Unit 4 normal disfluency/early stuttering, Developmental/Treatment Stuttering Levels, typical core behaviors, secondary behaviors, feelings and attitudes, underlying processes for Typical disfluency

Many pre-school age children go through a period of normal disfluency as

their expressive language grows

Nonstuttering preschool children produce some speech events associated with

stuttering children

Individual children will show considerable variability in

the frequency of their disfluencies and in the predominance of various disfluency categories

Different children will show

different rates of disfluency

Stuttering children usually do

Part-word repetitions, Prolongations, Silent prolongations (silent block)

Non-stuttering children usually do

Interjections, Revisions, Whole word & Phrase repetitions

Early severity is a sign stuttering persists?

no

Chronic stuttering is a risk factor after

one year of early severity

Early stuttering children may show

more negative emotional reactions and avoidance behaviors

Children who exhibit early stuttering may

already be aware of their speech patterns cue to; Parental report, Direct questioning, Puppet test (which puppet talks the way you talk?)

Early stuttering

children who have begun to stutter in the preschool years, most commonly at 2 to 3 years of age, and who have been stuttering for a short period (1 to 3 years)

Advanced stuttering

an adolescent or adult who has been stuttering since the preschool years

Primary Risk Factors

Family History, Gender. Stuttering Trends (change in severity of time), Duration of stuttering (how long since onset), Age at onset, Disfluency length, Sound prolongations/Blocks

Subcategories of stuttering characteristics

Core Behaviors, Secondary behaviors/Associated, Motor Behaviors, Feelings & Attitudes, (Affective & Cognitive Aspects), Underlying Processes

Core Behaviors for Typical disfluency

10 or less disfluencies per 100 words/ One-unit repetitions; occasionally 2/ Interjections, revisions, and word repetitions

Secondary behaviors for Typical disfluency

Do not exhibit any secondary behaviors

Feelings and attitudes for Typical disfluency

No evidence of frustration or embarrassment

Underlying processes for Typical disfluency

Demand of language acquisition/ Inefficient speech-motor control skills/ Interpersonal stress/ Life changes/ Daily pressures of competition/ Excitement