1. The client presented a beginning stage of developmental stuttering disorder, or simply stuttering. Stuttering hinders a speaker’s ability to produce fluent speech. In the beginning stage of stuttering, initially the stuttering may be occasional but the disfluency occurrences will increase, there will be rapid and irregular repetitions, signs of tension and pitch raises, escape behavior and secondary characteristics will be noticeable, and the client will be aware of their disfluencies. It is commonly characterized by involuntary repetitions of sounds, words (3x or more in a row), and syllables, sound prolongation, interjection/fillers (3x or more combined), blocks, broken words, and multi-component combinations. The client displayed repetitions, sound prolongation, blocks, broken words, and multi-component combinations. For example, the client displayed repetition in combination with a block when saying “yeah.” Due to the client’s disfluency he often repeated monosyllabic words like …show more content…
“yeah” and “so”. Along with his speech disfluencies, the client displayed secondary characteristics such as moving around, eye contact avoidance, and great facial tension within a moment of disfluency. When saying “main” the client had a delay as he had a block at his lips. Also on some words the client had improper breath control. For example, when saying “Native Americans” the client had a pitch raise that indicated that he was pushing more breath out than was needed. Also, the client displayed more clavicular breathing than diaphragm which contributed to his breath control. When saying “cookies” the client had a large buildup of tension. When saying words that begin with the letter G such as “garlic” and “grape juice,” the client had a block in his larynx. 2. The client’s breath control had a major impact on this case. In certain instances of disfluency, the client displayed clavicular breathing instead of diaphragm breathing. Doing this did not allow the client to take in enough air to complete his phrase which lead to him having to take frequent shallow breaths, making his speech found airy and off pitch. For example, when he said “Native Americans” his pitch was raised and he took short shallow breaths while getting the phrase out Due to the client having developmental stuttering and not neurogenic stuttering, there is no neurological disease of trauma that is the cause of his disfluency. Also in moments of disfluency the client would avoid eye contact and make body movements in an effort to distract from his moment of disfluency. Previously the client used to speak with his hands on his face as a method to distract from his moments of disfluency. The client had and still has automatic body movements that are conditioned to appear within moments of disfluency. 3.
I noticed that the client does not stop talking despite his stuttering. When in a moment of disfluency, he used stuttering modification techniques to get through the moment. For example, when getting ready to say a word that he was known to have trouble with he used east starts to ease into the phonation of the word. When saying the word “popcorn,” the client used an easy start to get through the word fluently. Also, when in the middle of a disfluency such as a repetition or block, the client eased out/pulled out of his stutter. When he said “menu,” he began to repeat the m and used a pull out to get out of the moment and easy started into the word again to produce it fluently. The client also did quiet thinking before speaking to give himself more time to think and process what he would like to say. Due to him being aware of his disfluencies also used pausing and phrasing techniques to help him get through his statement with as little instances of disfluency as
possible. 4. This client has mild beginning stuttering stages. With this disfluency he has a difficult time communicating with others as he has trouble talking with them and his secondary characteristics such as avoiding eye contact do not create good communication behavior. While talking it will sometimes take him up to thirty seconds to get one word out and that greatly impacts the conversations he has with others. This difficulty with communicating with others then had an emotional impact on his life as he becomes upset and frustrated when others around him rush him through his speech. For example, when the client visited the hospital on one occasion and he was trying to speak with the nurse, the nurse rushed him through his speech with made him very upset. Also, another example is when the client was out to dinner with his parents, due to his disfluency, his parents often had to order for him since he had trouble communicating. 5. This observation enhanced my understanding of the population that has developmental stuttering because it showed me a real life example of how secondary characteristics exist in conjunction with the speech disfluency and also how stuttering modification techniques can work to improve the intelligibility of speech. When the client pulled out and eased into his words that he was having trouble with without prompt, it showed that how awareness of a disfluency can be a valuable asset to rehabilitating it. Also my understanding of the different disfluencies such as the repetition, broken words, blocks, etc. was better than solely reading because I had an auditory and visual aid in how each disfluency sounded.
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
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
The odd thing about a lisp is that the speaker does not hear it himself. To him, his speech is just as normal as everyone else. It wasn’t until friends started comparing my speech to cartoon characters such as Sid the Sloth and Daffy Duck that I began to realize that I sounded different than everyone else. In a strange way, knowing that I had a lisp taught me a sense of determination that I feel one only learns when he knows he is facing adversity every time he opens his mouth to speak. Throughout high school, it was my mission not to let my lisp define me. Whether it was with a rapidly beating heart or a cold sweat trickling down my spine, I was determined not to shy away from public speaking or the often daunting task of speaking to anyone who was not a close friend. I was resolved though not to limit myself by the lack of self-confidence that my lisp instilled upon
Davis, S., Shisca, D., & Howell, P. (2007). Anxiety in speakers who persist and recover from stuttering. Journal of Communication Disorders, 40, 398-417.
Winitz, H. (1984). Treating articulation disorders for clinicians by clinicians. (pp. 263-286). Austin, TX: Proed.
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
The long disputed debate about the primary cause of dyslexia is still very much alive in the field of psychology. Dyslexia is commonly characterized as a reading and writing impairment that affects around 5% of the global population. The disorder has frequently been hypothesized to be the result of various sensory malfunctions. For over a decade, studies have made major contributions to the disorder's etiology; however, scientists are still unclear of its specific causal. Initially, dyslexia was thought to be a reading disorder in children and adults (1). Later it was suggested to consist of both a visual and writing component, therefore characterizing it as more of a learning disability which affected people of normal intelligence's ability to perform to their fullest potential (5). In the current research, cognitive and biological perspectives have often been developed independently of one another failing to recognize their respective positions within the disorder's etiology.
According to ASHA, more than 2 million people in the United States have a severe communication disorder that impairs their ability to talk. This problem may be short or long term, and may be congenital (present at birth), acquired (occurring later in late), or degenerative (worsening throughout life). Some disorders could be from lack of oxygen at during the birth process, premature birth, genetic disorders, Cerebral Palsy while others may be caused by aTraumatic Brain Injury, or degenerative diseases.
During my demonstration speech, I was affected by my speech anxiety. Some of the viewable symptoms were the shaking of my hands and also the stuttering of speech. I was able to control myself and relax after I started getting into my information. I did use some of the suggested relaxation techniques to relieve my anxiety. Before I got up to speak I thought confident of myself to help give me courage and confidence.
"Having Down syndrome is like being born normal. I am just like you and you are just like me. We are all born in different ways, that is the way I can describe it. I have a normal life"(Burke, C., n.d.). Where special education is concerned, one must always remember that exceptional learners are different, not less. In the following studies, the various strengths and weaknesses of the language and communication of individuals with Down syndrome (DS) is reviewed and discussed.
"Master of Science in Speech-Language Pathology (2-Year Program).” College of Health & Rehabilitation Sciences: Sargent College. Boston University.
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).
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
Language Development in Children Language is a multifaceted instrument used to communicate an unbelievable number of different things. Primary categories are information, direction, emotion, and ceremony. While information and direction define cognitive meaning, emotional language expresses emotional meaning. Ceremonial language is mostly engaged with emotions, but at some level information and direction collection may be used to define a deeper meaning and purpose. There is perhaps nothing more amazing than the surfacing of language in children.