Core Behaviors of Stuttering

<p>Identify factors that increase anxiety (D)</p> Signup and view all the answers

<p>Screenings may lead to false negatives (D)</p> Signup and view all the answers

<p>Lack of control (C)</p> Signup and view all the answers

<p>They must ensure all equipment is functional (D)</p> Signup and view all the answers

<p>Decrease patient dependence on the clinician (C)</p> Signup and view all the answers

<p>Reduce speech anxiety and negative emotions (D)</p> Signup and view all the answers

<p>Transfer (C)</p> Signup and view all the answers

<p>Observable fluency changes are slower (A)</p> Signup and view all the answers

<p>Voluntary stuttering (A)</p> Signup and view all the answers

<p>Modification of stuttering (A)</p> Signup and view all the answers

<p>Highly structured with specific techniques (D)</p> Signup and view all the answers

<p>Reduce stuttering frequency (A)</p> Signup and view all the answers

<p>Patient’s age and cognitive background (A)</p> Signup and view all the answers

<p>Resulting fluent speech through avoidance and struggle (C)</p> Signup and view all the answers

<p>Limit processes maintaining stuttering (D)</p> Signup and view all the answers

<p>Individuals avoiding speech and hiding stuttering (A)</p> Signup and view all the answers

<p>Securing appropriate resources post-discharge (D)</p> Signup and view all the answers

<p>Identification phase (D)</p> Signup and view all the answers

<p>Nature of the stuttering disorder and its relation to therapy (B)</p> Signup and view all the answers

<p>Spontaneous fluency allows for normal disfluencies (A)</p> Signup and view all the answers

<p>SLPs must recommend involvement of appropriate professionals (D)</p> Signup and view all the answers

Assessments should consider patient's background (age, cognition, culture, etc.), medical/psychological status, and the assessment situation itself. They must also address areas of concern and be family-centered.

Treatment plans must have a clear reason for chosen interventions and criteria for starting and ending.

Direct treatment aims to reduce stuttering severity and help patients maintain fluency gained during therapy.

Indirect treatment strategies target behaviors that might maintain stuttering behaviors, rather than directly changing the stuttering itself.

Speech-Language Pathologists (SLPs) must educate patients about their stuttering disorder and its implications for therapy.

SLPs should, when unable to fully support the patient, tell them about appropriate services and community resources.

A clinical approach that focuses on reducing the struggle in stuttering by changing how a person stutters to be more fluent (smooth).

Therapy aims to reduce stuttering frequency, facilitate fluency in borderline cases, and address abnormalities, negative feelings, and avoidance behaviors for more severe cases.

A technique to reduce speech anxiety and negative emotions associated with stuttering.

A treatment approach for stuttering aiming to modify stuttering behaviors and reduce fears/avoidances.

A technique to gradually establish fluent speech patterns by using shaping techniques.

Initial phase of Fluency Shaping where specific techniques are used to build fluent speech skills.

Phase in Fluency Shaping where the ability to use fluent speech in varied settings is developed.

Final phase in Fluency Shaping where clients learn to manage and maintain fluent speech independently.

Comparison of Speech Modification and Fluency Shaping techniques in terms of their premise, behavioural approach, treatment goals, affective goals, procedures, structure and advantages/disadvantages.

Characteristics that suggest Speech Modification might be the appropriate treatment approach, including avoidance and negative self-perception.

Stuttering can involve repeating sounds or syllables, prolonging sounds, or having blocks in speech. Signs of physical effort or tension, like facial grimaces, may also be present.

Speech-Language Pathologists (SLPs) assess and treat stuttering, aiming to improve fluency and communication skills. They also provide guidance to clients and families and educate the public about stuttering.

SLPs must ensure access to standardized assessment tools, functional equipment, and appropriate therapy materials for effective stuttering management.

Before beginning therapy, SLPs should assess a variety of speaking situations, consider factors like the onset of stuttering and family history, and understand how anxiety impacts stuttering.

SLPs should work towards transferring fluency skills learned in therapy to real-world situations and expand treatment environments to promote independence.

Screenings may miss stuttering (false negatives) so SLPs must be aware of this and use appropriate assessment methods.

Stuttering assessments should use standardized and non-standardized methods, considering the individual's case history and how stuttering varies.

Stuttering modification aims to change how a person stutters, while fluency shaping focuses on teaching smoother speech patterns.