Stuttering Is Unhealthy

L.R. received a total overall score of 29, which was obtained during conversation and a picture description task, in which 300 syllables were analyzed. He obtained a percentile rank of 78-88% and a severe rating when compared to children of his chronological age who stutter. L.R.’s disfluencies consisted primarily of sound repetitions, whole and part word repetitions, phrase repetitions, and the

Hoagland begins his essay with an analogy to help the audience understand his stutter in a clear and visual way. He likens his handicap to “trying to run with loops of rope around your feet” (Hoagland

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

One person, a young teen guy, even mocked me. I tried not to let it go too deeply under my skin. I had to keep reminding myself that this was just temporary, just for the assignment. I definitely can’t imagine what those who have or have had a stutter for the majority of their lives go through. Just one short experience of having to stutter made me feel so small. I can’t even begin to fathom how people with an actual stutter feel about themselves, especially when people treat them so cruelly for something that they can’t help. Overall, stuttering made me feel slower and more self-conscious. I felt like I was being judged solely on the stutter and nothing else. I felt as though all the eyes in the food court were on me, even though they weren’t. I felt slower in the sense that it took me longer to say what I wanted and for some reason, I had to deliberate more as to how I would say what I wanted to. When we watched the kids stuttering during the lecture last week and describing how they felt, I could sympathize with them. After having to experience stuttering first hand, I would definitely say that I developed empathy for them and anyone else with a

Stuttering is a disability that affects over two million of the adult population and can be obtained through genetics. This disability is not just getting stuck on certain words or saying like a few times in a sentence. The disability involves tripping on sounds and in severe cases not being able to verbalize what needs to be said. Yeomen uses an example of a man who could not find the words to ask the women he truly was in love with to marry him and ended up marrying the wrong women. Stuttering can change the lives of so many because they never learn to overcome that tragedy.

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.

When discussing stuttering, researchers often focus on the impact of speech-language abilities and motor abilities. Few studies have examined psychological variables and their impact on people who stutter (PWS). The communication emotional model (CE) attempts to account for emotional development and its influence on children who stutter (CWS). The CE model does not state that poor emotion regulation causes stuttering; however, it suggests that quantity, quality, and the efficacy of an individual’s emotional regulation can impact different instances of stuttering. Current research does not provide information on the impact of emotional regulation on stuttering. There is research, providing information on the difference between CWS and children

Throughout the modern era stuttering has caused many individuals to reshape the way they act or think. For people affected by stuttering, alterations are real and hard to overcome. Much of the world is based on first impressions; the way one acts and converses is an essential building block in relationships, and it helps one to establish an identity for themselves and others to perceive. With stuttering comes several downturns that affect the mind, body, and the way one is perceived. Researchers have noted many effects of stuttering besides those that are physical, and by understanding the causes of stuttering, researchers may find a cure for these individuals.

There is currently no agreement in the literature regarding when to intervene with early stuttering. The primary reason is that numerous preschool aged children recover from stuttering without treatment. This is known as ‘natural recovery’ and infers that recovery from stuttering is influenced by natural forces. These natural forces can be innate or environmental. An example of an environmental factor may be the parent advising their child to ‘slow down’ when talking (p. 41). Until 1984, it was argued that early stuttering should not be treated until it was apparent that the child was not likely to naturally recover. This was regarded as the “wait-and-hope” approach. Some argued that treating those who were bound to recover was a waste of resources

Bruce Rogers has been a school psychologist since 1997 so he has been in the field for 19 years. In his years of practicing he has seen children who have childhood-onset fluency disorder. According to Dr. Rogers, children with stuttering issues usually behave like typical children their age and the disorder only presents itself when the child is trying to verbally convey something. The level of communication difficulty with stuttering depends on the severity of the disorder. For example, children may only have hang ups on every other word while some children may have difficulties with the beginning sounds of every word. Dr. Rogers said that it looks frustrating for kids who have stuttering issues because it is harder for them to communicate effectively. Under usual circumstances, school psychologists do not directly work with children who have stuttering issues so Dr. Rogers could not tell me what school psychologists used to assess stuttering problems. However, he described the stuttering assessment speech pathologists use as a count of stuttering occurrences. Once the count is finalized, speech pathologists use that number to quantify the severity of the stuttering. Also, speech pathologists may use the Stuttering Severity Instrument, or SSI. SSI is a norm-referenced stuttering assessment that helps quantify the severity of the stuttering. The three components of the instrument are frequency of speech, duration of speech, and physical

One of the most distressing of speech disorders is stuttering. We don't know what causes it but we recognize it instantly when we hear someone with it. That person knows what they want to say, but has difficulty saying it because the flow of their speech is disrupted; by 'nothing coming out' or by them repeating words or syllables (I I I I I can do it) or by prolonging them (where's my siiiiister?)

According to Byron Y. Newman, O.D. in his article Health Notes, In America there are more than 3 million people who stutter. Women are less likely to stutter than men by 4 times. Apparently, while children are passing through the stage of development, 20% of them are affected by stuttering which shows speech problems simple to be a concern to their parents. Children that last 6 months or more stuttering are about 5%, most of them recover in their late childhood. The other 1% are with the long-term problem. Some recommend reading aloud is easier than for others, I have heard that if people who stutter sing out what they like to say, the stuttering might disappear.

Growing up and beginning elementary school, children are surrounded by different types of learning styles, disabilities, advantages and many other different routines they aren’t used to but eventually adjust. One of the most common disabilities you see in children in school are fluency disorders, the most common fluency disorder you will see in school is called stuttering. Stuttering effects the fluency of speech, meaning the child is unable to complete a sentence, phrase and syllable without repeating other words or letter sounds.

I don’t remember a time in my life in which I did not stutter. At times, it was