The Effects Of Disfluencies And Social Anxiety

Numerous researches have done on psychological disorders, Social Anxiety Disorder, as one of the most common disorders has been studied and analyzed for plenty of decades. Social Anxiety Disorder is defined as “excessive anxiety on exposure to potential scrutiny or evaluation by others” (Joy Albuquerque MD, FRCP; and Dorian Deshauer MD, FRCP,2002, p.87). It is considered part of the Axis of Anxiety Disorder and is also known as “Social Phobia”. Furthermore, it has been found in studies that Social Anxiety Disorder is the third most common psychiatric illness right after Alcohol Dependence and Depression

As mentioned in the overall expectations in the first part of this assignment, I’ve never really thought about what it would be like to have some kind of communication difficulty or disorder. I’ve thought plenty about the fact that we have the ability to speak, but not that some people don’t share this ability. I knew that this would challenge me since I’ve always been able to communicate clearly and be understood.

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

Moreover, White et al. (2014) explain that deficits in ER impact behavioral factors that have been shown to cause anxiety manifestations. These ER deficits contribute to anxiety symptoms in that conditioning and avoidance behaviors are impaired. The inability to control emotion related to distress or fear contributes to conditioned fear responses. These conditioned fears perpetuate the necessity to engage in avoidance behaviors, which is core feature of social anxiety and is classified as a maladaptive ER strategy. Sensory issued in individuals with ASD have long been thought to be linked to anxiety, and White et al. state, “sensory symptoms correlate with anxiety severity in children with ASD” (2014). Sensory issues in anxious individuals with ASD are likely linked to hyper-vigilance to their environment, as well as the potential for an additional common causal factor such as functional abnormalities in the amygdala. This is due to the role of the amygdala, integrating and responding to sensory input relating to perceived threats. While not all individuals with ASD experience hyper-arousal of sensory pathways, this over-responsivity provides preliminary evidence that directly links sensory issued to anxiety (White, et al., 2014).

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.

The authors of this study examined literature to evaluate 5 methodological issues including (a) the construct of anxiety, (b) trait anxiety measures, (c) participant numbers, (d) treatment status of participants, and (e) speaking tasks. The results are consistent with Craig and Tran’s (2014) in that there is strong evidence that there is a relationship between stuttering and anxiety, in particular focus on elevated social anxiety

Stuttering is a fluency disorder that is characterized by disruptions when producing speech sounds. “Stuttering manifests as repetitions of sounds, syllables, or words or as speech blocks or prolonged pauses between sounds and words” (Prasse & Kikano, 2008, p. 1271). Communication difficulties that come with dysfluencies from stuttering can have a negative impact on an individual’s quality of life. People who stutter (PWS) find it hard to communicate in specific activities such as public speaking or telephone conversations and in other cases stuttering can affect all daily activities at home school or work (American Speech-Language-Hearing Association [ASHA], 2017b).

It can affect even people who are experienced at speaking in public and do it regularly. At its worst, it can make it impossible for the sufferer to speak in public at all, even to ask a question.

The substantial evidence for the efficacy and effectiveness of CBT is based primarily on studies looking at “standard” CBT interventions, which typically consist of 11- 18 weekly sessions. In general, the field of psychotherapy has been shifting toward brief, more intensive approaches in order to reach more patients and become more cost-effective (Ost and Ollendick 2017). Further, recent studies have suggested that for exposure to be maximally effective, it should be delivered in sessions that are close in proximity (Craske et al. 2012). As a result, an increasing number of studies have been investigating the effects of modifying conventional CBT approaches by either reducing the number of sessions or shortening the time period across

Stuttering, also called stammering or fluency disorder, inhibits the afflicted person from speaking with ease due to the “involuntary, repetitive, prolongation or cessation” of sounds when trying to speak. Stuttering is a repetition of initial/sound repetition of single syllable word ( I..I..want more cookies or I want, I want, I want the cup.) There are also some core features and secondary features of stuttering. The Core features includes Repetitions, (My-my-my-hat), Prolongations(rrrrraaabit) and blocks. The secondary features are, Escape behaviors(Head nods, stamping the floor) , Avoidance behaviors(word and sound avoidance) , Feelings and attitudes (stress, anxiety, guilt).

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

In a very interesting ted talk (2016), “Why I keep speaking up, even when people mock my accent.” by Safwat Saleem describing his mother tongue problem and how it affects him because he felt that he was not normal. Saleem had problems with stutter when he was a child, thankfully overtime, he managed to overcome

The goal of today’s session was to obtain information regarding the client’s stuttering, conception of stuttering, and the client’s caregiver views and conceptions of the client’s stuttering. Today the ethnographic interview and part of the Tetnowski Stuttering profile was completed. The client had limited stuttering like disfluencies and no noticeable secondaries. The client was 100 % proficient during the dialogue portion of the Tetnowski Stuttering profile. Overall, The client was 0% SS. The client has decreased his SS

Stuttering is a speech disorder that occurs when the fluency of speech is involuntarily interrupted (Belyk et al., 2014). According to scientific literature, typical symptoms of stuttering include prolongations of speech sounds, sound and syllable repetition, fast tempo, lengthy pauses, intrusion of irrelevant sounds, the use of interjections, and physical signs of struggle (Andrade et al., 2014). Additionally, stutterers can develop secondary behaviours including negative perceptions leading to avoidance of certain social situations (Maguire et al., 2004). Negative emotional responses can cause debilitating cognitive and social impacts (Andrade et al., 2014). Stuttering typically develops in childhood and the

Stuttering and social anxiety disorder both are often connected with the fear of negative evaluation, expectancies of social harm, attentional biases, negative cognitions, avoidance, and safety behaviors. There is growing evidence that these properties of social anxiety disorder may play a vital role in the experience of stuttering, and they may also serve to retain the presence of social anxiety. For instance, individuals who stutter are known to escape socially threatening situations to reduce anxiety and embarrassment, and they frequently experience expectancies of social harm [IvR13].