Chronic problems associated with illness, injury, or other traumatic events can have a negative impact on an individuals emotional health and quality of life (e.g., Bonanno & Mancini, 2008). These symptoms come suddenly and do need hospitalization. (2016b). Direct versus indirect treatment for preschool children who stutter: The RESTART randomized trial. Pro-Ed. https://doi.org/10.1044/2018_AJSLP-ODC11-17-0189, Chakraborty, M., Chen, L.-F., Fridel, E. E., Klein, M. E., Senft, R. A., Sarkar, A., & Jarvis, E. D. (2017). Additionally, there is no documented recovery from cluttering; therefore, duration since onset does not seem to apply as a risk factor. 297325). Teasing/bullying experienced by children who stutter: Toward development of a questionnaire. American Journal of Speech-Language Pathology, 27(3S), 12111223. Journal of Fluency Disorders, 49, 1328. (2019).
typical vs atypical disfluencies asha - letsgokaigai.jp In D. Ward & K. Scaler Scott (Eds. Typical vs Atypical Pneumonia in Tabular Form 6. Client perceptions of effective and ineffective therapeutic alliances during treatment for stuttering. Fluency shaping with young stutterers. Seminars in Speech and Language, 24(1), 2732. Onslow, M., & Yaruss, J. S. (2007). Daly, D. A. A comparison of stutterers and nonstutterers affective, cognitive, and behavioral self-reports. Children who stutter may demonstrate decreased performance for phonological tasks such as nonword repetition (Wagovich & Anderson, 2010). Parents of bilingual children easily can be trained to provide perceptual ratings of fluency in any language spoken by the child (Shenker, 2013). Starkweather, C. W. (1987). Drayna, D. (2011). 1-888-266-0574.
Typical and Atypical Symptoms of Acute Coronary Syndrome: Time to may show increased disfluency rates (decreased reading fluency) because they cannot change the words to avoid moments of stuttering as easily as they can in conversation, and. Other disorders, such as apraxia of speech and/or articulation and phonological disorders, can affect speech intelligibility; assessment of speech production can be used to rule out these causes of reduced speech intelligibility. atypical pauses within sentences that are not expected syntactically (e.g., I will go to the. Cengage Learning. Through a process of identifying the assumptions underlying their thoughts, they can evaluate whether those thoughts are helpful (or valid) and ultimately adopt different assumptions or thoughts. provide and receive support from others who share the experience of stuttering. The purpose of assessing school-age children and adolescents for fluency disorders is to determine the presence, the extent, andmost importantlythe impact of the fluency disorder and the potential benefit from treatment. https://doi.org/10.1044/2018_AJSLP-ODC11-17-0190. In D. Ward & K. Scaler Scott (Eds. https://doi.org/10.1037/a0020113, Coleman, C., & Yaruss, J. S. (2014). Audiovisual recordings of speech can provide useful information to supplement direct clinical observations. 115134). Such strategies include simulating a fast rate of speech and applying pausing and/or simulating overarticulated speech and applying increased emphasis to increase intelligibility. Journal of Fluency Disorders, 58, 94117. Stuttering typically has its origins in childhood. Genetic factors and therapy outcomes in persistent developmental stuttering. In K. O. Lewis (Ed. https://doi.org/10.1093/med:psych/9780195165791.003.0007, Proctor, A., Yairi, E., Duff, M., & Zhang, J. The human capacity to thrive in the face of potential trauma. It is important to note that there are more clinical anecdotes than data to support this statement; further research on the incidence and prevalence of cluttering is needed (Scaler Scott, 2013). Engaging parents in treatment helps to achieve carryover in the home environment and helps with treatment across languages (Shenker, 2013). Other observable, secondary or concomitant, stuttering behaviors can include body movements (e.g., head nodding, leg tapping, fist clenching), facial grimaces (e.g., eye blinking, jaw tightening), and distracting sounds (e.g., throat clearing). Arnold, G. E. (1960). A recent U.S. study estimated that approximately 2% of children ages 317 years stutter (Zablotsky et al., 2019). Trichon, M., & Tetnowski, J. (2007). Reilly, S., Onslow, M., Packman, A., Cini, E., Conway, L., Ukoumunne, O., Bavin, E., Prior, M., Eadie, P., Block, S., & Wake, M. (2013). The relationship of self-efficacy and depression to stuttering. The person is experiencing negative reactions from others (e.g., peers, classmates, coworkers, family members). Temperament in adults who stutter and its association with stuttering frequency and quality-of-life impacts. Journal of Fluency Disorders, 35(4), 333354. https://doi.org/10.1016/j.jfludis.2015.08.001, Han, T.-U., Park, J., Domingues, C. F., Moretti-Ferreira, D., Paris, E., Sainz, E., Gutierrez, J., & Drayna, D. (2014). The neurological underpinnings of cluttering: Some initial findings. Treatment approaches are individualized based on the childs needs and family communication patterns. Trichon, M., & Raj, E. X. Sex of childIt appears that the disorder is more common in males than in females; the male-to-female ratio for cluttering has been reported to range from 3:1 to 6:1 (G. E. Arnold, 1960; St. Louis & Hinzman, 1986; St. Louis & Rustin, 1996). Research updates in neuroimaging studies of children who stutter. Journal of Fluency Disorders, 62, 105725. https://doi.org/10.1016/j.jfludis.2019.105725, Plexico, L. W., Manning, W. H., & DiLollo, A. Oral reading may not be a valid measure of reading fluency for children who stutter, as fluency breakdowns will slow reading rate. Finding opportunities for social support for individuals with fluency disorders. Bilingual children who stutter typically do so in both languages (Nwokah, 1988; Van Borsel et al., 2001). 2335). Advance online publication. Logos, 3, 8295. Impact of social media and quality of life of people who stutter. ), Cluttering: Research, intervention and education (pp.
