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Evaluating Fluency

Evaluating Fluency. The nature of stuttering. Organic theories: genetic, cerebral dominance, hemispheric processing problems, defective neural control of speech mechanism, defective auditory mechanism

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Evaluating Fluency

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  1. Evaluating Fluency

  2. The nature of stuttering • Organic theories: genetic, cerebral dominance, hemispheric processing problems, defective neural control of speech mechanism, defective auditory mechanism • Environmental theories: diagonosogenic theory, conditioned avoidance, anticipatory struggle, operant view, two factor theory

  3. The nature of stuttering • Speech and language pathologists must know how to assess and treat • Observable speech behaviors • Unobservable thoughts, attitudes, and feelings about stuttering reflected by the client and significant others

  4. Objectives of Assessment • Obtain sufficient background and history about the disorder and its development • Obtain complete descriptions of the overt (observable behaviors present and the client’s reaction to them. • Identify secondary problems related to the fluency disorder. • Determine whether treatment is warranted.

  5. dysfluencies and Stuttering What is the difference???

  6. Cross-cultural differences Americans use pauses such as "um" or "uh," the British say "er" or "erm", Mandarin speakers use something like "er," the French use something like "euh," the German say "äh" (pronounced eh or er), Japanese use "ahh","ano", or "eto", and Hebrew and Spanish speakers use something like "ehhh", and "este" in Mexican Spanish. Other languages have their own syllables for these pauses, but research has shown that the relative usage of these dysfluencies is approximately constant across language boundaries.

  7. Second language speakers

  8. Speech dysfluencies Listeners judge as stuttering More of this type. Listeners judge as normal Least Labeled as stuttering Most labeled as normal

  9. Evaluating children

  10. Evaluating adults

  11. Objective 1: Describing and Measuring Speech dysfluencies • Speech samples – 300 to 500 words (some use only 100 words) • Frequency of Speech dysfluency • use dysfluency indexes • Duration of within-word dysfluencies • Speaking rate – • Associated speech and non-speech behaviors • Severity – scales available in the market

  12. Dysfluency Indexes • Refer to percentages of dysfluent speech present in the speech sample. • Question – What is the percentage of all dysfluencies in the speech sample? • Total Dysfluency Index: • A: Count total number of words in sample • B: Count total number of dysfluencies • Divide B by A • Change into percentage

  13. Dysfluency Indexes • Can be used for any type of dysfluency • Question – I am only interested in one type of dysfluency in all of the sample. What is the percentage of that type of dysfluency in the speech sample? • Total Repetition Index • A: count total number words in sample • B: count total number of specified dysfluencies (ie. Repetitions) • Divide B by A • Change to a percentage

  14. Dysfluency Indexes • Percentage of each dysfluency type based on Total dysfluency Index • Question – I am only interested in one type of dysfluency in all of the dysfluencies. What is the percentage of that type of dysfluency among only the dysfluencies? • A: Count total number of dysfluencies in speech sample • B: Count number of specified dysfluencies (ie repetitions) • Divide B by A • Change to a percentage

  15. Objective 1: Describing and Measuring Speech dysfluencies • Adaptation and consistency of stuttering • Adaptation – tendency for the frequency of dysfluency to decrease during successive oral readings or speakings of the same material • Consistency – Tendency of the dysfluencies to be produced in the same words during successing oral readings or speaking of the same material • Have children read passages • Stuttering and communicative demand • What happens when there are communication tasks that are more harder?

  16. Objective 2: Determining the child’s beliefs and attitudes

  17. Objective 3: Interviewing parents • Describe • Offer examples – “show”

  18. Objective 4: Determining the parent’s (non)verbal reactions) • Observe parents with children • Quantity and quality of speech of parents

  19. Evaluating adults

  20. Objective 1: Describing and measuring speech (dis)fluency • Same as for children • Observe what and how client says

  21. Objective 2: Determine the history of the problem and therapy history • Past and present

  22. Objective 3: Determine the Client’s Attitudes and beliefs

  23. Samples of stuttering http://www.fluentspeech.com/prepost.html

  24. Exercise Use the following transcription in conjunction with the video clip to analyze stuttering characteristics of this client. My pattern of stuttering has changed so much since I was a little girl. I am a school adjustment counselor. It doesn’t help me, I know when I can’t talk to them. And I am avoi and I am finding that it is I protecting my job because I’m avoiding calling.

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