Fluency Quiz 1 - Onset Of Stuttering

Front 1

What is linguistic fluency?

Back 1

linguistic fluency—syntactic, semantic, phonologic, pragmatic

Hint 1

How good are they at planning and producing these other aspects of communication. One of reasons Dr. T likes to look at other areas in the assessment

Front 2

What is speech fluency?

Back 2

speech fluency—continuity, rate, duration, coarticulation, effort

Front 3

How did M. Wingate define stuttering in 1964?

Back 3

The term “stuttering” means: 1. (a) Disruption in the fluency of verbal expression, which is (b) characterized by involuntary, audible, or silent repetitions or prolongations in the utterance of short speech elements, namely: sounds, syllables, and words of one syllable. These disruptions (c) usually occur frequently or are marked in character and (d) are not readily controllable. 2. Sometimes the disruptions are (e) accompanied by accessory activities involving the speech apparatus, related or unrelated body structures, or stereotyped speech utterances. These activities give the appearance of being speech-related struggle. 3. Also, there not infrequently are (f) indications or reports of the presence of an emotional state, ranging from a general condition of “excitement” or “tension” to more specific emotions of a negative nature such as fear, embarrassment, irritation, or the like. The immediate source of stuttering is some incoordination expressed in the peripheral speech mechanism; the ultimate cause is presently unknown and may be complex or compound.

Front 4

How did Guitar define stuttering in 2006?

Back 4

Stuttering is characterized by an abnormally high frequency or duration of stoppages in the forward flow of speech. These stoppages usually take the form of (A) repetitions of sounds, syllables, or one-syllable words, (B) prolongations of sounds, or (C) blockages of airflow or voicing.

Individuals who stutter are usually aware of their stuttering and are often embarrassed by it. Moreover, they often use excessive physical and mental effort to speak. Children who are just beginning to stutter may not seem bothered or aware of it, but they often show signs of physical tension and increased speech rate, which suggests they are reacting, at least minimally, to their speech difficult.

Front 5

Overt behaviors of stuttering include _______, ________ and _________

Back 5

struggle, escape and avoidance

Front 6

The covert or intrinsic features of stuttering are

Back 6

The speaker's experience of and the helplessness, lack of control and fear

Front 7

Is the linguistic fluency for people who stutter different?

Back 7

Yes, linguistic fluency of people who stutter (kids and adults) seem to be slower (10th of hundreds of seconds). Ability to processs, plan syntax and phonation is a little slower although wouldn't notice its - some people feel this affects things "downstream" like motor skills, etc.

Front 8

Is stuttering the full issue?

Back 8

No, sometimes refer to stuttering as the tip of the iceberg - the core behaviors. Under the water are the secondary behaviors and the feelings and attitudes.

Front 9

What should Tx try to address?

Back 9

Although difficult to assess all three areas (Core behaviors, Secondary behaviors and Feelings and attitudes, if find a problem in all three areas they should all be addressed.

Front 10

What are the ways to categorize disfluencies?

Back 10

Within Word Disfluencies and Between Word disfluencies or SLD and Other disfluencies

Front 11

What are Within-word disfluencies?

Back 11

Monosyllabic whole-word repetition
Sound/syllable repetition
Audible prolongation
Inaudible prolongation

Front 12

What are Between-word disfluencies?

Back 12

Phrase repetition
Polysyllabic whole-word repetition
Interjection
Revision

Front 13

What are Stuttering-like disfluencies?

Back 13

Part-word repetition
Monosyllabic word repetition
Disrhythmic phonation

Front 14

What are other disfluencies?

Back 14

Interjection
Phrase repetition
Revision/Incomplete phrase

Front 15

Name two other ways to categorize disfluencies

Back 15

Stutter-type disfluencies and normal-type disfluencies or Less typical disfluencies and more typical disfluencies

Front 16

What are the stutter-type dislfuencies?

Back 16

Part-word repetition
Prolongation
Broken word
Tense pause

Front 17

What are normal type disfluencies?

Back 17

Whole-word repetition
Phrase repetition
Revision
Incomplete phrase
Interjection

Front 18

What are less typical disfluencies?

