the state of being handicapped is relative to other people is termed _____________________
Quality of Life (Handicap)
A child’s ___________ is effected when they experience Classroom discrimination
Teasing and bullying
Social, leisure and recreational limitations
Issues of self confidence, self esteem
Overall Quality of life
The WHO’s 2001 classification of functioning breaks down into what two categories?
1) Body Function and Structure: describes the major physiological and psychological functions of the body
2) Activities and Participation: describes the major areas of person’s daily lives
In stuttering, the link between impairment and the resulting negative consequences is largely mediated by the speaker’s _______ to stuttering. Which include… (3 aspects)
Reactions
1) Affective: Feelings, attitudes, emotions
2) Behavioral: Actions (Avoidance, tension, struggle)
3) Cognitive: Thought processes, self-evaluation
According to the WHO’s Model for representing the entirety of the stuttering disorder. Disfluency begins with impairment in function (I.e. observable stuttering behaviours) which then interact with what two factors?
1) personal factors/reactions (Affect, behaviour, cognition) and 2) environmental factors
Reactions and environmental factors lead to limitation in what to areas (WHO’s model)
!) activity limitation
2) participation restriction
Riley’s ______ is the most common measure used in the field of stuttering.
Stuttering Severity Instrument
Which intrument for evaluating stuttering is based directly on the WHO’s ICF model such that it addresses the entirety of the stuttering disorder?
Overall Assessment of the Speaker’s Experience of Stuttering (OASES)
How many sections does the OASES and what are they?
100 items in 4 sections, each on a 5 point scale
Section 1: General information about stuttering
Section 2: Speaker’s affective behavioural and cognitive reactions
Section 3: Communication in Daily Situations
Section 4: Impact of stuttering on Quality of Life
According to CASLPO What are the 5 goals of assessment in stuttering?
1) Background information
2) Speech Samples
3) Quantitative and qualitative descriptions of the patient’s/client’s fluent and stuttering speech behaviours
4) Obtain information that influences fluency level
5) Convey results to the client and family
How can one obtain Quantitative and qualitative descriptions of the patient’s/client’s fluent and stuttering speech behaviours
> frequency of primary (core) and secondary stuttering behaviours
distinguishing normal non-fluencies from stuttering.
Computing percentage of syllables or words stuttered.
Measuring speech and articulatory rates
WHat are the characteristics of normal disfluency
Easy, with no tension, No change in pitch or loudness
Occur often in preschoolers
Give 5 examples of normal disfluencies
1) Multi-syllabic word repetition e.g., “because because”
2) Easy repetitions of a word or syllable e.g., “co-cold”
( If they occur less often than every 10 sentences and don’t consistently exceed 3 units.)
4) Interjections e.g., “I want the umm…umm…bicycle”
Phrase revisions e.g., “You know who…you know what I saw today?”
5) Phrase repetitions e.g, “Can I..Can I..Can I have some juice?”
Stuttering like behaviours exhibit increased ______ and ________
Fragmentation and Tension
True or false a stuttering like behaviour is any type of disfluency withincreased tension or struggle rise in pitch or loudness tension in jaw or face Avoidance, fear about talking Increased consistency
TRUE
