Term
| 5 major variables affecting stuttering |
|
Definition
| anticipation/expectancy, consistency, adjacency, loci of stuttering, situational factors |
|
|
Term
| Anticipation of stuttering |
|
Definition
| feeling of knowing MOS will occur, 90% accuracy; school age children and younger not as good (begins around 10) |
|
|
Term
|
Definition
| tendency to stutter on the same words during successive readings (60-70%; functors more variable); suggests that content plays a role in distribution of stuttering |
|
|
Term
| Effect of severity on consistency |
|
Definition
| increased severity demonstrates increased consistency |
|
|
Term
|
Definition
| tendency for words blotted out in a reading to cause stuttering on neighboring words; anticipation and blotted words serve as cues? |
|
|
Term
| Loci of Stuttering (general definition) |
|
Definition
| linguistic attributes of stuttered words; properties of their sounds, syllables, words |
|
|
Term
| 4 factors of loci of stuttering |
|
Definition
| initial sound; sentence position (first 3 words); word length (5 phones or longer); grammatical class |
|
|
Term
| 3 additional factors for loci |
|
Definition
| word frequency (low freq=more stuttering) predictability (low=more stuttering) linguistic stress (stressed=increase in stuttering) |
|
|
Term
| 5 Situational factors affecting stuttering |
|
Definition
| communicative pressure, attention, suggestion, tension/anxiety, cue-related conditions |
|
|
Term
|
Definition
| increases with audience size; less responsibility in the conversation=decrease in stuttering |
|
|
Term
|
Definition
| distractors from speech tend to reduce stuttering (whisper, dialect), but transient effect |
|
|
Term
|
Definition
| hypnosis=transient decrease; decrease if tell them they stutter, but doesn't last |
|
|
Term
|
Definition
| increases stuttering; intense emotion decreases stuttering (i.e. yelling when angry) |
|
|
Term
|
Definition
| based on past difficulty (telephone, reading aloud) |
|
|
Term
| Three theories regarding tendency |
|
Definition
| conditioned responses, statistical uncertainty, linguistic properties |
|
|
Term
|
Definition
| consistency suggests that stuttering is a response to identifiable stimuli; something about the way the sounds set feels becomes associated with stuttering, so anticipation causing stuttering and aversion |
|
|
Term
|
Definition
| stuttering tends to repeatedly occur on conspicuous, important, salient aspects of speech (high uncertainty=large amount of new information in speech=increase in stuttering) |
|
|
Term
| linguistic properties affecting consistency |
|
Definition
| certain types of words tend to convey the most information; content words end to be longer, begin with consonants and occur early in a phrase, so increased linguistic property value |
|
|
Term
|
Definition
| stuttering occurs when the next sound, syllable, or word requires a choice (lexical or grammatical); decreased predictability, increased uncertainty |
|
|
Term
| 3 types of stuttering phenomenon |
|
Definition
| adaptation effect, auditory stimulation, repeated rhythmic stimulation |
|
|
Term
|
Definition
| stuttering decreases upon repeated readings of the same material (words stuttered on remain same); on average 50-60% reduction; longer break=less adaptation; not influenced by fatigue |
|
|
Term
| spontaneous recovery as it relates to adaptation |
|
Definition
| the tendency for stuttering to increase to its previous level after at least a four hour delay between readings |
|
|
Term
|
Definition
| adaptation occurs because the expectation that stuttering will be horrible is not confirmed |
|
|
Term
|
Definition
| decrease in stuttering in the presence of a high intensity white noise of low frequency and high amplitude; must be on most if not all of speaking time; changes speech as an accommodation effect? |
|
|
Term
| delayed auditory feedback |
|
Definition
| stuttering decreases when the vocal output of stutterers is returned via earphones at a slight delay; highly variable |
|
|
Term
|
Definition
| uses DAF; expensive, research only done by creators; causes rate effect and unnatural speech sound; takes responsibility off of the speaker; more benefit in reading than conversation |
|
|
