Stuttering is a fluency disorder characterized by core or primary and secondary behaviors. Primary behaviors affect speech production while secondary behaviors affect the movement of people who stutter (PWS). Primary behaviors include involuntary part-word, word, or phrase repetitions which in turn, can lead to silent blocks or pauses as well as sound prolongations. According to Teesson, Packman, & Onslow, 2003, the terms repeated movements and fixed postures fit under primary behaviors; repeated movements pertain to syllables and fixed postures refer to prolongations and pauses (Packman et al., 2007). Secondary behaviors, on the other hand, result from attempts to impede the primary behaviors. They are learned reactions to the core behaviors. To name a few, individuals may exhibit excessive eye blinking, foot taps, facial twitching, jaw tremors, head nods, fist clenching, or table slamming to prevent sound repetitions. They also include avoidance behaviors that occur in anticipation of stuttering. Examples are circumlocution, pauses without struggle, and use of interjections. Again, as Teesson, Packman, & Oslow characterized features of stuttering, the coined term, superfluous behaviors can comprise of “grimacing and grunting reflect[ing] excessive effort” (Packman et al., 2007). Secondary behaviors may work at first and indeed, prevent a sound repetition but over time, it becomes a habit that only accompanies the stuttering, rather than eliminates it. There are typical normal dysfluencies in 2-4 year olds in terms of hesitations, silent pauses, revisions, interjections, and repetitions of words, phrases, and sentences. It becomes atypical dysfluencies when more than 10% of syllables spoken are dysfluent or dysfluencies exceed 2 ... ... middle of paper ... ... phase differences in vocal-fold vibration using synchronous high-speed videoendoscopy and electroglottography. Journal of Voice. 26(6), 816.e13-816.e20. Packman, A., Code, C., & Onslow, M. (2007). On the cause of stuttering: integrating theory with brain and behavioral research. Journal of Neurolinguistics. 20, 353-362. Sebastian, S., Benedict, A.S., & Balraj, A. (2013). Laryngeal movements in stutterers. Journal of Laryngology and Voice. 3(1), 14-17. Weiner, A.E. (1984). Patterns of vocal fold movement during stuttering. Journal of Fluency Disorders. 9, 31-49. Wieneke, G.H., Janssen, E.P., & Brutten, G.J. (2001). Durational variability in the fluent speech of stutterers and nonstutterers. Journal of Fluency Disorders. 26, 43-53. Yaruss, J.S. (2010). Assessing quality of life in stuttering treatment outcomes research. Journal of Fluency Disorders. 35, 190-201.
Seikel, J. A., King, D. W., & Drumright, D. G. (2010). 12. Anatomy & physiology for speech,
The child is at stage three linguistic speech in oral development (Fellows & Oakley, 2014). They show evidence of this in both their receptive and expressive language meeting the criteria for this stage (Fellows & Oakley, 2014). They show evidence of their receptive language by their ability in being able to understand opposites (Fellows & Oakley, 2014). While they had some issues with the differences between soft and scratchy they were able to demonstrate the differences between big and little several times during the dialogue. They showed evidence of their expressive language by their use of telegraphic speech, expanding vocabulary and in the ability to take in turns of speaking and listening (Fellows & Oakley, 2014). Telegraphic
The 1992 comedy crime film, My Cousin Vinny, written by Dale Launer and directed by Jonathon Lynn portrays the communication disorder known as stuttering. Stuttering is a fluency disorder in which the rhythm and flow of speech is disrupted and differs significantly from what is socially accepted as ‘normal’. Stuttering has proven to be one of the most common communication disorders portrayed in media and literature; however, the reason behind including a stutter (ranging from barely there to extremely excessive) in a character’s script tends to vary.
McHenry, M. A. (2003). The effect of pacing strategies on the variability of speech movement
Stuttering affects the fluency of speech. Stuttering is characterized by disruptions in speech sound productions, also known as a disfluency. Mostly, stuttering has a significant effect on some daily activities. Though some people have disfluency deficits only in certain situations. Some people limit their participations in different everyday activities because they are often embarrassed or sad about their situation and are concerned about how other's will react to stuttering. In stuttered speech repetitions of words or also of parts of words are included. Prolongations of speech sounds may also occur. It is a characteristic of some people who
This silent fear reflects that I grew up with a history of speech impediments. Spending countless hours as a child driving from one speech therapist to another, repeating a range of exercise from “fee-fi-fo-fum” to watching my tongue placement in a mirror, I was your
Blood, Blood, Maloney, Meyer, & Qualls (2007) examined the anxiety levels in adolescents who stutter to increase their understanding of the role of anxiety in stuttering across the lifespan. The participants were 36 students, chosen from public schools in Pennsylvania, who were in the 7th through 12th grade. However, only participants who have had treatment for their stuttering were included in the study. The control groups were chosen from public schools as well, and were chosen to match the stuttering participants in grade, gender, ethnicity and approximate age. To assess the stuttering severity of the participants, the Stuttering Severity Insturment-3 (SSI-3) was used. The outcomes classified the participants’ stuttering as either mild, moderate, severe, or very severe (profound). In measuring anxiety levels the researchers used the Revised Children’s Manifest Anxiety Scale (RCMAS)....
