Stuttering

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Recommended: Introduction about stuttering

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.
Stuttering has been around since the beginning of time, just to let you know how long it’s been around you could refer back to the bible Moses stuttered, "why me?" Moses asks God when told he has been chosen to lead his people out of bondage. "I am slow of speech and of a slow tongue." The question angers God: "Who hath made man's mouth? or who make...

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...gy” (Scott, 2009). The research showed ways to change attitudes towards stuttering especially children. There are videos you can show or have live presentations by someone who stutters. The research show that attitudes improved vastly, at least temporary (Flynn; St. Louis, 2011). Videos can help but the live presentations play more of a vital role because of the sympathy they have for the stutterer.
Conclusion
While in a classroom use emotional stickers and give them to the kids that stutter, every time a child stutters give them a sticker after asking them what type of emotion they felt. This might help them with the emotion factor and help treat it as well. For example if a child tends to stutter when he/she is mad or nervous, as an educator or parent you could use that to your advantage and try to keep them out of that stage of emotion for a longer time frame.

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