Stuttering Speech

The main purpose of this article is to examine various research on the etiology of stuttering. The experimental research explored various brain circuitries involved, specifically the the basal ganglia. Furthermore, the meta-analysis discussed neuroimaging, lesion, pharmacological, and genetic studies on the neural circuitries connected to persistent developmental stuttering and acquired neurogenic stuttering.

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

Daniels stated that “quality of life was negatively impacted by [the client’s] self-defeating thoughts and feelings about speaking and difficulty regulating social interaction” (p. 95). It demonstrated that speech and stuttering modifications alone are not enough to facilitate successful treatment outcomes. Broad based treatment approaches work the best in treating the whole child, not just the stutter. SLPs should learn to adopt broad based treatment approaches when implementing stuttering intervention in order to improve quality of

neurogenic stuttering occurs when there is damage done to the brain that results in a person stuttering. this could make communication difficult with others as the damage of the brain of the individual continues to make the individual stutter. not to be confused with psychogenic stuttering that occurs due to psychological trauma that was caused. however these two do not occur as frequently as development stuttering. stuttering can lead to the disfluency of an individual during a conversation with another

Secondary behaviors of stuttering are learned responses to the disorder. They usually occur when the speaker is trying to get out of being stuck on a word with a physical movement or the speaker thinks he is going to get stuck and does something to prevent. Overall, I think Nate’s speech is quite smooth. His secondary behaviors are reflected by nodding his head heavily and avoid eye contact to help get the words out. He also does eye blinking when he is having trouble to say the word.

Over the history of our world, speech impediments affect many different people. Most of the time, individuals do not even realize the person they are speaking with has a speech disorder. This disorder even impacts icons including Greek philosopher Aristotle, physicist Isaac Newton, singer Elvis Presley, golfer Tiger Woods and actor Bruce Willis. However, one story that stands out involves Kind George VI of England. In his early childhood the prince acquired a stammer; now known mostly as a stutter. He went to a speech therapist, on a regular basis, who taught him how to use the muscles in his mouth to correct his stutter. His therapist also dove into psychological reason that explained why most of his concerns included talking to important people. After some time of seeing his doctor frequently, he improved immensely on his enunciation that he could get through radio session that seemed impossible beforehand. This disorder not only affects icons, like King George, but also a vast majority of children. In the United states alone, stuttering effects five percent of all people (Braunstein). This does not include other speech impediments like lisps and apraxia. Although the exact cause of speech impediments is unknown, studies proves that the disorders can come from genetics, neurological problems, or even psychological like King George. There are also a lot of different way to help correct speech impediments. Nevertheless, the best path for patients to take includea seeing a

1. Mr. J’s, work on the problems of stuttering which falls under the nature of factual scholarly work. The book seems to address the subject of stuttering which is a type of speech disorder thus his work should be categorized as a non fictional research work. Mr. J work can thus be broadly categorized under the fair use guidelines as experts who work on the subject of stuttering can apply the knowledge and knowhow to positively improve speech patterns in patients with such speech disorder.

Stuttering is a communication disorder that involuntary effects the fluency of speech. Disfluencies in speech include both “nonstuttered” and “stuttered” disfluencies. “Nonstuttered” disfluencies include interjections, revisions, phrase repetitions, and other. Everyone produces disfluencies in their speech at times making “nonstuttered” disfluencies more typical in speech. “Stuttered” disfluencies are less typical and include word repetitions, sound/syllable repetitions, prolongations, and blocks. It is important to differentiate if a child is producing typical disfluencies or non-typical disfluencies in order to assess their fluency of speech. Secondary behaviors including physical tension, frustration, and avoidance can be

Nye et al., (2013) performed a meta-analysis looking at behavioral stuttering interventions for individuals ages 2-18. The review concluded that clinicians have limited high-quality research to base interventions for PWS (Ney et al., 2013). There is a need for high quality trials that compare treatment and non-treatment groups and trials that compare two different treatment programs (Ney et al., 2013). It would be interesting to examine the effects of DAF and fluency shaping when implemented together to measure the outcomes on fluency, natural sounding speech, and if fluency is maintained after

A fluency disorder results in problems in the rhythm, speed and flow of speech. Stuttering causes your speech to sound as if it is blocked or interrupted, like you are trying to speak out or say something but the words don’t come out. This leads someone to repeat part of a word or the whole word as you speak it out. It is also common for a person who stutters to drag out syllables or tend to talk breathlessly. Stuttering can also lead an individual to be tense as they try to speak. Cluttering is another fluency disorder that is evident in people who speak fast and tend to cut some parts of words or merge words together. This may lead someone to sound like they are mumbling or slurring. A person who clutters may also start and stop speech and tend to say “uh” or “um” frequently as he/she

Yaruss (2004) introduces childhood stuttering as a communication disorder characterized by atypical disfluencies that interrupt the smooth flow of speech. Some disfluencies, such as phrase repetitions, revisions, interjections, and pauses, are common in the speech of typically developing children; however, atypical disfluencies such as prolongations, blocks, and part or whole-word repetitions may be indicative of developmental, or childhood, stuttering (Yaruss, 2004). Byrd and Gillam (2016) describe secondary stuttering behaviors, such as eye blinking, lip pursing, or arm flapping, that are adaptive compensations a child who stutters (CWS) may develop as a way to escape or avoid stuttering.

Another type of dysfluency disorder that is often confused for stuttering is cluttering. Even though cluttering may include part- and whole-word repetitions, it can also affect co-occur with other speech, language, and behavioral disorders. It may include mazing disfluencies, omissions of syllables and small words, fast speech rate, speech disrhythmia, and lack of speech monitoring. Usually, people with a cluttering disorder likes to talk and they don’t realize they have a disorder. This is the opposite typical behavior of a person who stutters. A lot of people confuse

Throughout this 16-week course, I have learned about numerous types of communication disorders. Learning about all of these disorders brought my attention to the varying degrees of disorders and the effects they have on both children, adolescents, and adults. Nonetheless, the disorder that caught my attention the most was stuttering. The main reasoning behind this is because it’s a disorder that, although more apparent in children, has the ability to affect individuals of all ages. In addition, the etiologies behind these disorders are fascinating to me. Therefore, this lead me to wanting to do more research on this disorder which, subsequently, lead me to choose stuttering for my final project and paper.

When looking at the above data from these observations, it appears as though the interjections were the most frequent type of disfluency, which is understandable, due to the amount of “um’s” that people typically use. The child did show some signs of stuttering when looking at the ratio of stuttering like disfluencies (SLD) to other disfluencies (OD). This may require a more in-depth assessment or repeating this assessment over a longer period of time. The other two only produced nonstuttering disfluencies. These individuals appeared to be typically disfluent in that they only produced ODs, like interjections and phrase repetitions. Before this assignment, I predicted that they would all not show signs of stuttering but only depend on ODs,

The first article read was Max & Gracco’s piece on coordination between oral and laryngeal movements. The article compared the stop gap (SG), voice onset time (VOT) and devoicing interval (DI) between adults who stutter and nonstuttering adults, to determine if the coordination of the muscles of the oral and laryngeal apparatuses has an effect on PWS. They found that while there were some differences between PWS and nonstuttering individuals, they could not correlate the coordination oral and laryngeal speech movements to timing difficulties that impact stuttering. They did find that the relative timing of speech movements between PWS and nonstuttering individuals was the same, but that the actual time for PWS was delayed from the nonstuttering