Stutter In Children

This documentary focuses on the journey of seven different individuals who are considered people who stutter. I believe it is important to note the statistics of the prevalence of stuttering mentioned in the video. The statistic states that 1 out of 100 adult and 5 out of 100 children are people who stutter. This prevalence is important for speech therapists to become informed and equipped to treat this population. This documentary gives great insight on the struggles and successes of this population.

Hoagland begins his essay with an analogy to help the audience understand his stutter in a clear and visual way. He likens his handicap to “trying to run with loops of rope around your feet” (Hoagland

    We can confidently infer that stammering is a lamentable quality that the speaker has a strong distaste for: “Where did you come from, lamentable quality? / Before I had a life you were about to ruin my life.” (1-2). Also, the speaker does not see stammering as a person that he cannot get rid of; the speaker sees stammering as a part of him that he wishes he could get rid of. He wants to get rid of it, but sadly, he cannot. Whenever he tries to get rid of it, it seems like more and more problems come his way. The speaker is truly baffled; he doesn’t understand why

The most important information in this article is that there are significant neuroimaging, lesion, pharmacological, and genetic studies that provide information on stuttering, however the etiology and pathophysiology of stuttering remains incomplete. The article explored research on persistent developmental stuttering (PDS), which manifests in children between the ages of 2 and 4, in which boys have a higher rate of persistence than girls. Moreover, the authors provided features of the development, fluency-inducing conditions, associated symptoms, genetic etiologies, and neural correlates. Genetic studies on PDS demonstrated a genetic correlation, although no single gene has been identified, characterizing PDS as a polygenetic disorder. Additionally, brain imaging studies have revealed abnormalities in the role of the cerebellum, the anterior cingulate cortex (AAC), the supplementary motor area, and the right frontal operculum. During silent and oral reading tasks pre- and post-treatment, people who stutter had greater cerebellar activation and abnormal right lateralization as oppose to people who do not stutter, which could be related to a reduction in automaticity in articulatory movements and an increase in sensory or motor monitoring. Further discussion of cortical regions provided a connection between the limbic system and sensorimotor cortex, in which AAC activation during silent reading tasks decreased following fluency-inducing treatment. PDS has also been associated with the reduction of white matter below the left sensorimotor cortex, while acquired neurogenic stuttering (ANS) is associated with lesions in subcortical brain regions. Additionally, ANS can occur during a head injury in which the midbrain and subthalamic nucleus are affected by rotational forces producing diffuse injuries in basal ganglia pathways. ANS has also been associated with the thalamus in which patients who had stimulation of the thalamus and corpus callosum presented with speech

Stuttering is a disability that affects over two million of the adult population and can be obtained through genetics. This disability is not just getting stuck on certain words or saying like a few times in a sentence. The disability involves tripping on sounds and in severe cases not being able to verbalize what needs to be said. Yeomen uses an example of a man who could not find the words to ask the women he truly was in love with to marry him and ended up marrying the wrong women. Stuttering can change the lives of so many because they never learn to overcome that tragedy.

The child I will be observing is Miss S, and her age is 5 years old. I will be observing Miss S in the Language Development which pertains to the Oral Language. I found out from the mother Mrs. K that Miss S. has a stuttering problem when she gets excited. Miss S gets embarrassed most of the time she does it. Mrs. K her mother states that she has to stop Miss. S and tell her to slow down and take her time. Miss S when she takes her time she can talk without the stuttering but she uses 2 word sentences because she is afraid to talk and people make fun of her. The mom says the best place to observe Miss S is here at head start in the classroom, because she fills more comfortable around her teacher and her peers. Miss K the mom states that she

For some, a conversation is scary and hopefully avoidable with a smile while others don't think twice about the way something is said. In the article "The Everyday Anxiety of the Stutterer," by Joseph P Carter, he explains what it's like living day to day with a stutter.

One person, a young teen guy, even mocked me. I tried not to let it go too deeply under my skin. I had to keep reminding myself that this was just temporary, just for the assignment. I definitely can’t imagine what those who have or have had a stutter for the majority of their lives go through. Just one short experience of having to stutter made me feel so small. I can’t even begin to fathom how people with an actual stutter feel about themselves, especially when people treat them so cruelly for something that they can’t help. Overall, stuttering made me feel slower and more self-conscious. I felt like I was being judged solely on the stutter and nothing else. I felt as though all the eyes in the food court were on me, even though they weren’t. I felt slower in the sense that it took me longer to say what I wanted and for some reason, I had to deliberate more as to how I would say what I wanted to. When we watched the kids stuttering during the lecture last week and describing how they felt, I could sympathize with them. After having to experience stuttering first hand, I would definitely say that I developed empathy for them and anyone else with a

After 60 years of stuttering, Hoagland reminisces about his struggles and triumphs to overcome his stuttering. While attending school, he learned that, “Life can become a matter of measuring the importance of anything you have to say.” He felt that it was

His conversations are limited with strangers; it is only with close friends and family that Hoagland is able to hold a clear and fluid discussion. His handicap was a factor of low self confidence. Furthermore, some of his scariest moments as a stutterer were as a father when his daughter was learning to speak and thought that she was supposed to stutter, and also when he had to have to give a speech at a wedding. Nonetheless, Hoagland refused to let his stuttering control his life. He is able to get in to the Army by telling them that he only stuttered because he was “nervous,” and even goes on to become a college professor.

The following is a summary of a journal article titled, “Is Parent -Child Interaction Therapy Effective in Reducing Stuttering?” by Sharon Millard, Alison Nicholas, and Frances Cook. This article was published in the Journal of Speech Language and Hearing Research in June 2008, to report the findings of a research conducted on the effects of parent-child interaction therapy approach (PCIT) on children who stutter. It was conducted to add more research and evidence to the efficacy of using the PCIT approach (Millard, Nicholas, & Cook, 2008 p 636).

When a child began talking that child lisped, stuttered, or had a hard time pronouncing words. People could think it is cute or not to worry because child would soon grow over it. However, if that child becomes teenager and still stuttering, then it becomes an issue. Speech disorder can divide into Fluency, articulation, and voice disorder.

Three speech-language disorders and their relationship to temperament are explored further by the authors including specific language impairment (SLI), stuttering, and voice disorders. In relation to stuttering, a review of the literature suggests that there are differences in temperament traits when children who stutter (CWS) are compared to children who do not stutter (CWNS). In particular, CWS react more to changes in environment, possess more negative emotions, have decreased attention, have a reduced ability to adapt to

3121). For example a six year old may be speaking at the norm of a four year old; all speech is in tack but development is lagging. It is noted that boys are at an increased risk of speech and language delay by three to four times more than girls (American Family Physician, 1999, pg. 3121). It is also estimated that 2% to 19% of preschoolers suffer from some sort of language deficiency (CASLPA, 2012). Phonology (the appropriate speech sounds of the language spoken) and stuttering may include 1% to 4% of defined speech issues. It is also important to note that there is a 20% to 40% risk factor of speech problems among those children with a family history (CASLPA, 2012).

Any parents from the day they see their new baby they dream to hear word “mama" or "dada". I was waiting to hear this word from my son, for more than two years until I since I will never heard it; I wasn’t know what was wrong. I was try to do anything to help him to talk normal as anyone else in his age, but I couldn’t. Later on, I knew that this normal for my son “boy” to talk late- as it recorded from CNN's Jack Cafferty in the article “Some Kids Reach Age 3 Without Saying a Word” “boys are almost twice as likely as girls to have difficulties learning to speak. The average baby speaks their first word at around 10 or 11 months.” Every late-talking child has a different situation, some normal and other may has some health issue; and parents