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By: Courtney Chilcoat. Stuttering. Speech disorder in which sounds, syllables or words are repeated or last longer then what is considered normal Causes disfluencies-which is involuntary breaks in an individuals speech. What is stuttering?. PubMed Health.

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Stuttering

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By courtney chilcoat

By: Courtney Chilcoat

Stuttering


What is stuttering

Speech disorder in which sounds, syllables or words are repeated or last longer then what is considered normal

Causes disfluencies-which is involuntary breaks in an individuals speech

What is stuttering?

PubMed Health


Facts

Over three million Americans stutter

5% of children between the ages 2 and 5 years old will develop a stutter in childhood

Less than 1% of children will develop stuttering that won’t go away.

We don’t know the causes of stuttering but that it runs in families and also affects four times as many males as females.

Most people don’t stutter when singing, whispering, or can’t hear their own voice.

Facts

PubMed Health


Types of stuttering

Developmental

Neurogenic

Psychogenic

Types of Stuttering

University of Rochester Medical Center


Symptoms

Frustrated when trying to communicate

Speech may completely stop and pause mouth with little or no sound coming out—blocking

Inputting injections or words into their speech

Repeating of words, parts of words or syllables—repetitions

Making very long sounds in words– prolongations

Symptoms

PubMed Health & American Speech-Language-Hearing Association


Diagnosis of a stutter

Diagnosing a stutter will mean meeting with a speech-language pathologist (SLP).

During the evaluation, the SLP will write down the number and types of disfluencies produced by the person in different circumstances. Also during this time, how the person reacts and deals with the disfluencies will be evaluated. During this time the SLP may try to gather information on teasing that could affect speech. Once diagnosed then they will determine how much daily life is affected by the speech.

Diagnosis of a stutter

American Speech-Language-Hearing Association


Treatments

  • There are no drug cures.

  • Speech therapy goals:

    • help the individual speak more fluently

    • communicate more effectively

    • participate more fully in life activities.

  • There are some things that parents and others around a child with a stutter can do.

Treatments

American Speech-Language-Hearing Association


What can you do as a teacher

Provide a good speech model.

Improving a child’s self esteem.

Creating a good communication environment.

What can you do as a teacher?

LaBlance, Steckol & Smith


Ankyloglossia facts

Also called tongue tied

Occurs when the tongue is connected to the floor of the mouth by a thin piece of tissue called the frenulum. It is considered a congenital condition so the child was born with it.

Ankyloglossia Facts


Ankyloglossia continued

  • Treatments:

    • For most children will go away on their own

    • Others may require surgery

  • It does not delay a child's speech.

  • Causes problems for how a child pronounces sounds or syllables.

    • These include: T, D, L, TH, and ST sounds

Ankyloglossia Continued

Drug.com


My little brother trent

My Little Brother--Trent


Personal

My mother noticed that my brother, Trent, first began having problems pronouncing his name at the age of two. We figured that it was just simple developing his language and speech. When he was four, he went to the doctor for a regular check-up and the doctor noticed his speech and then really began looking into it. He was then diagnosed with Ankyloglossia at the age of four and then had his tongue clipped a few months later. After getting his tongue clipped, he started speech therapy- in which they worked with his tongue on strengthen and loosening the muscle. After that he then moved to more of how to pronounce certain combinations of letters. He will be done with speech therapy this year at the age of 9.

Personal


Interview with my mother

  • What was the cause of his stuttering?

    • Stress due to family loss, and loss of pets.

  • How often did he have to go to speech therapy?

    • He would have three 40-minute sessions a week that he was pulled out of class.

  • Did he ever have times when he felt uncomfortable with it?

    • Yes, he felt like he would be excluded and have no friends but he began figuring out that he was just like everyone else still.

  • What would you say was his biggest difficult he overcame?

    • He had to work the hardest for the TR sound because the t makes him tighten up the tongue and then immediately transition to the r sound. This was very important for him just to be able to pronounce his own name.

Interview with My Mother


Interview continued

  • What did the school district do that was extremely helpful for him?

    • They set of yearly meetings in which the speech therapist, teachers and administration can all discuss goals for that year with me. These are complete goals with a plan and then once he completes his goals they can step up another meeting that will allow them to create more goals.

  • What was the hardest thing for you to deal with?

    • It was very hard for me to watch him struggle and he would easily get frustrated with himself and the way he was pronouncing sounds and words.

  • Another thing that was extremely important to him over coming these speech issues was a great school district that was privileged enough to receive grants that allowed him to have a speech therapist there with him at school.

Interview Continued


Simulation 1

First start off with reading the sentence “My name is C----------”. In this case you would pause on the C sound and hold it with little sound. This is a form of blocking which can easily frustrate those who are trying to communicate with others because it feels like you can’t get words out.

Simulation 1


Simulation 2

This time you will go through stuttering with repetitions.

Start with the word daddy, and repeat the first syllable so you would read “da-da-da-da-daddy.” (click here for an example-- http://www.d.umn.edu/~cspiller/stutteringpage/movies/repetitions.mov )

Then there is the repetition of inserting a weak vowel sound and then repeating so then read “buh-buh-baby”. The buhs should be bays. (click here for an example-- http://www.d.umn.edu/~cspiller/stutteringpage/movies/schwa.mov

Simulation 2


Simulation 3

For the last one we will be understanding how a prolongation sounds.

Begin reading “mmmmmmmommy”, in which you are holding a sound for longer then needed.

Click here for an example-- http://www.d.umn.edu/~cspiller/stutteringpage/movies/prolongations.mov

Simulation 3


Bibliography

http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002400/

http://www.asha.org/public/speech/disorders/stuttering.htm

http://www.mnsu.edu/comdis/kuster/InfoPWDS/lablance.html

http://www.drugs.com/cg/ankyloglossia.html

http://www.urmc.rochester.edu/speech-pathology/speech-language-disorders/stuttering/types-stuttering.cfm

http://www.d.umn.edu/~cspiller/stutteringpage/onset.htm

Interview with Carolyn Kasson

Bibliography


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