Stuttering Is A Communication Disorder That Involuntary Effects The Fluency Of Speech

L.R.’s fluency was assessed using the Stuttering Severity instrument- Fourth Edition (SSI-4). The SSI-4 is a norm-referenced assessment, that analyzes a child or adult’s stuttering severity. The SSI-4 assesses four speech behaviors of the examinee’s speech, (i.e., frequency, duration, physical concomitants, and naturalness of the examinee’s speech). A speech sample was observed through natural speech and a picture description task.

As a child, I felt overwhelmed with the adversity of stuttering. Not only did I feel linguistically handicapped, but I also had low self-esteem. While I still stutter, I have improved an ineffable amount and through the progression, I discovered my passion for the brain. I learned that the majority of the discrepancy between my speaking and others started with the brain. In addition, my father specialized in neuropathology at Vanderbilt Medical Center. He pushed my growing interest for neuroscience and mental health. With his presence, I also learned to overcome adversity and to always seek knowledge. Because of this, I attended the University of Tennessee’s Stuttering and Research Program to research about the interdependence between stuttering

The most important information in this article is that there are significant neuroimaging, lesion, pharmacological, and genetic studies that provide information on stuttering, however the etiology and pathophysiology of stuttering remains incomplete. The article explored research on persistent developmental stuttering (PDS), which manifests in children between the ages of 2 and 4, in which boys have a higher rate of persistence than girls. Moreover, the authors provided features of the development, fluency-inducing conditions, associated symptoms, genetic etiologies, and neural correlates. Genetic studies on PDS demonstrated a genetic correlation, although no single gene has been identified, characterizing PDS as a polygenetic disorder. Additionally, brain imaging studies have revealed abnormalities in the role of the cerebellum, the anterior cingulate cortex (AAC), the supplementary motor area, and the right frontal operculum. During silent and oral reading tasks pre- and post-treatment, people who stutter had greater cerebellar activation and abnormal right lateralization as oppose to people who do not stutter, which could be related to a reduction in automaticity in articulatory movements and an increase in sensory or motor monitoring. Further discussion of cortical regions provided a connection between the limbic system and sensorimotor cortex, in which AAC activation during silent reading tasks decreased following fluency-inducing treatment. PDS has also been associated with the reduction of white matter below the left sensorimotor cortex, while acquired neurogenic stuttering (ANS) is associated with lesions in subcortical brain regions. Additionally, ANS can occur during a head injury in which the midbrain and subthalamic nucleus are affected by rotational forces producing diffuse injuries in basal ganglia pathways. ANS has also been associated with the thalamus in which patients who had stimulation of the thalamus and corpus callosum presented with speech

This documentary focuses on the journey of seven different individuals who are considered people who stutter. I believe it is important to note the statistics of the prevalence of stuttering mentioned in the video. The statistic states that 1 out of 100 adult and 5 out of 100 children are people who stutter. This prevalence is important for speech therapists to become informed and equipped to treat this population. This documentary gives great insight on the struggles and successes of this population.

The Stuttering Foundation provides a free online resources, services and supports those who stutter and their family members along as the support of the research. This foundation is proudly a tax-exempt organization under section 501(c)(3) of the Internal Revenue Code and classified as a private operating foundation, defined in section 4942(j)(3). The first and largest nonprofit charitable organization in the world, that reach to over a million people annually to improve the treatment of stuttering. The stuttering foundation also offer extensive training programs for any professional in this

Stuttering is a multifactorial fluency disorder. Motor movements, psychological, and emotional factors have all been shown to influence to progression or regression of this disorder in past research. In order to effectively facilitate fluency in People with a stutter (PWS) it is important to assess and understand all of these factors. The BigCAT is a test to determine the emotional attitudes and beliefs of a PWS regarding their disfluencies. In the article “The BigCAT: A normative and comparative investigation of the communication attitude of nonstuttering and stuttering adults” Martine Vanryckeghem and Gene Brutten assess the content validity of this assessment.