Term
|
Definition
| speaking in time to rhythmic beat=dramatic decrease in stuttering; slowed rate, changes speech, breaks speech into smaller units, decreases demand |
|
|
Term
|
Definition
| unison speech, slows rate and decreases stuttering, reduces pressure and responsibility |
|
|
Term
| motor theories of stuttering |
|
Definition
| timing and coordination of speech subsystems is disordered |
|
|
Term
| problems with studying only within MOS |
|
Definition
| fluency is perceptually subjective (may not detect all moments); is it cause or symptom being observed? |
|
|
Term
| respiration affects with stuttering |
|
Definition
| abnormalities in respiratory movement during MOS |
|
|
Term
| phonation affects with stuttering |
|
Definition
| VF inappropriately ab(d)ducted; restricted range of F0 and longer VOT |
|
|
Term
| articulation affects with stuttering |
|
Definition
| subtle difficulties in transitions (coartic)=planning or execution disorder?; excessive muscular activity and poor movement corrdination; reduced articulatory rate/initiation and duration of phones (not seen at onset in children) |
|
|
Term
|
Definition
| may have different ways of initiating or controlling speech movements; stability and strength of movement coordination may be reduced (limited speech motor skills); limited practice and learning of motor skills |
|
|
Term
|
Definition
| PWS initiate complex motor coordination tasks more slowly and less accurately |
|
|
Term
|
Definition
| perform poorly on central auditory processing tasks; difficulties precessing tactile and visual information when highly mixed/closely similar |
|
|
Term
| structural neurological differences? |
|
Definition
| in Broca's, motor speech, language, emotion areas; increased area of R planum temporale; abnormal lateralization?; decreased gray matter in L frontal gyrus and bilateral temporal region |
|
|
Term
| problems with neurostructural studies |
|
Definition
| no theoretical framework; it's a known that it's a neurological problem, so what is being learned |
|
|
Term
|
Definition
| children are predisposed to stutter by a conflict between the cerebral hemispheres for control of speech; deviation from natural handedness |
|
|
Term
|
Definition
| lack of dominance=poor synchronization=speech breakdown; functional independence causes conflict between hemispheres |
|
|
Term
| motor programming disorder (disordered timing) |
|
Definition
| speech is a function of interrelated systems; problem is coordination between systems, disruption in motor programming leads to disruption in components of speech |
|
|
Term
| Implication of timing theories |
|
Definition
cerebral dominance=timing influenced by lack of dominance
disordered timing=poor programming between systems |
|
|
Term
| 4 common features of temperament |
|
Definition
| mood/adaptability, stability within individual across situations, biologically based, interacts with/affected by the environment |
|
|
Term
|
Definition
| hypersensitive, inhibited/introverted, less willing to take risks, anxious; gradual in adaptability, less distractible, more irregular with biological functions |
|
|
Term
| effect of low adaptability |
|
Definition
| less interaction with environment=less opportunity for interaction/speech practicing/output; social difficulty; increases stuttering |
|
|
Term
| effects of low distractability |
|
Definition
| more apt to focus on MOS or other speech errors |
|
|
Term
| effect of biological irregularity |
|
Definition
| increases anxiety and stress and fatigue |
|
|
Term
|
Definition
| lower in self-acceptance, less inclined to take risks, more likely to set lower goals |
|
|
Term
|
Definition
|
|
Term
|
Definition
| chronic state of an individual |
|
|
Term
|
Definition
| associated with individual situations |
|
|
Term
| three roles of anxiety in stuttering |
|
Definition
| 1-main factor in etiology and maintenance, 2-aggravates stuttering, 3-results from stuttering; 1-2 must address anxiety to relieve stuttering, 3 reduction in stuttering decreases anxiety |
|
|
Term
|
Definition
| extent to which person perceives events as being a result of his/her own behavior vs. influences outside his/her control |
|
|
Term
|
Definition
