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Flashcards in Quiz 5 Deck (12)
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1

Stuttering that is mild enough that it doesn’t bother either the speaker or the listener and doesn’t interfere with communication

Acceptable stuttering

2

Working with thoughts and beliefs that may give rise to the negative emotions associated with stuttering

Cognitive Behavioral Therapy

3

Helping the individual become less sensitive to negative experiences such as stuttering or negative listener reactions

Desensitization

4

Approaching and getting to know something you may have been afraid of

Exploring

5

Stimuli that put pressure on someone’s speech so that he or she stutters. Examples are interruptions and fast-talking conversational partners.

Fluency disruptors

6

The elements of superfluency, such as slow rate and easy onset of phonation

Fluency skills

7

These are stutters that are held without any avoidance until fear and tension are reduced. The stutters are then released slowly and loosely. They are the results of learning to “stay in the stutter.”

High quality stutter

8

Involves closely attending to sensory feedback associated with speech movement (such as the feeling of the jaw and tongue moving) to guide speech. This attention to proprioceptive feedback may reduce the impact of faulty auditory feedback that may hinder fluency.

Proprioception

9

Going right into the stutter, without any avoidance behavior, and prolonging the articulatory posture and sound associated with the moment of “stuckness,” with the purpose of extinguishing the threat and fear associated with the experience of being stuck

Staying in the stutter

10

A style of speaking that incorporates fluency-shaping components such as slow speech rate and gentle onset of phonation

Superfluency.

11

Deliberately stuttering or pretending to stutter so that one loses some of the fear of stuttering

Voluntary stuttering

12

What are the fluency goals for school-age children (6-14)

To have acceptable stuttering, reduce tension and negative emotions towards stuttering