typical vs atypical disfluencies asha Effectiveness of intensive, group therapy for teenagers who stutter. The purpose of assessing fluency in a preschool child is to determine. Language, Speech, and Hearing Services in Schools, 26(2), 162168. Sociodynamic relationships between children who stutter and their non-stuttering classmates. Identifying correlates of self-stigma in adults who stutter: Further establishing the construct validity of the Self-Stigma of Stuttering Scale (4S). Operant approaches operate within a framework of stuttering as a learned behavior (for a discussion, see Conture, 2001; de Sonneville-Koedoot et al., 2015, p. 334; Onslow & Yaruss, 2007). Examples of support groups and activities include FRIENDS: The National Association of Young People Who Stutter, the National Stuttering Association, and SAY: The Stuttering Association for the Young; online groups (e.g., online chats); and social media (e.g., blogs; Reeves, 2006). https://doi.org/10.1044/leader.FTR1.11102006.6, Tichenor, S. E., Leslie, P., Shaiman, S., & Yaruss, J. S. (2017). International Journal of Speech-Language Pathology, 17(4), 367372. The skilled helper: A problem-management and opportunity-development approach to helping. The incidence of pediatric fluency disorder refers to the number of new cases identified in a specific time period. Strategies for reducing impairment in body function have been separated into two categoriesspeech modification and stuttering modification, both of which are described below. Gupta, S., Yashodharakumar, G. Y., & Vasudha, H. H. (2016). On the other hand, stuttering symptoms may decrease in more comfortable situations. St. Louis, K. O., & Schulte, K. (2011). This relationship is recognized as one of the common factors that account for the effectiveness of counseling (common factors theory; Wampold, 2001). It is not possible to determine with certainty which children will continue to stutter, but there are some factors that indicate a greater likelihood that stuttering will become chronic. https://doi.org/10.1542/peds.2019-0811, Zebrowski, P. M. (2002). Journal of Speech, Language, and Hearing Research, 31(3), 377385. Singular. It may occur only in specific situations, but it is more likely to occur in these situations, day after day. ; American Psychiatric Association, 2013). All speakers are disfluent at times. their reason for seeking treatment at the current time. Self-efficacy and quality of life in adults who stutter. Quick: Talk fast & dont stutter! Application of the ICF in fluency disorders. Journal of Speech and Hearing Disorders, 50(3), 261281. the individuals lived experiences with stuttering, the perceived impact of these experiences with stuttering, and. ), The treatment of stuttering in the young school-aged child (pp. The dysfluencies that render concerns of Childhood Onset Stuttering are different than typical disfluencies. Person- and family-centered practice is a collaborative approach that fosters an alliance-style partnership among individuals, families, and clinicians. Awareness and identification helps speakers better understand communication, speech, and stuttering along with their attitudes, beliefs, and behaviors. (2014). Journal of Speech, Language, and Hearing Research, 54(6), 14851496.