Back 18

Monosyllabic word repetition
(3 or more repetitions)
Part-word syllable repetition
(3 or more repetitions)
Sound repetition
Prolongation
Block

Front 19

What are more typical disfluencies?

Back 19

Hesitation
Interjection
Revision
Phrase repetition
Monosyllabic word repetition
(2 or fewer repetitions: no tension)
Part-word syllable repetition
(2 or fewer repetitions: no tension)

Front 20

Is early disfluent speech markedly different from that of normally fluent children?

Back 20

Yes

Front 21

Does stuttering arise from normal difluency

Back 21

No

Front 22

Are parents who believe their child has begun stuttering exercising erroneous judgment>

Back 22

No

Front 23

Early in stuttering, does disfluent speech have a complex patter of disfluency types?

Back 23

Yes

Front 24

What is the breakdown of disfluencies?

Back 24

2/3 of disfluencies of CWS are SLDs, 2/3 of disfluencies of NFC are other disfluencies`

Front 25

What is the difficulty with - correct diagnosis of stuttering or in correct diagnosis of its recovery

Back 25

As stuttering continues, the difficulty lies not in the correct diagnosis of stuttering, but in correct diagnosis of its recovery” (p. 139).

Front 26

What is the age of onset of stuttering>

Back 26

Although stuttering may begin within a wide age range, it has been recognized for a long time that a large number of cases begin prior to age 6 or 7. Our own investigation was open to children up to 72 months of age but it was interesting to note that all onsets occurred between 16 and 60 months of age with a mean age of 33.38 months. Almost 85% of onsets occurred prior to three and - half years of age (42 months).

Front 27

What does the fact that the critical period for onset lies in close proximity to emergence of complex language and articulatory skills suggest?

Back 27

It invites speculations that interference in maturational processes involves stuttering-language-articulation relations.

Front 28

What do mean by avoidance?

Back 28

usually use questions - sometimes avoidance comes through in way of revision - change word for fear they will stutter

Front 29

Classifications are easier to use with kids. Why?

Back 29

Because adults have coping mechanisms

Front 30

What is the mean frequency and standard deviation of stuttering-like disfluencies per 100 syllables for experimental and control groups for part-word repetitions

Back 30

part-word repetitions
experimental 5.64 (4.28) control freqency (SD) .55 (.43)

Front 31

for single-syllable word repetitions

Back 31

experimental 3.24 (2.01) and control .79 (.74)

Front 32

for disrhythmic phonations (prolongations and blocks)

Back 32

experimental 2.42 (2.62); control (.08) (.12)

Front 33

Total SLD

Back 33

experimental 11.30 (6.64) and control 1.41 (.96)

Front 34

Other disfluencies

Back 34

Experimental 5.79 (2.75); control 4.48 (2.41)

Front 35

What percent of children begin to stutter with unremarkable circumstances?

Back 35

20% -- most have at least some degree of physical, emotional and language stresses

Front 36

What are typical aspects of early stuttering?

Back 36

Repetitions of initial syllables and short words are typical, but may also include prolongations and fixations.

Front 37

About what percentage of children show tense movements in parts of the body, especially head, face and neck

Back 37

About half

Front 38

What are some of the additional characteristics of stuttering?

Back 38

Greater number of repetitions
Faster repetitions
Clustering of form-types (tend to cluster close to each other)
Level of awareness depending on maturity & temperament (Ambrose & Yairi, 1994)*
Develop a negative attitude about speaking as young as 3–4 years (Vanryckeghem et al. (2005)

Temperament - usually being more sensitive is regarded as risk factor

Front 39

Influential factors related to onset

Back 39

Age: little risk after age 6, nil by age 12
Gender: 1:1 at onset, 3:1–4:1 by school age
Genetics: implicated about 50% of time
interaction of gender and genetics (Chapter 5)
Twinning: More concordance with monozygotic (MZ) twins than dizygotic (DZ) twins
Poorer cognitive & motor abilities result in higher occurrence of fluency problems
Language: CWS tend to have expressive language abilities that equal or exceed their peers