FLUENCYYYFINAL
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| fluency is said to include | rate, effort and continuity
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| a fluency disorder characterized by a rate of speech that interferes with intelligibility | cluttering
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| what is not a core feature of stuttering? | avoidances
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| what is helpful in the differential dx of developmental stuttering and neurogenic stuttering in adults? | disfluencies occur on grammatical words as frequently as substantial, stutters occur in all positions, 2ndaries ususually dont occur, stuttering is inconsistent across speech tasks
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| Disruptions of fluency include: | PWR, WWR, prolongations, blocks
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| Secondary symtoms may include: | escape, physical concomitants, tension, tremor, breathing irregularities, anticipatory behaviors, timing devices, circumlocution
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| cluttering is different from stuttering in that: | cluttering is more often associated with other problems.
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| tendency to stutter on many of the same words on repeated readings of the same passage | consistency effect
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| eye blinks, head nods | escape behaviors
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| Percentage of spontaneous recovery vary from: | 30-85%
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| Theories of stuttering which cite results of brain imaging studies as supportive evidence are: | interference theories
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| a theory that implicates the listener's response as a cause of stuttering: | diagnosogenic theory
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| when teaching soft starts in tx, what is an appropriate linguistic level at which to begin? | single word level
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| to complete articulation rate in SPM, you would divide all stuttered and non-stuttered words by 60 | FALSE - only non stuttered
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| what are the three aspects that SSI assesses? | stuttering frequency, stuttering duration, concomitant behaviors.
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| Dx instrument to assess stuttering applicable only to children: | SPI
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| Changing "blank" was not mentoined in the DVD: | Pitch
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| Pullout should be used when... | The client has already learned to hold and tolerate the moment of stuttering
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| Disclosure is important becasue: | client openly acknowledges stuttering to listenere, allows client to take control of situation, promotes openness, helps listeners
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| which of the following goals/procedures would most likely be used by clinicians who engage in "fluency shaping" for an adult client who is in the advanced stages of stuttering? | reduce the frequency of stuttering to less than 1% of suttered WPM
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| contingent response management referes to: | approaches using operant conditioning
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| a well researched contingent response management approach for preschoolers is: | Lidcombe Program
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| Tx approach that focuses on modyfing speech motor patters and parent counseling: | speech rate tx for preschoolers who stutter
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| a commonly used cut off point in determining if a child is stuttering is 3% of stuttered words or syllables; a similar criteria suggested by Yairi is at lease SLDs per 100 syllables. | 3
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| parents communication style can cause stuttering | false
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| indirect tx involves: | changing parents' communication patterns
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| a percentage of children who spontaenously recover from stuttering is: | 75%
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| the GILCU program includes: | stop.. speak fluently
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| which of the following approaches begins with an exploration of stuttering and then teaches flexible rate, gentle onsets, light contacts, and proprioception? | Guitar's integrated approach
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| According to the CALMS model, a multidimensional focus addressing the assessment of stuttering would include: | cognitive, affective, linguistic, motor, social
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| desensitization may be an important part of the child's stuttering tx because: | she/he demonstrated avoidance of specific speaking situations
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| progress in school-based tx is measured by: | decrease in adverse effects on academic, nonacademic, and extracurricular activities
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| learning the "facts" about stuttering from self-help organizatio helps the child: | build locus of contorl skills
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| an important step in obtaining generalizatin of fluency skills is: | IDing the everyday environmental cues that should trigger appropriate management strategies
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| The regulated breathing program is similar to smooth speech in what ways? | attention to appropriate breathing for speech
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| stuttering mod and regulated breathing have the following components in common: | ID phase
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| oASES was designed to assess: | speakers reaction to stuttering, functional communication, quality of life
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| pharmacological tx for stuttering: | has not produced uncomplicated positive results
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| SpeechEasy: | choral effect using combined DAF and AAF
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| the principle that the power of a stimulus to evoke anxiety and stuttering is weakened when the stimulus is experienced in a relaxed state: | desensitization
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| the camperdown program: | uses PS w/o DAF
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| using pausing immediately upon the occurrence of stuttering as the primary means by which the person who stutters increases his/her fluent speech: | self-initiated time out
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| an example of an EBP program for adults who stutter: | Camperdown, SITO, comprehensive suttering program