| lends to be external; 97% who relapse after tx have external locus of control--predictor of likelihood for tx maintenance? |
|
|
Term
| ways to develop an internal locus |
|
Definition
| re-defining success and failure, becoming an expert, peer mentoring and support, improve knowledge, responding to bullying and teasing, voluntary stuttering, advertising |
|
|
Term
|
Definition
| only seen in language related skills as a result of stuttering |
|
|
Term
|
Definition
| more apt to grow up in families who are less harmonious, less sociable, less formally educated, lower intelligence, etc (environment with increased anxiety) |
|
|
Term
|
Definition
| more overprotective/overanxious, unfavorable image of child's stuttering, react with disapproval/negative criticism |
|
|
Term
| effect of slowed parental speech rate |
|
Definition
| increases turn taking latency=decrease in stuttering; increase in interruption=increase in stuttering; decrease in rate=decrease in stuttering |
|
|
Term
|
Definition
| all children stutter, if parents call attention to it, they become chronic stutterers (causes anxiety and attempts to change speech), if not, the child is TD |
|
|
Term
| demands and capacity model |
|
Definition
| considers internal capacity for fluency as well as environmental demands; stuttering occurs when capacity does not meet demand=increased struggle and tension=disfluency |
|
|
Term
| four major capacities of speech |
|
Definition
| speech motor control, language development, social and emotional functioning, cognitive skills (dynamic; inherited tendency) |
|
|
Term
|
Definition
| pressure to talk quickly, competition, excitement/anxiety (can be internal or external) |
|
|
Term
| implications of demands and capacities model for assessment |
|
Definition
| attempt to assess various capacities and demands; examine child and parent rate, examine grammatical complexity, get info on home life |
|
|
Term
| implications of demands and capacities model for tx |
|
Definition
| try to modify environment to reduce demands; modify child's behavior to increase capacity |
|
|
Term
| advantages and disadvantages of demands and capacities model |
|
Definition
advantages-incorporates multiple factors, easy to explain to parents
disadvantages-difficult to test; redundant in meaning (of course the child doesn't meet the capacity if stuttering) |
|
|
Term
|
Definition
| no single cause, rather complex interaction/mix of linguistic, cognitive, motor, emotional, and sociocultural |
|
|
Term
| 3 characteristics of multifactorial model |
|
Definition
| factors are dynamic (change over time), characteristics present to different degrees in different individuals, doesn't take much change in a single factor/interaction to disrupt system |
|
|
Term
| advantages and disadvantages of multifactorial model |
|
Definition
advantages-complexity, accounts for variability, stuttering is not pathological concern, but variant of normal characteristics
disadvantages-suggests motor system as core mechanism, can't test, broad and difficult to determine causality |
|
|
Term
|
Definition
| environmental events previously unrelated to a stimulus eventually evoke the original stimulus response |
|
|
Term
|
Definition
| changes in behavior are the result of an individual's response to events in the environment (elements=response and consequence); learning as a function of behavior |
|
|
Term
| unwanted side effects of punishment in operant conditioning |
|
Definition
| avoidance behaviors, escape behaviors, emotional responses |
|
|
Term
| stuttering as an operant response |
|
Definition
| increased awareness and distraction equals decrease in stuttering, but not necessarily direct cause of punishment or reinforcement |
|
|
Term
|
Definition
| PWS tend to stutter more or less in certain situations (classical conditioning may play a role in the development of stuttering i.e. talking on the phone causes anxiety and stuttering, so a phone alone causes anxiety of stuttering) |
|
|
Term
| conditioning effect on secondary behaviors |
|
Definition
| operant conditioning may play a role in the acquisition of secondary behaviors because physical response becomes linked to consequence of escape from MOS |
|
|
Term
| word and situational avoidances |
|
Definition
