Theories of Stuttering Progression

• Three Theories– 1. Bluemel– 2. Bloodstein’s 4 Stages– 3. Van Riper’s Tracks

Bluemel’s Theory

• Proposed in 1940’s

• Theory PrimaryStuttering Secondary

StutteringCharacteristics.simple disturbance in speech

.effortlesscore behaviors

Secondary behaviorsavoidancestruggle

Bloodstien’s 4 Stages

• Late 60’s

• 4 phases– Phase I

• Preschool

• Characteristics– conic (repetitions) symptoms of phase

– tonic (hard contacts and prolongation's- not common

– fluent periods- usually episodic

– difficult situations-intensified by variable sources of communicative pressure

– awareness: does not react emotionally to self as a stuttered

Bloodstein, Phase II

• Early Elementary School

• Characteristics– clonic-repetitions– tonic-hard contacts or associated mannerisms– fluent periods-essentially chronic, may disappear briefly– difficult situations: stuteresre primarily when he talks fast

and gets excited stutters equally at home and school• DISTINGUISHING characteristic

– awareness:thinks of himself as a stuttered– types of words: major parts of speech– concern: little or no concern except in severe cases

Bloodsrtein, Phase III

• Junior High and High School

• Characteristics– Clonic: fully developed stuttering with avoidance– Tonic: see above– Fluent Periods: chronic– Difficult Situations: distinctly more difficult in some

situations than others and is aware of the situations– Awareness: aware and acknowledges as a person short

coming– Types of Words: feared words and sounds– Emotional:: exasperation, avoidance and distrust little

outward appearance of being troubled

Bloodstein, Phase IV

• Older

• Characteristics– Clonic/Tonic: same as Phase III– Chronic– Difficult Situations: vivid and continual anticipation– Awareness: serious personal problem– Fully developed symptomatology with avoidance,

postponement, starters and release devices– Definite emotional reactions: avoidance,

embarrassment, fear

Van Riper’s 4 Tracks

• Developmental– reaction to Bloodstein’s unidimensional view– desegregate grouping– refer to handout

Track I, Typical Development of Stuttering

• Previously fluent• Gradual onset• cyclic• long remissions• good articulation• normal rte• syllabic repetitions• no tensions• loci: first words, function words• no awareness• no frustration

Track II, Cluttering• Often late, at time of first sentences• never very fluent• gradual onset• no remissions• poor articulation fast spurts• gaps, revisions, syllable and word repetitions• no tensions• no tremors• loci: first words, long words scattered throughout sentence• variable pattern

• no awareness

• no frustration

Track III, “Shocks and Frights”

• Any age• previously fluent• sudden onset, often after trauma• steady• few short remissions• normal articulation• slow careful rate• much tension• tremors• beginning of utterance, after pauses• highly aware• much frustration

Track IV, Purposeful Stuttering• Later, usually after 4 years• previously fluent• sudden onset• erratic• no remission• normal articulation• normal rate• unusual behaviors• variable tension• normal speech is very fluent• no frustration• willing to talk, no evidence of fear

End of Lecture Notes