Tiffany Carpenter Study Guide Test 5 Chapters 8 10 Chapter 8 Where there are extra spaces put in write your own examples for practice Prevalence and Incidence Rates for Stuttering Stuttering involuntary repetitions of sounds and syllables sound prolongations and broken words Incidence is about 1 Some children naturally recover Between word Types of Normal Disfluencies Multisyllabic whole word repetitions o Ex I m going going home o Phrase repetition interjection o Ex She hit she hit me o Revisions o Ex I like uh ya know big boats o Ex He went he came back o Within word Types of Stuttered Disfluencies Sound syllable repetitions o Ex He s a b b b boy o G g g g go away o Yes puh puh please o Sound prolongation o Ex Sssssssee me swing o T oronto is cool o Broken word o Base pause ball o Monosyllabic whole word repetitions normal stuttered disfluency Example I I I hit the ball Developmental vs Neurogenic Stuttering Developmental stuttering begins in the preschool years o Most common form of stuttering o Disfluencies usually occur on content words nouns verbs o People with developmental stuttering usually exhibit secondary characteristics and anxiety about speaking o Stuttering usually occurs on the initial syllables of words o Occurs between ages 2 and 5 o Bloodstein Phases Neurogenic stuttering Usually associated with neurological disease or trauma o Disfluencies occur on function words conjunctions prepositions o People with neurogenic stuttering do NOT usually exhibit any other chracteristics o Widely dispersed through the speaker s utterances o Sufferers do NOT improve with reading singing Phase Age One 2 6 years Two Elementary school Three 8 years adultood Four 8 years adulthood Bloodstein Phases Descriptions Stuttering is episodic Most stuttering occurs when the child is excited or upset Sound syllable repetitions are the dominant speech feature Child seems unaware Stuttering is chronic Stuttering occurs on content words nouns verbs Child regards him herself as a stutterer Stuttering is situational speaking on the phone speaking to a large group Certain words are regarded as more difficult than others Circumlocutions and word substitutions are frequent Stuttering is at its apex of development There is fearful anticipations of stuttering Certain sounds words and speaking situations are avoided Increased circumlocutions and words subs are present Theories and Conceptualizations of Stuttering Theories Conceptualizations o Organic Theory an actual physical cause o Behavioral Theory stuttering is a learned response to conditions external to the individual o Psychological Theory stuttering is a neurotic symptom with ties to unconscious needs and internal conflicts o Covert Repair Hypothesis states that stuttering is a reaction to some flaw in the speech production plan o Demands and Capacities Model DCM asserts that stuttering develops when the environmental demands placed on a child to produce fluent speech exceed the child s physical and learned capacities Basically they ve got too much pressure on them just like us college students o EXPLAN Model stuttering results from a failure in normal interactions between the PLAN and the EX process PLAN the linguistic process of language formation EX the motor activity related to production of language Therapeutic Techniques Used With Young Children The Evaluation o Detailed analysis of child s speech behaviors The SLP will measure the duration frequency of disfluencies o Stuttering Prediction Instrument SPI Yields a numerical score based on a number of stuttering related behaviors such as the durations of disfluencies and stuttering frequency o Therapy is usually recommended if two or more of the following behaviors are observed Sound prolongations constitute more than 25 of the total disfluencies produced by the child Instances of sound or syllable repetitions or sound prolongations on the first syllables of words during iterative speech tasks e g iterative productions of pa ta ka pa taka pa ta ka Loss of eye contact on more than 50 of the child s utterances A scores of 18 or more on the SPI At least one adult expressing concern about the child s speech Indirect Stuttering Intervention fluency skills o This approach does not explicitly try to change or modify the child s speech fluency but instead focuses on the child the child s parents and the child s environment Direct Stuttering Intervention o Explicit and direct attempts to change the child s speech fluency and related behaviors o Hard and Easy speech are introduced Hard rapid and tense ssssssssnake Easy slow and relaxed Think easy going o SLP teaches the child strategies that will help him her change from hard speech into easy speech which calms the child Therapeutic Techniques with Older Children Adults Fluency Shaping o Prolonged speech reducing speech rate One of the most powerful ways to reduce or eliminate stuttering o Delayed Auditory Feedback DAF a conditions in which a speaker hears his or her own speech after an instrumental delay of some finite period of time such a 250 500 milliseconds Speech is slowed involuntarily Stutterer is taught to prolong the duration of each syllable but not to increase the duration of pauses between syllables Stuttering Modification o Teaches the individual who stutters to react to his or her stuttering calmly without unnecessary effort or struggle o Cancellation Individual is required to complete the word that was stuttered and pause deliberately following the production of that stuttered word Individual immediately corrects the stuttered word instead of waiting until the end They are pulling out of the stuttering behavior and learning to complete the word with fluency o Pull outs o Preparatory sets Use the slow motion speech strategies that were learned during the first two phases of therapy not as a response to an occurrence of stuttering Chapter 10 Classification of American English consonants by manner and place of production Saying these in your head will help you remember each one Bilabial Labiodental Alveolar Palatal Velar Glottal VL V P b VL V F v VL V VL V S z 3 VL V K g VL V H Interdenta l VL V n j w Nonresonants Stops Fricatives Affricates Resonants Nasal Approximante s Glides Liquids m w VL voiceless V voiced What Does It Mean to Classify a Consonant by Manner Place Voicing Labiodental bottom lip and upper teeth ex f and v Interdental tongue between the teeth the Bilabial made with both lips ex p b which actually sound like puh and