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An essay on how to stop stuttering
An essay on how to stop stuttering
An essay on how to stop stuttering
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Compare and contrast direct and indirect approaches to therapy for stuttering in young children. 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 …show more content…
Such an approach is preferred if the child reveals secondary behaviours or when the child is aware of his/her. This decision of choosing direct therapy will depend on the amount of stuttering that is been observed as well as the impact the stuttering has on the child’s attitude and psychology towards communication. Direct therapy focuses specifically on the child's stuttering. Within all cases parents should encourage their children and most importantly expect any disfluency issue a child might have. Direct therapy, targets speech disfluencies by speech and language therapists and parents, if the parents have been directed by a professional speech and language therapist. Specifically, in contrast with indirect approach, direct approach focuses on the disfluency of the child by correcting and working on the stutters with the SLT or the parents if they have been directed by an SLT. Direct therapy mostly focuses on breathing techniques, managing reduced speaking rate, encouraging pauses when taking turns in conversations and motivating the child by letting him/her finish speaking without any interruption. Two approaches in direct therapy are the fluency shaping and the
He described stuttering as having a glass wall preventing him from moving forward, regardless of the attempts made. I believe that this is a sound description of the ongoing and difficult battle of stuttering. I also feel that many people can relate to Liben’s statement as they may also go through frustrating situations in their lives. However, it is important to remember that a person with a stutter experiences frustrating situations more frequently. Not only as a clinician, but as a human being, I will be mindful of the daily struggles that come along with a fluency
Compared to a model of normal communication, a child with Developmental Stuttering has a few noticeable communication impairments. The young man named Geoff who was presented in the case study has some difficulties concerning with his language. At thirteen years old, he had some noticeable issues within his model of communication that were abnormal for a teenage boy. In regards to articulation, the rapid and coordinated movement of the tongue, teeth, lips, and palate to produce speech sounds, Geoff reported that there “were certain words that he could not say without stuttering severely”. One of these words included “French”. He would use different words in order to avoid saying the words he would always stutter on, or just not use the particular word at all. This became a disadvantage for
Hegde, M. N. (2001). Pocketguide to treatment in speech-language pathology. (2nd ed., pp. 193-203). San Diego, CA: Singular Thomson Learning.
Davis, S., Shisca, D., & Howell, P. (2007). Anxiety in speakers who persist and recover from stuttering. Journal of Communication Disorders, 40, 398-417.
Concurrent Treatment is different than traditional therapy for a speech sound disorder or articulation disorder. Instead of targeting speech sounds in order of complexity from syllable to word to phrase to sentence and so on, Concurrent Treatment bypasses the need for these steps and targets speech sounds with all of these things in a random order every session. In previous studies, Skelton (2004),
“Stuttering is a interruption in the fluency of verbal expression”(Büchel et al. 2004). This action can be characterized as involuntary repetitions or prolongations of sounds or syllables (Büchel et al., 2004). Although we know those actions to be true, there are many other secondary actions that may occur including negative emotions such as anxiety, embarrassment, or frustration. According to Büchel et al., stuttering usually develops between the ages of two and five years old. For children under the age 6 who stutter, there are many therapy programs that have been developed such as the Parent-Child Interaction Therapy, an indirect approach (Millard et al., 2008). The goal of these programs are to “establish fluency at the single-word level and gradually increase utterance length while maintaining fluency” (Millard et al., 2008).
