Fluency Disorders Review

30 vocabulary flashcards covering key concepts related to fluency disorders, focusing on definitions and important theories surrounding stuttering.

Fluency

The consistent ability to move the speech production apparatus in an effortless, smooth, and rapid manner resulting in a continuous forward flow of speech.

Stuttering

A speech pattern characterized by nonfluencies such as involuntary repetitions, sound prolongations, and breaks in the middle of words.

Normal Dysfluencies

Natural breaks in the forward flow of speech typically displayed by children, such as whole-word repetitions and interjections.

Stuttered Dysfluencies

Any break in the forward flow of speech, including part-word repetitions and monosyllabic whole-word repetitions.

Developmental Stuttering

Stuttering that onset generally occurs between ages 2 and 5 years, often during preschool years.

Neurogenic Stuttering

Stuttering that occurs following neurological disease or trauma.

Bloodstein's Phase 1

Onset during preschool years (ages 2-6), characterized by episodic stuttering and typically occurring at the beginning of sentences.

Bloodstein's Phase 2

Stuttering becomes chronic and habitual, leading to a self-concept as a 'stutterer' in school-age children.

Bloodstein's Phase 3

Stuttering associated with situational fears, word avoidance, and substitutions in children aged 8 to young adulthood.

Bloodstein's Phase 4

Advanced stuttering characterized by vivid anticipation, embarrassment, and frequent word substitutions.

Organic Theory

Proposes an actual physical cause for stuttering, such as cerebral dominance or muscle incoordination.

Behavioral Theory

Suggests that stuttering is learned behavior influenced by external factors such as parental responses.

Psychological Theory

Asserts that stuttering is a neurotic symptom linked to internal conflicts, often managed through psychotherapy.

Covert Repair Hypothesis

Suggests stuttering arises from impairments in the speech phonetic plan leading to error corrections.

Demands and Capacities Model (DCM)

States that stuttering develops when environmental demands exceed a child's developmental capacities in key areas.

Whole-word Repetition

A normal dysfluency where a child repeats an entire word multiple times.

Interjections

Typical dysfluency where phrases or sounds, such as 'uhm,' are inserted into speech.

Syllable Repetition

A form of normal dysfluency where children repeat a syllable, e.g., 'yummy-yummy.'

Part-word Repetition

A stuttered dysfluency where parts of words are repetitively articulated, e.g., 'li-li-like.'

Sound Prolongation

A stuttered dysfluency that involves stretching a sound, e.g., 'sssssso'.

Within-word Pause

A stuttered dysfluency marked by pauses within a word, often involving tension.

Tense Pauses

Interruptions in speech that indicate heightened tension during speech production.

Episodic Stuttering

Stuttering characterized by distinct episodes followed by intervals of relative fluency.

Chronic or Habitual Stuttering

A stage of stuttering marked by consistent presence and minimal fluent speech.

Situational Fears

Specific contexts or scenarios in which an individual is more likely to stutter.

Word Substitution

An avoidance strategy where an individual replaces a difficult word with an easier one.

Circumlocutions

Talking around a word or description instead of directly saying it.

Audible Tension

A physical manifestation of stuttering, characterized by tension in vocalization.

Embarrassment in Stuttering

A feeling of self-consciousness or shame associated with the anticipation of stuttering.

Implications on Treatment

The significance of understanding the causes of stuttering for effective therapeutic interventions.

Communication Interruptions by Parents

Common parental behaviors that can exacerbate stuttering, such as speaking too rapidly or interrupting frequently.