Typical vs. Atypical Disfluencies: What Are the Differences? Treatment is sensitive to cultural and linguistic factors and addresses goals within WHOs ICF framework (ASHA, 2016a; Coleman & Yaruss, 2014; WHO, 2001; Yaruss, 2007; Yaruss & Quesal, 2004, 2006). Clinical utility of self-disclosure for adults who stutter: Apologetic versus informative statements. Brain, 131(1), 5059. Stuttering impact: A shared perception for parents and children. This list of resources is not exhaustive, and the inclusion of any specific resource does not imply endorsement from ASHA. https://doi.org/10.1016/j.jfludis.2013.06.002, Nwokah, E. E. (1988). B. Treatment should consider not just the overt stuttering behavior but also the affective and cognitive reactions to stuttering. Despite these challenges, some of the therapy that applies to adults can be just as effective with teens/adolescents. Journal of Fluency Disorders, 32(1), 5169. The primary provider of fluency treatment is the SLP. Sheehan, J. G. (1970). What is Typical Pneumonia? The SLP works with parents and families to create an environment that facilitates fluency and that helps them develop healthy and appropriate communication attitudes (Onslow et al., 2003; Yaruss & Reardon-Reeves, 2017). Goals that focus on minimizing negative reactions to stuttering and difficulties communicating in various speaking situations may help the individual reduce the effort used to hide or avoid their disfluencies and communicate with more ease. SLPs counseling skills should be used specifically to help speakers improve their quality of life by minimizing the burden of their communication disorder. Emotional reactivity and regulation in preschool-age children who stutter. As suggested earlier, normal disfluencies will appear for a few days and then disappear. In E. Conture & R. F. Curlee (Eds. Acquired neurogenic and psychogenic stuttering are not covered. Building clinical relationships with teenagers who stutter. See ASHAs resource on treatment goals for fluency disorders in the context of the WHO ICF framework. Technology has been incorporated into the delivery of services for fluency, including the use of telepractice to deliver face-to-face services remotely. Person- and family-centered practice offers a range of services, including counseling and emotional support, procuring information and resources, coordinating services, teaching specific skills to facilitate communication, and advocating for or with the individual and their family. Parental involvement is an integral part of any treatment plan for children who stutter. Thieme. Intervention procedures for the young stutterer. Given that cluttering may co-occur with other disorders (e.g., autism spectrum disorder, Tourettes syndrome, and attention-deficit/hyperactivity disorder), having any of these disorders may be a risk factor; however, not all individuals with these disorders also exhibit cluttering. Recurring themes of successful stuttering management in adults have been described as. The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for 228,000 members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology support personnel; and students. Estimates of incidence and prevalence vary due to a number of factors, including disparities in the sample populations (e.g., age), how stuttering was defined, and how stuttering was identified (e.g., parent report, direct observation). https://doi.org/10.1044/persp2.SIG17.42, Vanryckeghem, M., & Kawai, M. (2015). Additionally, the affective, behavioral, and cognitive features of stuttering are important components of the assessment (Vanryckeghem & Kawai, 2015). https://doi.org/10.1044/persp1.SIG4.55, Byrd, C. T., Croft, R., Gkalitsiou, Z., & Hampton, E. (2017). Section 504 of the Rehabilitation Act of 1973 also applies to individuals with disabilities in a work setting. For example, individuals who clutter may not be aware of communication breakdowns and, therefore, do not attempt to repair them. See also ASHAs resources titled Person-Centered Focus on Function: Preschool Stuttering [PDF], Person-Centered Focus on Function: School-Age Stuttering [PDF], and Person-Centered Focus on Function: Adult Stuttering [PDF] for examples of treatment goals consistent with the ICF framework. Journal of Speech, Language, and Hearing Research, 63(9), 29953018. The clinical process for an adult involves. For example, emotional reactivity/regulation and behavioral disinhibition may affect the childs ability to cope with disfluencies (Choi et al., 2013; Guttormsen et al., 2015; R. M. Jones, Conture, & Walden, 2014; Ntourou et al., 2013). slower rates of language development (Leech et al., 2017, 2019) or co-occurring speech and language impairment (Ntourou et al., 2011; Yaruss et al., 1998). Journal of Communication Disorders, 80, 1117. It is not appropriate to determine a standard score if the norming sample of the assessment is not representative of the individual being assessed. https://doi.org/10.1044/0161-1461(2012/11-0044), Yaruss, J. S., LaSalle, L. R., & Conture, E. G. (1998). The person exhibits negative reactions (e.g., affective, behavioral, or cognitive reactions) to their disfluency. The Stuttering Foundation We provide free online resources, services and support to those who stutter and their families, as well as support for research into the causes of stuttering. https://doi.org/10.1111/1469-7610.00093, de Sonneville-Koedoot, C., Stolk, E., Rietveld, T., & Franken, M. C. (2015). School-age stuttering therapy: A practical guide.
Donaher, J., & Richels, C. (2012). Individuals who stutter consistently report experiencing limitations, discrimination, and glass ceilinglike effects at their jobs and within their careers (Bricker-Katz et al., 2013; Cassar & Neilson, 1997; Klein & Hood, 2004). discussion of personal issues (e.g., prior to, or in addition to, targeting generalization of skills in a group setting). Guttormsen, L. S., Kefalianos, E., & Nss, K. A. Clinicians also should attempt to better understand how the person experiences the moments before, during, and after stuttering.
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