She has control over her articulators and she knows how to manipulate her oral cavity to produce the correct sounds. The child’s lexical inventory is well developed. She has no trouble finding words to express her thoughts. Not many words are repeated and that illustrates that she has a vast vocabulary where she does not have to borrow words.
Stuttering is a neurological disorder of communication, from which the normal flow of speech is disrupted by repetitions (neu-neu-neuro), prolongations (biiiii-ol-ooogy), or abnormal stoppages (no sound) of sounds and syllables. Rapid eye blinking, tremors of the lips and/or jaw, or other struggle behaviors of the face or upper body may accompany speech disruptions ((3)). Why does stuttering worsen in situations that involve speaking before a group of people or talking on the phone, whereas fluency of speech improves in situations such as whispering, acting, talking to pets, speaking alone, or singing ((1))? In ancient times, physicians believed that the stutterer's tongue was either too long or too short, too wet or too dry. Therefore, practitioners from the mid-1800s tried surgical remedies such as drilling holes into the skull or cutting pieces of the tongue out to eliminate stuttering (1).
The first part of David Efron’s book includes summaries of the theories of gesticulation that had been explored at that time. These theories provided the base upon which Efron built his research. Summaries of a few of these claims are included in the following paragraphs.
There comes a time in our life when we know what we want to say, but it does not come out the way we thought it would. Such as being worried about reading out loud in class, going up to an employee in a fast food restaurant to order a simple meal, or making a presentation in class can be terrifying for most individuals with an articulation disorder. An articulation disorder consist of having difficulties producing sounds, substituting sounds, leaving out letters in a word, or adding or changing letters in a word. In most cases when individuals have trouble articulating words he/she might have problems with the main articulators which include: the jaw, lips, teeth, tongue, velum, alveolar ridge, and hard/soft palate. These articulators play
Stuttering is a disorder of oral communication and it is characterized by disruptions in the production of speech sounds, also called "disfluencies" (American Speech-Language-Hearing Association, 2014). It usually emerges in childhood and affects around 5% of the population (Guitar, 2006), even though there is some variation in the incidence of stuttering in different studies. During infancy, it is common for children to present dysfluency because of the complex process of language acquisition and development. These disfluencies are normal and tend to disappear in 80% of the children, however for some it may evolve into a chronic state that is called developmental stuttering. Stuttering can also occur in two other circumstances, from injuries, which is called acquired or neurogenic stuttering and another one, involving psychological aspects (Oliveira et. al., 2012). Perkins, Kent and Curlee (1991) focused on the theories to explain the possible causes of disfluency and theorized that speech disruption and time pressure are the two important variables that may account for the stuttered dysfluency.
For example one question was, “does it prevent me from doing ordinary things?” It’s a yes and no answer because I still walk, and run it does not prevent me from doing things physical things, but when it comes to talking it’s a little bit more difficult and I struggle more. Stuttering makes things more challenging which is alright but you have to work more on how you talk. “Why can’t you speak correctly?” That is another question that anyone can ask and the truth is that it is a disorder in our speech sound of word, we repeat some of the words. “How does it feel to stutter?” To me as a stutter person it affects emotionally because sometimes I rather be quite and prevent talking and embarrassing myself. It affects us because of the way we communicate, it is not easy but we try to make it fluently as possible. (Question
Nooteboom, Sieb G. 1969. The tongue slips into patterns. Leyden (studies in linguistics and phonetics. The Hague: Mouton, 114- 32
Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they may omit, substitute, or even distort sounds, hindering their ability to talk. Students who lack in ways of expression have problems explaining what they are thinking and feeling because they do not understand certain parts of language. As with all types of learning disabilities, the severity can range. Two extreme cases of expression disorders are dysphasia and aphasia, in which there is partial to no communication at all (Greene, 435, 2002). Individuals can also have a receptive disorder, in which they do not fully comprehend and understand information that is being given to them. They can experience problems making sense of things. “Children may hear or see a word but not be able to understand its meaning” (National Institutes of Health, 1993, p1). Whether children have difficulty articulating speech, expressing words, receiving information, or a combination of the three, there is no doubt that the tasks given to them in school cause frustration. These children experience anxiety when...