csds 115 unit 3- theories about stuttering

theory

explanation of some phenomenon, explains why one person stutters and another does not, explains why one child recovers and the other doesn’t, explains why a person stutters on some words and not others, explains why a person stutters in certain situations, explains why a person does things when they suffer.

hypotheses

Derived from a theory, explains the important causal relationships in a phenomenon, tested theory.

what are the two predispositions for stuttering

interactions with developmental factors
interactions with environmental factors

interactions with developmental factors

demand for language development, maturation of the brain, normal neural circuitry for spoken language but has inhibited temperament 

interactions with environmental factors

listeners’ responses to the child’s emerging speech and language skills, family influence on temperament, and life events

treatment for school age children

assessment of tension, reduce the fear of stuttering, practice talking fluently

treatment for adolescents and adults

diminish defensive reactions and fear, confront and explore stuttering behaviors, attitudes and feelings, education regarding listener reaction

various points of evidence for stuttering

- stuttering occurs in all cultures
- stuttering is a low-incidence disorder
- stuttering does not begin with the onset of speech
- stuttering sometimes begins with tense blocks, but often with repetitions
- stuttering severity changes over time
- stuttering appears as repetitions, prolongations and blocks
- not all stutterers have relatives who stuttered
- stuttering is more common in boys than in girls
- many conditions reduce or eliminate stuttering
- person who stutters often have poorer performance on sensory and motor tasks
- other research finding and clinical observations that should be accounted for