According to Ambrose and Yairi, the purpose of this report is to provide such a reference. To develop, refine, and answer theoretical questions concerning stuttering characteristics at early stages of the disorder, and to provide a basis for clinical needs of differential diagnosis of stuttering from normal disfluency, their objective was to obtain data from sample size, representing population variability of very early stuttering for preschool-age children. Ambrose and Yairi have questions in addition to providing normative data for dysfluency types for early stuttering and normal disfluencies, regarding possible gender and discrete age differences with the preschool range were addressed.
In this study there are two groups, the experimental group and the control group. The experimental group consisted of 90 preschool aged children who exhibited stuttering, and the control group consisted of 54 normally fluent children. The Independent variables were how many stuttering syllables per words read or spoken. This is a non-manipulated variable in the study. The manipulated independent variable was the score test to determine the severity of the fluency disorder. The Dependent manipulated variable was the authors, the speech pathologists, and the parents in the case study. They were able to influence the test by controlling certain aspects of the test. Subjects from the experimental group were referred to the University of Illinois Stuttering Research Project for speech evaluation on the resourcefulness of their parents, physicians, nurses, speech-language clinicians, and day care personal. All children in the stuttering group (experimental) met the following multiple objective and subjective criteria: (a) age 60 months or under, (b) regarded by parents as having a stuttering problem, (c) regarded by the two authors (certified speech pathologists with extensive experience with fluency disorders) as having a stuttering problem, (d) stuttering severity rated by parents as greater than 1 on an 8-point scale (0= normal; 1 = borderline; 2 = mild; 7 = very severe), (e) severity rating greater than 1 assigned by the two authors, (f) exhibiting at least three stuttering-like disfluencies (SLD, or part- and single-syllable word repetitions and blocks/sound prolongations) per 100 syllables, (g) stuttering histories of no longer than 6 months, and (h) no obvious neurologic disorders or abnormalities. Subjects from the normal fluency group (controlled) were (a) age 60 months or under, (b) reported by their parents as not having a history of stuttering, (c) regarded by the investigators
Now, for a main question that crosses most people’s mind. How much money do speech-language pathology make hourly and yearly? As of 2012 the median pay was $69,870 and about $34 an hour. The reasoning upon having a median wage is when they take half of the workers of a profession earned more than that amount and half earned less. The lowest 10% have earned less than $44,000 and the top 10% made more than $105,000 (Bureau of Labor Statistics). Even when some made the lowest they still are making pretty good money. Since a person now knows about the pay, job requirements, schooling and what speech-language pathologist is, now would be a good time to talk about the age groups that speech problems can happen in.
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
The 1992 comedy crime film, My Cousin Vinny, written by Dale Launer and directed by Jonathon Lynn portrays the communication disorder known as stuttering. Stuttering is a fluency disorder in which the rhythm and flow of speech is disrupted and differs significantly from what is socially accepted as ‘normal’. Stuttering has proven to be one of the most common communication disorders portrayed in media and literature; however, the reason behind including a stutter (ranging from barely there to extremely excessive) in a character’s script tends to vary.
Blood, Blood, Maloney, Meyer, & Qualls (2007) examined the anxiety levels in adolescents who stutter to increase their understanding of the role of anxiety in stuttering across the lifespan. The participants were 36 students, chosen from public schools in Pennsylvania, who were in the 7th through 12th grade. However, only participants who have had treatment for their stuttering were included in the study. The control groups were chosen from public schools as well, and were chosen to match the stuttering participants in grade, gender, ethnicity and approximate age. To assess the stuttering severity of the participants, the Stuttering Severity Insturment-3 (SSI-3) was used. The outcomes classified the participants’ stuttering as either mild, moderate, severe, or very severe (profound). In measuring anxiety levels the researchers used the Revised Children’s Manifest Anxiety Scale (RCMAS)....
Living with Tourette syndrome gives a deeper insight to the highly misunderstood and understated disease, Gilles de la Tourette syndrome. The book delves into the origin of the disease, the symptoms, the medications, and the treatments. Then the author gives thoughtful advice, a guide, so to speak, for parents, relatives, loved ones, and sufferers of Tourette. The author Elaine Fantle Shimberg, is the mother of three children with Tourette Syndrome and a board member of the Tourette Association. She has authored twelve books and gives lectures around the world about mothering three Touretters.