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| tx for cluttering does NOT include | an emphasis on stuttering modification
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| The result of consuluting EBP for tx is(3): | research-based, client-centered, outcomes-focused approach to practice
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| goal of best clinician practice addresses the following 3 things: | Research, clinician expertise, client preference
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| only studies that met criteria for 4/5 methodological critera for preshool were the "blank" type of tx: | response-contingent
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| Best developed and most extensively researched tx for preschool: | Lidcombe
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| An operant program that involves parent administered positive contingencies for fluent responses and corrective contingencies for stuttered responses | Lidcombe program
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| intervention should increase the child's capacities for fluency and guide families in reducing demands that stress the child's fluency | demands and capacities
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| systematic application of operant conditioning procedures ( + and - contingencies) can increase desired behaviors and decrease undesired behaviors | GILCU
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| increase levels of airflow before and during speech, stabilize muscle dysfunction, regulate breathing by pausing, increase feelings of control by increasing self esteem | smooth speech
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| stuttering is a central processing disorder of the brain which is often associated with irregularities in breathing and results in speech muscle dysfunction - need to learn to control which can be taught by behavioral principles | smooth speech
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| increase a person's awareness of when an undesirable behavior occurs and carryout an incompatible behavior whenever the undesirable behavior occurs | parent-assisted regulated breathing
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| stop talking immediately when a stutter occurs, exhale reamining air, inhale, exhale slightly prior to initiating speech again | parent-assited regulated breathing
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| decrease or elimitate stuttering and maintain decreased stuttering in typical speaking situations | camperdown
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| reduce or eliminate stuttering in clinic and everyday speaking situatiosn - maintain levels achieved at the end of program - operant conditioning | SITO
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| an integrated approach that involves fluency shaping, stuttering mod, and other procedures | comprehensive stuttering program
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| Higher levels of normal disfluencies occur in: | 50% of children
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| Peak of child disfluency: | 2.6-4 years
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| comm disorder related to speech fluency that generally begins during childhood and often continues into adulthood | developmental stuttering
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| most common type of fluency disorder | developmental stuttering
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| reductions in stuttering symptoms that usually occur with repeated readings of the same passage | adaptaton effect
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| the tendency for stuttering to occur on the same words over repeated readings | consistency effect
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| conditions associated with decreased stuttering | DAF, slowed speech, shadowing, singing, rhythmic speech, choral reading, lipped speech, whispering
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| accessory behaviors include: | escape behaviors, physical concomitants, tensio and tremor, breathing irregularities, anticipatory behaviors, timing devices, circumlocutions
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| Stuttering ABCs | Affective, Behavioral, Cognitive
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| Affective components of stuttering | feelings, emotions, attitudes
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| Behavioral components of stuttering | speech - disfluencies, naturalness, secondaries
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| Cogntive components of stuttering | personal strategies, beliefs, interpretations
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| Disorder of stuttering includes: | presumed etiology, impairment in body function, ABC, environment, limitations in communication activities and restrictions
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| stuttering, often transient, that began with- or is maintained as a result of - a specific, identifiable neurological lesion or insult | neurogenic stuttering
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| stuttering that is clearly related to psychopathology | psychogenic stuttering
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| rapid and dramatic response to behavioral management, stuttering worsens on easier tasks, is intermittent or unpredictable, vary with situation, person, time of day, secondaries usually do not occur | psychogenic stuttering
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| fluency disorder characterized by a rate that is perceived to be abnormally rapid, irregular, or both for a speaker | cluttering
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| percentage of children who stutter who have a coexisting phonological and/or language disorder | 33-44%
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| incidence of stuttering: | 4%
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| Prevalence of stuttering: | 1%
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| median age of stuttering onset: | 2-5 years- new research: 30-38mos
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| Highest prevalence of stuttering: | 2.5% in preschool age
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| boys are times more likely to stutter | 3-4x
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| first degree relatives are times more likely to stutter | 3x
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| concordance rate between twins: | 77% - monozygotic; 32% dizygotic; non-twin siblings: 15%
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| achievement of improved fluency or normalcy with or without intervention | recovery from stuttering
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| achievement of or return to normalcy without the intervention of outside agents | spontaneous recovery
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| spontaneous recovery rage: | 30-85% - 75% is frequently stated
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| Most people will recover with in years of onset. Best window is years. | 3. 2.
