***PRAXIS Fluency

Stuttering involves disruptions in the normal flow of speech, such as repetitions, prolongations, and blocks. Cluttering, on the other hand, is characterized by rapid and/or irregular speech rate, disorganized language, and often excessive disfluencies.

Prolongations, repetitions, and blocking are indeed three primary types of disfluencies.

Developmental stuttering is typically present from early childhood, while acquired stuttering can result from neurological trauma, injury, or other causes later in life.

Prolonged speech techniques involve speaking slowly and deliberately to improve fluency. They can help reduce the occurrence of stuttering and increase control.

CBT aims to address the psychological and emotional aspects of stuttering, helping individuals manage their fears and anxieties related to communication.

Secondary behaviors are the observable physical actions or movements that individuals who stutter use to cope with or avoid disfluencies. These can include facial grimaces, head nods, or eye blinks.

The Lidcombe Program involves parent-delivered treatment for early stuttering intervention. Parents are trained to provide feedback and reinforcement for fluency-enhancing behaviors in the child's natural environment.

The "covert repair hypothesis" suggests that individuals who stutter have a heightened awareness of their own speech errors and attempt to fix them in a covert (hidden) manner before the error becomes noticeable to others. This internal self-monitoring and correction process can contribute to disruptions in fluency.

Overt behaviors are visible or audible behaviors that others can observe, such as repetitions, prolongations, or facial grimaces, in the context of fluency disorders. Covert behaviors are internal responses, like anxiety or negative thoughts, that are not directly observable but can impact fluency.

Chaining techniques in the treatment of cluttering involve breaking down speech into smaller, more manageable units, and then gradually chaining or connecting these units together to improve overall fluency and reduce rapid, disorganized speech.

Cognitive-linguistic factors include thought processes, language planning, and self-awareness. These factors can influence the development of fluency disorders and are addressed in therapy to help individuals manage their stuttering.

The Lidcombe Program involves operant conditioning by using positive reinforcement, such as praise, to reinforce fluent speech and discourage stuttering behaviors in young children. Parents provide feedback and reinforcement for the child's fluency.

The "2-second rule" is a guideline used in fluency therapy where the individual waits for about 2 seconds before speaking when they feel the urge to begin. This helps reduce the tendency to rush and can promote smoother speech.

"Cognitive restructuring" is a therapeutic technique that involves identifying and changing negative thought patterns and beliefs. In fluency therapy, it can be applied to help individuals who stutter reframe their thoughts about communication and stuttering, reducing anxiety and promoting more positive attitudes.

Fluency shaping" techniques are aimed at modifying speech production to promote fluent speech. "Stuttering modification" techniques focus on changing the way a person stutters to make it less severe or disruptive. Both approaches aim to improve overall communication fluency.

The role of the speech-language pathologist (SLP) with preschool children who show early signs of stuttering involves providing parents and caregivers with education about normal vs. disordered fluency, offering guidance on communication strategies, and closely monitoring the child's speech development.

Primary behaviors in stuttering refer to the actual disfluencies themselves, such as repetitions, prolongations, and blocks. Secondary behaviors are learned reactions that individuals who stutter develop to cope with their disfluencies, including things like facial grimaces, eye blinks, and other tension-reducing movements.

A "speech fluency diary" is a record that individuals keep to track their moments of fluency and disfluency throughout the day. It can help raise awareness of speech patterns, identify triggers, and monitor progress in therapy.

Desensitization techniques involve gradually exposing individuals who stutter to situations that may cause anxiety or discomfort related to their speech. This exposure helps reduce fear and negative emotions associated with stuttering, allowing for increased confidence in communication.

"Prolonged speech" is a fluency-shaping technique where individuals deliberately speak slowly and elongate their speech sounds and syllables. This technique helps increase awareness of speech movements and control over articulation.

"Voluntary stuttering" involves intentionally introducing moments of stuttering into speech in a controlled manner. This technique helps reduce fear and avoidance, making stuttering less emotionally charged.

Delayed Auditory Feedback (DAF) involves introducing a slight delay in the individual's auditory feedback of their speech. It is used in therapy to reduce speech rate and promote fluency.

Mindfulness techniques can be integrated into fluency therapy to help individuals manage anxiety and negative emotions related to stuttering. Mindfulness encourages being present in the moment without judgment, which can reduce anticipatory anxiety.

Neurogenic stuttering is caused by neurological damage or injury to the brain, often resulting in sudden onset of stuttering-like symptoms. Disfluencies in neurogenic stuttering can be characterized by irregular rhythm and timing.

The Lidcombe Program is an early intervention approach for children who stutter. Its goals include reducing stuttering frequency and severity through parental involvement in providing structured feedback and reinforcement for fluent speech.