Stuttering is also known as dysfluency, stammering, faltering and a few other layman terms. It is more noticeable when children are angry, excited, upset, uncomfortable, or tired. This faltering over words is quite different from individuals with dysfluency. Dysfluency is stammering that starts amid a youngster's years of intensive language learning that usually resolves without anyone else at some point before pubescence. Normal dysfluency viewed as a typical period of dialect improvement. Around 75 out of 100 kids whom falter/stutter show signs of improvement without treatment. This can be a difficult stage for both children and adults. Participant 1, Claudette and Participant 2, Janet feels uncomfortable and self-conscious due to other children and certain family members laughing at
Throughout this research it will go over stuttering (which was operationally defined as any hesitation, stoppage, repetition, or prolongation in the rhythmic flow of vocal behavior ( Azrin; Flanagan; Goldiamond; 2006) in great detail. Stuttering has often been considered an emotional blocking; it can, however, be regarded as a unit of verbal behavior; that is, breaks, pauses, repetitions, and other nonfluencies can be considered operant responses, having in common with other operant the characteristic of being controllable by ensuing consequences (Azrin;Flanagan; Goldiamond; 2006). The ways that stuttering comes about, the strategies and treatments that makes stuttering successful, the positives and negatives of stuttering, stats, historical context and definitions. Stuttering not only affects the stutterer’s speech but also the outcome on one’s social life and how successful they become according to how their stuttering is handled. There are multiple ways of handling stutterers and ways to implement strategies and treatments to help them become more successful in school and their social life. Due to stuttering beginning at an early age it is very important for and educator and parents to implement strategies to help a stutterer become comfortable in academic and social environment. Without the involvement of parents and teachers there will be a lack of engagement from the stutterer.
When a problem is noticed by parents or teachers a child gets diagnosed based on his/her difficulties. Sometimes a diagnosis may not be possible, or necessary. Many children with milder SLCN (speech, language and communication needs) can be supported well in their school or nursery setting, or respond well to general support strategies, and they don’t need specific help.
Many theories exist attempt to explain the cause of stuttering. However, the cause is still somewhat of a mystery. Some believe that stuttering is a result of left hemisphere dominance (Travis, 1931). It has also been hypothesized that stuttering is a result of a lack of an internal monitoring process (Kolk and Postma, 1997). Many other theories
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).
Goal: In 6 weeks, with a treatment frequency of 5 hours a week, mrs. K. speaks words with velar sounds (/ng/ /g/ /k/) in a 1-to-1 conversation with an acquaintance in an intelligible way.
What do Samuel L Jackson, Marilyn Monroe, and I have in common? We all dealt with stuttering. From my first word, up until now, my speech has been unclear. Whether it was adding unnecessary syllables or straight up stuttering, my speech was a problem, not just socially, but mentally. Most people don’t think twice about speaking but for us stutterers, that is all we can think about. My stutter can consume me-- it has taken up all of my headspace when doing the simplest tasks such as ordering food or saying hello. But that has changed.
Stutters occur when someone repeats a sound on accident. It usually occurs with the initial sounds in words. Stutters also start effecting people at a young age when children are first developing their language acquisition. Braunstein even shows research claiming that by getting therapy at a young age “resolved almost 80 percent of children, with less than 1 percent of adults being afflicted.” Therefore, the best way to prevent the issue becoming a bigger problem later on in their adult life is attack it at a young age. When going through therapy at a young age the brain is at the development stage able to adapt more quickly to the new strategies. It’s similar when someone is learning a new language. Neurologically, the student is able to adapt to the new language more quickly and effectively than an adult can. Dr. Maaseen explains more about the speech developments saying infants starting learning language by “babbling and sensomotoric learning, followed by more abstract phonological acquisitions...” while adults “already have acquired
Have you ever thought about how we talk and what causes us to say those words the way we say them? Well a speech pathologist does. Their entire job focuses on how and what causes people to speak the way they do. Most people have no problem with speaking but some do. There are several disorders in speech, one being stuttering. Most people do not understand the importance and the difficulty of learning how to cope with the disorder of stuttering. This speech disorder can affect numerous aspects in a patients’ life and can cause embarrassment, or even possibly lower some people’s self-confidence level; to some people stuttering isn’t just an aspect in their life, their life revolves around the disorder and trying to overcome it. When dealing with stuttering it takes identifying the disorder and making sure the patient is being affected by stuttering, also figuring out what will help the individual cope with the side effects of stuttering, and explaining the importance of overcoming this disorder in a stutterer’s daily life.