Nagarajan, Roopa, V. H. Savitha, and B. Subramaniyan. "Communication disorders in individuals with cleft lip and palate: An overview." US National Library of Medicine. US National Library of Medicine. Web. 10 Mar 2014.
Stuttering is also known as dysfluency, stammering, faltering and a few other layman terms. It is more noticeable when children are angry, excited, upset, uncomfortable, or tired. This faltering over words is quite different from individuals with dysfluency. Dysfluency is stammering that starts amid a youngster's years of intensive language learning that usually resolves without anyone else at some point before pubescence. Normal dysfluency viewed as a typical period of dialect improvement. Around 75 out of 100 kids whom falter/stutter show signs of improvement without treatment. This can be a difficult stage for both children and adults. Participant 1, Claudette and Participant 2, Janet feels uncomfortable and self-conscious due to other children and certain family members laughing at
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).
I became inspired to become a speech-language pathologist when I first watched the film, Paulie. This film depicted a small girl, named Marie that had a speech impediment, which caused her to stutter. In order to improve Marie’s speech her mother would pronounce certain sounds and practice daily with her. While watching this film I began to realize that there is a number of individuals in our population that have different speech impairments. As I noticed how the character of Marie struggled with her speech impairment I sought to research the different treatments for individuals similar to Marie, and came across speech therapy and speech-language pathologists. I have always been fascinated by language and how it is essential in communication. I view speech-language pathologists as having a major role in helping
There are 55 million people all over the world who suffer from stuttering and about 3 million live in the Unites States. This disability has been misunderstood for hundreds of years, but it affects more men then women and it often runs in the family. People who stutter when they speak are sometimes considered to be slower, mentally, then people who can speak fluently. Although research has made some progress in diagnosing the causes of stuttering, people still have preconceptions about stutterers. There are new studies being done to find genetic and neural links to explain and perhaps help cure this potentially isolating disorder.
...hese children were unfairly target for this research because they were institutionalized I believe that Johnson studied was to biased because he was so determine to find a cure that will help him in the long run instead of reviewing the facts. In reality, stuttering can caused by different things such as environmental, biological factor, or genetic. In Johnson, case he already had hypothesis in mind and he was too determine to prove his hypothesis instead of reviewing the facts.
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
We have learned in class that individuals that stutter, do not stutter when they are alone, singing, speaking to animals. This confirms that stuttering is based on emotions and speech can be affected more when they are feeling stressed out and emotional. Individuals that stutter often feel frustrated because they don’t understand why they can’t stop stuttering and they feel embarrassed when they do start stuttering. They know what they want to say and how they will say it but when the words try to come out of their mouths, they start producing repetitions, and/or prolongations. They can also have secondary behaviors that physically are more noticeable to the listener. They can also feel pressure from the listeners because the listener might misunderstand what they are trying to say, they ask them to repeat, finish their sentences and they can also feel that the listener is becoming impatient and waiting for them to finish their
Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they may omit, substitute, or even distort sounds, hindering their ability to talk. Students who lack in ways of expression have problems explaining what they are thinking and feeling because they do not understand certain parts of language. As with all types of learning disabilities, the severity can range. Two extreme cases of expression disorders are dysphasia and aphasia, in which there is partial to no communication at all (Greene, 435, 2002). Individuals can also have a receptive disorder, in which they do not fully comprehend and understand information that is being given to them. They can experience problems making sense of things. “Children may hear or see a word but not be able to understand its meaning” (National Institutes of Health, 1993, p1). Whether children have difficulty articulating speech, expressing words, receiving information, or a combination of the three, there is no doubt that the tasks given to them in school cause frustration. These children experience anxiety when...
Although there is a different reason causing the different types of speech impediment, one of the most common types of speech impediments is stuttering. One article in particular by Marilyn Nippold examines whether children who stutter (CWS) are more likely to have weaker language skills than children who do not stutter, whether stuttering actually causes more stuttering, and if stuttering can eventually lead to restrictions on a child’s language development. It is determined that CWS possess the same language development of children who do not stutter. It is also stated that stuttering has a “comprised motor control system” that makes it harder to make speech more fluid like children who lack a stutter, meaning that it is harder for children who stutter to perform the act of speaking. These children have the knowledge of the words, but lack the ability to do so with