V&F Ch 4: Developmental & Environmental Factors in Stuttering

Rapidly developing _____ skills may compete for neural resources so that language and speech production are affected

• ex: rapidly changing size and shape of vocal tract may be a challenge for internal models used for speech

motor

T/F most children have the neural resources to master walking or talking at the same time

False: most children master either walking or talking sequentially, but not at the same time (only have neural resources for one)

• stuttering may increase when ____ physical/motor development is occurring

• children with very good ___ control may recover naturally from stuttering

• reducing pressure to _____ may reduce stuttering

• stuttering may increase when rapid physical/motor development is occurring

• children with very good motor control may recover naturally from stuttering

• reducing pressure to perform may reduce stuttering

• stuttering onset often coincides with complex ____ development

• children predisposed to stuttering may have deficits in areas responsible for ____ and ____ of speech and language

• rapid ____ and ____ development may stress these weak areas, resulting in stuttering

• some children may develop stuttering as a response to extra difficulty due to a speech or language ___ resulting in additional ___

• stuttering onset often coincides with complex language development

• children predisposed to stuttering may have deficits in areas responsible for planning and production of speech and language

• rapid speech and language development may stress these weak areas, resulting in stuttering

• some children may develop stuttering as a response to extra difficulty due to a speech or language delay resulting in additional stress

• ups and downs of ____ stuttering may correspond to times of rapid speech and language acquisition

• evaluation of young children who stutter should include _______ of different components of ______

• If one area (like ____ ) is advanced and another area (like ____ ) is delayed, the “______ ” may cause ____

• ups and downs of early stuttering may correspond to times of rapid speech and language acquisition

• evaluation of young children who stutter should include assessment of different components of language

• If one area (like syntax) is advanced and another area (like vocabulary) is delayed, the “dissociation” may cause disfluency

• intensive ____ development may compete with fluency, especially for children with cognitive ___

• the “ups” and “downs” in a child’s ____ may reflect spurts of cognitive development

• as children develop cognitively, they may become more ___ of their stuttering and may thus develop negative ____ about their speech

• intensive cognitive development may compete with fluency, especially for children with cognitive delays

• the “ups” and “downs” in a child’s fluency may reflect spurts of cognitive development

• as children develop cognitively, they may become more aware of their stuttering and may thus develop negative attitudes about their speech

• should parents blame themselves for ups and downs of stuttering?

• children with cognitive delays should be treated ____ for stuttering because they may otherwise ____ in stuttering

• assessment should include evaluation of a child’s ___ ____toward his speech

• spurts of cognitive development can explain ups and downs of stuttering so parents don’t blame themselves

• children with cognitive delays should be treated early for stuttering because they may otherwise persist in stuttering

• assessment should include evaluation of a child’s negative attitudes toward his speech

• emotional ____ increases stuttering and normal disfluency

• emotional stress during _____ may trigger or worsen stuttering

• some children who stutter—because of a _____ temperament— may be more vulnerable to normal ____ of childhood

• emotional arousal increases stuttering and normal disfluency

• emotional stress during childhood may trigger or worsen stuttering

• some children who stutter—because of a sensitive temperament— may be more vulnerable to normal stressors of childhood

T/F stuttering can be a sign of mental illness

F- people who stutter appear to be normal in terms of psychosocial traits

otherwise puzzling ups and downs of stuttering may be explained by increases in either ____ or ______emotions

• children who stutter may be helped by doing things to increase their sense of security, such as reassurance by parents about their importance in the family

positive or negative

children who have developed negative emotions about their speech because of stuttering can be helped both by

• using techniques to _____ their fluency and make them _____ of their fluency

• associating ____ and ____ with their stuttering

• using techniques to improve their fluency and make them aware of their fluency

• associating fun and play with their stuttering

T/F environmental factors may interact with developmental factors but don’t trigger or worsen stuttering

false- can be both

What is the theory around children who stutter parental temperaments? what is their temperament and how does it impact their children?

Parents:

• mixed research about whether parents of stutters are more anxious, etc

• THEORY: children with vulnerable temperament may have inherited it from one or both parents, thus parents may be perfectionistic, anxious, etc

• ___- ___interactions should be analyzed during an evaluation to provide ideas for improvement

• parents should be _____ for all the things they are doing well

• by _____ with parents—possibly when viewing videos of parent-child ___—can lead to parent-initiated changes in their interactions with the child

• parent- child interactions should be analyzed during an evaluation to provide ideas for improvement

• parents should be praised for all the things they are doing well

• by brainstorming with parents—possibly when viewing videos of parent-child play—can lead to parent-initiated changes in their interactions with the child

stressful adult speech models

• ____ speech rate

• _______ vocab

• ____ syntax

• use of 2 _____ at home

• rapid speech rate

• polysyllabic vocab

• complex syntax

• use of 2 languages at home

stressful speaking situations for children

• _____ for speaking

• frequent ________

• demand for ____ speech

• loss of listener ____

• _____ when speaking

• _____ questions

• _____ when speaking

• many _____ to say

stressful speaking situations for children

• competition for speaking

• frequent interruptions

• demand for display speech

• loss of listener attention

• hurried when speaking

• frequent questions

• excited when speaking

• many things to say

• children who stutter may be helped by making communication easier

  • more ___ - ___ - ____time when parent can listen

  • ___ speech rate

  • language ____ not too far above child’s level

• more one-on-one time when parent can listen

• slower speech rate

• language complexity not too far above child’s level

relationship between life events and stuttering?

stressful life events may precipitate or worsen stuttering in some children

clinical implications of life events

• qualified and willing clinicians can help child ___ about difficult life events associated with stuttering __ or _

  • _____ may help child express and release emotions related to stressful life events associated with stuttering

  • family can be referred to a qualified _____ who can help child and family cope with stressful events associated with stuttering

• qualified and willing clinicians can help child talk about difficult life events associated with stuttering onset or increase

• drawing may help child express and release emotions related to stressful life events associated with stuttering

• family can be referred to a qualified professional who can help child and family cope with stressful events associated with stuttering