Study Guide Test 5 Bolded Terms Definitions and Lilac Boxes in Each Chapter http quizlet com 39820012 comm disorders test 5 flash cards Chapter 8 Prevalence and Incidence Rates for Stuttering Stuttering Incidence 1 80 of children recover within the first FEW years 65 of children will recover within one year Types of Normal Between word vs Stuttered Within Word Disfluencies and Recognize Examples of each type Stuttered Within Word Sound Syllable Repetition b b b boy Prolongation I Ssssssswing Broken Word Base pause ball Normal Between Word Multi syllabic whole word repetitions I m going going home phrase repetition and interjection She hit she hit me Revision Both Mono syllabic whole word repetitions I I I I hit the ball Developmental vs Neurogenic Stuttering Developmental ages 2 6 Singing and repeated readings help Develop it in preschool years onset is gradual Secondary characteristics present Can see the stuttering in Content words Neurogenic adolescent adult Don t Help Neurological damage onset instant with trauma NO secondary characteristics present See stuttering in Function words and widely dispersed throughout the and initial syllables utterance MORE than just initial syllable Parkinsons and ppl recovering from TBI Table 8 2 Blood Steins Phases Phase 1 2 6 years Stuttering is episodic Beg of words and sentences effected Repetitions most common Not bothered by it not aware Phase 2 Elementary School Stuttering is chronic Stuttering on content words more habitual Child refers to self as stutter er Phase 3 8 years young adult Stuttering is situational in response to certain situations Little bit of avoidance little bit of embarrassment Phase 4 Most advanced at its apex of development Fearful anticipation and embarrassment person will avoid talking situations Theories and conceptualizations of Stuttering Organic Theory actual physical cause Cerebral dominance theory structural or functional differences in the brains of adults with chronic developmental stuttering Argument that neither right nor left hemisphere is dominant for people who suffer Behavioral Theory stuttering is a learned response Antecedent even that starts behavior environmental model Diagnosogenic theory overly concerned parents react negatively to normal hesitations which causes anxiety in child and increases stuttering later in life Psychological Theory come from neurotic symptom Not treated like speech treated with psychotherapy Have internal conflicts manifestations of fear Psychogenic stuttering stuttering as a result of a traumatic event Current conceptual models of stuttering Covert Repair Hypothesis stuttering is a reaction to a flaw in the speech When a person gets ready to correct themselves it results in hesitation Demands and Capacities Model Stuttering develops when demands to produce fluent speech exceed child s physical and learned capacity When a child experience language growth not in line with other maturation disruption leads to stuttering Linguistic Non linguistic Intonation rhythm rate Mental representation symbolic EXPLAN Model fluency problems happen when linguistic plans are sent to slowly to the motor system when these two don t happen simultaneously Therapeutic Techniques with young children Evaluation collection of speech conversation and reading average number of each type of disfluency duration of disfluency standardized tests what is happening in surrounding environment therapy may be recommended IF sound prolongation is more than 25 of total disfluencies sound repetitions or prolongations are on first syllables loss of eye contact on more than 50 of utterances a score of 18 or more on the stuttering prediction instrument at least one adult expressing concern Indirect Approach For children just beginning to stutter mild Provide SLOW RELAXED speech model for parents to adopt as well Play oriented activities Direct Approach For children that have been stuttering for at least a year moderate to severe Teach the stutter er the difference between hard fast and easy slow and relaxed speech Explicit attempts to change behavior and modify speech Goal of indirect facilitate fluency through environmental manipulation not changing behavior Therapeutic Techniques with older children Stuttering Modification vs Fluency Enhancement Fluency Shaping Techniques Change overall timing and pattern HOPEFULLY ELIMINATE STUTTERING 1 Prolonged speech 2 Light articulatory contacts and GVO 3 Pausing phrasing 4 Response contingent simulation Chapter 10 Be able to give recognize examples from Table 10 2 page 284 What does it mean to classify a consonant by manner place voicing Consonant Phonemes may be classified by Stuttering Modification Techniques Focusing on ONLY stuttered behaviors Trying to teach them to become better stutter ers rather than get rid of it completely 1 Cancellation Phase 2 Pull out phase 3 Preparatory sets Place of articulation which articulators are used Manner of Production how the sound is made Voicing whether they occur with laryngeal vibration Be able to recognize examples and definitions from Table 10 3 page 289 Phonological Processes variations in the way sounds are produced these are rules of system for mapping sounds in a language based on a child s limited articulatory abilities EX Tree becomes te EX Cat becomes Ca EX Face becomes pace EX Doggie becomes Goggie EX Mommy becomes mama EX Telephone becomes tephone EX Go become Do Ring becomes rin Final consonant deletion Reduces CVC structure to CV Weak Syllable Deletion reduced number of syllables Reduplication syllables in multisyllabic words repeat Consonant Cluster Reduction Reduces CCV consonant consonant vowell to just CV consonant vowell Assimilation one consonant becomes like another although the vowel is usuallt not effected Stopping Fricatives are replaced by stops Fronting Velars are replaced with more anteriorly produced sounds Associated Disorders and Causes Children with Hearing Impairment Language Impairment CP etc are likely to have certain speech characteristics vs Children with apraxia of speech Developmental Impairment Delay Disordered Phonological Impairment Therapy can correct these errors Language Impairment Complex syllable structures are challenging Sound errors may affect morphology structure The more complex the sentence the more errors there are Affect reading and writing Poor phonological awareness Hearing Impairment Intelligent levels decrease with more severe hearing loss If you have a lot of ottis
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