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| Differences in brain structure and function of PWS: | larger and more symmetrical L and R planum temporale, more activity in R hemisphere during speaking than in L hemisphere, more L hemisphere activity during speech after tx.
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| Differences in sensory processing of PWS: | poorer central auditory processing for temporal information; longer latencies and lower amplitudes of auditory evoked potentials for linguisically complex auditory stimuli; less R ear/L hemisphere advantage on dichotic listening tasks
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| Differences in speech motor control of PWS: | slower reaction times; speech motor systems are more variable, slower fluent speech, slower less accruate and less L hemisphereic dominance
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| stuttering or a predisposition is inherited | physciological perspective: genetic theory
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| in normal speech/language production, a dominant hemisphere takes primary responsibility for linguistic functions - PWS dominance fails to occur causing competing commands | cerebral dominance theory
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| normal L hemisphere lateralizatoin, normal R hemisphere function, interference with L hemisphere coming from the R hemisphere through a "slop over" | interhemisphereic interference theory
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| normal hemispheric specialization for speech, L hemisphere system for speech but has "pores", lack of L hemisphere activation bias | two factor inference theory
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| PWS have a temporal impairment in phonological encoding - adapted to by covert repairs, restarts and postponements. stuttering is a byproduct of self repairs | covert repair hypothesis
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| disfluencies occur d/t a disruption in timing among various linguistic formulation and motoric execution demands - stuttering is a loss of control, speaker cannot proceed but does not know why | neuropsycholinguistic model
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| deficit in the person's ability to make and use inverse internal models of the speech prod system - PWS has a weakness between what he wants to say & the motor movevement required - sensory to motor transformation | inverse modeling deficit
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| the result of one or more factors related to PWS interaction with the environment | environmental theories
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| parents react poorly to normal disfluencies in children; this reaction is perceived and responsed to with anxiety and avoidance by the children | diagnosogenic theory
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| stuttering evolves from normal disfluency and the child's reponses that lead to tension and fragmentation; responses are self generated | continuity hypothesis - OR anticipatory struggle hypothesis
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| child learns to associate speaking witha n emotional response | classical conditioning
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| fluency failures are shaped by the responses they elicit | operant conditioning
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| stuttering is the involuntary disruption of speech resulting from negative emotional responses that are classically conditioned, while secondary behaviors are operantly conditioned | two-factor model
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| integrate physiology, learning and the environment in the etiology and development of stuttering | multi-factorial model
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| conditioned weakenss in systems that support fluency interact with environmental factors to precipitate and maintain fluency failure - imbalance between child's current capacities and the demands placed on the child | demands and capacities model.
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| peak of stuttering is mos post onset | 2-3 mos
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| decline in frequency adn severity of stuttering is mos after onset | 6 mos
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| 3 aspects of fluency assessment: | data collection, analysis and interpretation, info and counseling
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| normal disfluencies: | interjections, revisions, incomplete phrases, phrase repetition, pause
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| number of stuttered words that occur in the recorded amount of talking timeq | stuttering rate
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| total difluencies divided by the total words, changed to a percentage = | total disfluency index
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| expressed in WMP or SPM | speech rate
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| stuttered and nonstuttered words are conted in computing total words | overall rate
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| only fluent words/syllables are counted in WMP | articulatory rate
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| SPI: | stuttering prediction instrument
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| 3 goals that be attained from tx: | spontaneous fluency, controlled fluency, acceptable stuttering
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| child's speech and related behaviors are not consistent with a dx of stuttering | therapy is not indicated
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| child is stuttering but shows fewer rather than more risk factors for dev chronic stuttering | tx may be indicated
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| parents are concerned and/or the weight of evidence suggests the child is at risk of continuing to stutter | tx is indicated
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