| both classical and operant (maintenance) conditioning may play a role in word and situational avoidances |
|
|
Term
| Response contingent time-out |
|
Definition
| break from speaking, decreases stuttering (less than 30 second effect) only words with direct contingency |
|
|
Term
| Extended length of utterance (ELU) |
|
Definition
| token economy, increases fluency in short phrases |
|
|
Term
|
Definition
|
|
Term
|
Definition
| parent led; positive reinforcement or reattempt for fluency on a fixed schedule; researched by developers |
|
|
Term
| limitations of operant approaches |
|
Definition
| not widely used, follow-up data lacking, don't consider affective and cognitive aspects, no theoretical support |
|
|
Term
| disfluencies in TD children |
|
Definition
| tend to accompany emerging sentence structures, occur in more complex utterances; can be experimentally induced by manipulating syntactic demand |
|
|
Term
| Where/When does stuttering occur in CWS? |
|
Definition
| sentence initial words, longer and more syntactically complex utterances, utterances with more grammatical errors low frequency and unfamiliar words, initial phonemes and stressed syllables, utterances higher in lexical diversity, and function words (for young children) |
|
|
Term
|
Definition
| high diversity increases stuttering |
|
|
Term
| disfluencies in SLI children |
|
Definition
| mostly normal disfluencies, but less fluent overall |
|
|
Term
| vocabulary and syntax in CWS |
|
Definition
| more grammatical errors, simpler/younger language, less lexical diversity |
|
|
Term
|
Definition
| suggest problems with phonological working memory; less successful |
|
|
Term
| metalinguistic awareness in CWS |
|
Definition
| poor performance on grammatical awareness tasks |
|
|
Term
|
Definition
| delay in acquiring complex forms of processing, slower in processes association with speech-language production; slow naming; levels of disfluency mirror levels of processing deficits? |
|
|
Term
| effect of increased complexity |
|
Definition
| leads to breakdowns in language; decreases lip stability, which affects motor output? |
|
|
Term
|
Definition
| must be involved because stuttering only occurs when words are joined together |
|
|
Term
| effect of phonological tx on CWS |
|
Definition
| negative because draws focus to speech production and changes in it |
|
|
Term
|
Definition
| designed to explain the production of speech differences for CWS v. CWNS in context of psycholinguistic models of speech production |
|
|
Term
| Levelt's Speech Production Model |
|
Definition
| Conceptual Preparation, Formulation (grammatical, morphophonological, and phonetic encoding), articulation, self-monitoring; several wasy to go about repair if errors detected along the chain |
|
|
Term
| Dell's Interactive Two-Step Model |
|
Definition
| several words activated based on presented semantic and phonological features; activation spreads back up to the target word to reinforce the selection process |
|
|
Term
| assumptions of the covert repair hypothesis |
|
Definition
| all speakers experience errors in phonetic plan; repairs result in disfluencies |
|
|
Term
| core impairment based on covert repair hypothesis |
|
Definition
| phonological encoding impairment; errors occur when the speaker attempts to produce speech at a rate faster than the phonological encoding system can work |
|
|
Term
| Strengths of Covert Repair Hypothesis |
|
Definition
| attempts to describe how different types of disfluencies occur (were in the system, how repaired?; explains disfluencies among CWS and CWNS |
|
|
Term
| Weakness of the Covert Repair Hypothesis |
|
Definition
| doesn't explain the time course of stuttering development or acquisition of secondary behaviors |
|
|
Term
| Neuropsycholinguistic Theory |
|
Definition
| language dissynchrony model; stuttering is a loss of control |
|
|
Term
| assumptions of the neuropsycholinguistic theory |
|
Definition
| timing is critical, speech involves linguistic and paralinguistic aspects, no distinguishment between SLDs and normal; control is key |
|
|
Term
| cause of stuttering in neuropsycholinguistic theory |
|
Definition
| disfluency=dyssnchrony; loss of control; time pressure; uncertainty |
|
|
