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Fluency Theories (Psychogenic theories (Repressed needs (Freud) (Principle…
Fluency Theories
Psychogenic theories
Principle: stuttering as covert expression of hostile, aggressive impulses. Person fears to openly express impulses that have happened bcos of early parent-child conflict
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Theory: Human behaviour can be influenced by emotions, desires, fears, conflicts that have been repressed into the unconscious mind
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Helping to resolve emotional problems BUT based on belief that recognises importance of physiological mechanisms in stuttering behaviour
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- Anticipatory struggle (Bloodstein)
Principle: as type of cognitive disorder in child, learned to believe that speech is difficult. Pressures that occured in early years
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Created escape and avoidance behaviours. If you already know it is coming, you avoid it.
Genetics (split popn)
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Dev. stuttering (adolescents, adults)
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- Primary stuttering (Van Riper)
Principle: Stuttering emerges from normal dysfluencies when child learns to anticipate, avoid, fear speech/ speech situations bcos of rxn by listeners
Worked as farmhand, met elderly man who stutters, old man alr accepted stutter, Van Riper concealed his stutter
Lesson: "Reveal, don't conceal"
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Attempt to avoid normal dysfluencies eg. env factors as sole cause of stuttering by placing blame on -ve rxns to speech of parents, listeners
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SP's BAN THEORY
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Restarts, pauses, interjections found in normal speaking children
- Approach-avoidance (Sheehan)
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Dangerous bcos disorder perpetuates even with escape, avoidance behaviours to help stuttering
- Psychological conversion rxn
Principle: Stuttering as manifestation of internal emotional conflict, stress, distress
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Ice Berg analogy
Core behaviours
Repetitions, prolongations, blocks
Secondary coping behaviours eg. escape, avoidance
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Rationale: It will still float up, continue to represent itself. Need to treat the whole person.
Anything psych: pyschologist will do cognitive behaviour therapy. SLT: cognitive restructuring but can refer onto see psychologist, liase w them
Breakdown theories
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Biochem theory (West)
Symptom of illness, emotional, env stress AND may be result of biochem imbalance (Glitch diagram)
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Heredity model (Kidd)
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Who stutters, which side, what lvl?
Principle: stuttering is momentary failure in complex co-ordination invl in speech. Physiological, organic causality
Speech very complex bcos 1. thought, intention, lang, 2. respiration 3. phonation 4. articulation 5. feedback,
Speech as end product of chain of processing events that occur in brain- disruption of this chain leads to STUTTER (glitch, also due to env factors)
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- V Model (Packman & Lincoln)
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Speech structuring--> reduce, stabilise speech motor system
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Normal ppl: automatically assign stress to speech, requires rapid adjustment w speech neuromotor system, rapid acceleration, braking in RAPR fn syllable to syllable
Principle: if neuromotor speech system is X stable, cause stuttering
Why use?
Dev to explain findings of Tx for adults: syllable timed speech, smooth speech. Tend to talk slower after.
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- Capacity & demands (Starkweather)
Principle: When demands for social interaction > capacity of motor, cognitive, emotional, linguistic systems--> Stuttering may happen (Bcos of IMBALANCE)
Demands
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Demands for speech perf from child, outside stimuli
Case study 7;0: reading improved, stuttering improved
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- Multifactorial (Craig, Healey, Yaruss)
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Internal factors
Perceptual, acoustic, mvm, timing, muscular, respiratory, ling dimensions
External factors
Social, psych, behavioural
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Anatomy
Basal ganglia
Head of caudate: send msgs to frontal lobe eg. checking if you have done things (OCD-over-active caudate)
Learning new motor seq, PWS struggle, motor fn disrupted
Lobes
Frontal
Executive fn, conseq, long term memory
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Temporal
Auditory processing, lang comprehension
Cerebellum
Fine mvm, muscle tone, constriction
Brain stem
Receive all info, relay info to cerebellum, cerebrum
CVS control, respiratory control
pain sensitivity, alertness, awareness, consciousness
Research methods
Neuroimaging results
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Underactivation
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L brain-perceiving, processing auditory info
L premotor, motor cortex-planning, execution
Comparison
Connection pathways in S+L prep, execution less dense in fibre composition of PWS
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After therapy
Abnormal activations, deactivations changed when stuttering is reduced/absent
more mvm to LH when using smooth speech, silent reading
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