COMD 4200- Treatment for Fluency

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Psychology

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Dec 6, 2023

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Terissa Tryon (Heeringa) COMD 4200 Treatment for Fluency 1. Define core and secondary stuttering behaviors. Compare the two. Provide examples of each in your answers. (2 points) Core stuttering behaviors are involuntary. Some core stuttering behaviors are repetition of sounds, syllables, or whole words, prolongation of single sounds, and blocks of airflow or voicing during speech. Secondary stuttering behaviors are learned and developed over time to "escape" or "avoid" stuttering instances. Escape behaviors could include head nods, eye blinks, foot taps, and jaw tremors. Avoidance behaviors could include substituting words that a person commonly stutters with a word they do not struggle with or using interjections to postpone speaking. 2. Watch the video about Easy Onset and Light Contacts (provided in the module). In this video, you watch two students role-playing these strategies. Write a summary (1-2 paragraphs) of each of the techniques. (2 points) In this video, the student explained that easy onset techniques are done by turning on your voice before making a voiced sound. She then demonstrated what this looks like with paint and described that easy onset in making the paintbrush glide both controlled and slowly across

the paper, just like you want to control and glide your voice slowly into making a sound after turning it on. The student explained that light contact is used when making a labial sound and barely allowing your lips to touch to make the sound. The student demonstrated light contact with paint by barely touching the brush to the paper to draw a line, just as a person would barely touch their lips together. 3. Read the information about Delayed Auditory Feedback and provide a brief (1-2 paragraph) summary of this fluency-shaping technique. (2 points) Delayed Auditory Feedback is a fluency-shaping technique for stuttering. Auditory feedback is collected through a device and reflected back to a speaker using headphones after a delay. Delayed Auditory Feedback helps an individual who stutters by slowing down their speech rate and reducing disfluencies by allowing a speaker to reflect on their own speech feedback. Some experts disagree with this technique as it is hard to wean a client off the device, and they can develop monotone speech patterns. 4. Select TWO of the profiles from the back of the chapter (there are 4 total). Provide a summary of the profiles and explain how the sample activities relate to the selected targets. (4 points) 1. Kate is a 3-year-old with hesitations in her speech pattern and produces whole- word/phrase repetitions and interjections of syllables/words. Kate produces some word-initial

syllable repetitions, accompanied by some secondary behaviors of eye blinks and head nods. Under evaluation, it was found that 23% of the syllables Kate uttered were disfluent, and she is frustrated by these disfluencies. Targets include; Fluency shaping in the form of decreasing speech rate and implementing easy onset of phonation. And implementation of stuttering modification and management techniques to help Kate become desensitized to her own disfluencies. Activity one incorporates the goals of slowing the speech rate and implementing easy onset together in one activity. This activity compares the pretend voices of a slow animal with those of a fast animal. Start the activity by introducing a carrier phrase that starts with a vowel, then demonstrate what a fast animal voice and a slow animal sound like using the easy onset of phonation. The child then chooses an animal, says the animal's name, and then repeats the carrier phrase using the animal's fast or slow voice. If the child's utterances are too fast, the clinician demonstrates a slow/easy onset voice and has the child repeat. This activity relates to the target slowing the speech rate and implementing easy onset by allowing the child to hear the difference between a fast voice and a slow voice and ralate the fast and slow voices to the child's fluency. Activity two targets decreased speaking rate. The clinician prepares this activity by making a yarn-pull toy by punching holes in the lid of a container and stringing yarn through the holes for the child to pull slowly. The clinician looks at a book with the client that contains

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