Due to the fact that stuttering is a well-researched disorder, many professionals have come up with different treatment plans. Nonetheless, we will only cover the 4 main treatment approaches, which are as follows: family system therapy, cognitive-behavioral therapy (CBT), fluency shaping (modification), and stuttering modification. Each of the therapy approaches listed above have their own unique way of helping individuals who stutter. The family systems therapy is used primarily for children who stutter. Through the use of the family systems therapy, the treatment focuses on the “family unit as a whole” (Fogle, 2013, p. 213). Therefore, the clinician takes into consideration how a child’s stuttering affects everyone in the household and what they can do to help minimize the

Stuttering may be triggered by being afraid or feeling insecure. For example, most people feel nervous before presenting in front of a class; therefore, the stuttering on a person will show more. They explained two types of stuttering: persistent developmental stuttering (PDS) and acquired stuttering. Developmental stuttering involves the expansion of stuttering while growing up. Acquired stuttering is gained after a traumatic brain injury. There are two different predictors in why stuttering occurs. The first one is triggered by conflicts children undergo through that has not been fixed, and the second one is learned behavior that has not been fixed throughout childhood years. When stuttering is simply a behavior, it is easier to treat. Respiration,

The prevalence of stuttering was studied by surveys by the Center for Disease Control (CDC). This survey was conducted between 1997 and 2008 and sampled over approximately 119,000 children from the age of three to 17. Based on this specific sample a prevalence of 1.60% was uncovered (Yairi & Ambrose, 2013). The incidence of stuttering has been highly debated due to the inconsistency of data in a multitude of studies. The Journal of Fluency Disorders provided a recommended statistic for stuttering of 5% as occurring during the lifespan of an individual (Yairi & Ambrose, 2013).

Stuttering is based on human nature and can be easily understood. It is characterized by abnormally high frequencies, and/or the duration of stoppages in the forward flow of speech (Guitar, 2006). While all the children in these videos seem to be nice kids, their disfluency holds them back from meeting social needs. Carolina is one of the children being documented in the video “Speaking of Courage”. Her family immigrated from South America to Canada where she attends grade school. After coming back home from school one day, she cried to her parents because she was unable to make any friends at school. Distraught over their daughters breakdown, her parents enrolled her in speech therapy where she worked and improved under a clinician’s supervision. Carolina’s speech was characterize

The Impact of Stuttering on Preschool Children & Parents was developed by Marilyn Langevin, Ann Packman and Mark Onslow in 2010. The purpose of theis assessment is designed to assist in deciding whether to enroll the child in treatment or to delay treatment to see if stuttering may resolve (Guitar, 2014). This is given through a survey basis assessment designated for the parents of preschool stuttering children (Guitar, 2014).

All grades were characterized in this test-retest sample and the test-retest sample represented 29.9% of the whole sample. The research questions weren’t clearly identified to me but I was able to locate the research questions from a previous study conducted by the author of this article. This study provides readers with appropriate data collection methods research question and specific populations. As stated in the study, the known group analysis, was hypothesized that statistically significant higher scores would be found for those who had contact with someone who stutters (contact) compared with those who had no contact, for participants in the higher grades in comparison to those in the lower grades (grade) and for girls compared to boys (gender) (Langevin, 2009). There were very specific sections in the article that outlined the tools used in this study. This made it easy for me to understand the research clearly as these section identified exactly what was used and how it would be used in detail. Some of the tools used in this study were Peer Attitudes Toward Children who Stutter (PATCS) scale. This scale comprised three subscales that measure the constructs of Positive Social Distance (PSD), Social Pressure (SP) and Verbal Interaction (VI) (Langevin, 2009). Both construct validity and internal validity was investigated in this study. Prior to completing the PATCS,

After watching the CBS video segment on stuttering, some of the insights that I gained from working with children with this disorder is that it can also be called stammering. Stuttering is an involuntary disruption of the rhythm and flow of speech. The person knows what he or she wants to say but just can’t produce the words fluently. Boys are three to four times more likely to stutter than girls. I found it unique that there are not two people who stutter in the same way. The reason why people may stutter is that it revolves around the brain. Many studies have begun to monitor brainwaves and testing motor skills. Children have mentioned that going to counseling has helped them better their speech and helped their self-confidence. Researchers

While stuttering involves speech, its roots generate from the brain. The brain areas that are involved with stuttering are the temporal lobe, containing the auditory cortex, and the frontal lobe; more specifically, the temporal lobe plays a big role in how stuttering is caused (Rojas, et al.). One study demonstrated the origin of stuttering in the brain. The study first began with which brain structures is implicated in proper language development. The study was done on 15 individuals with autism, and results were compared with 15 people who did not have autism. Researchers used magnetic resonance imaging (MRI) technology in order to measure the amount of gray matter that existed in the temporal lobes of the individuals with autism, specifically

Many speech language pathologists (SLPs), after diagnosing a child with stuttering are left with the problems of what treatment program should be implemented and what are the chances that the