nvolving Parents in the Treatment of Stuttering
“Stuttering is a interruption in the fluency of verbal expression”(Büchel et al. 2004). This action can be characterized as involuntary repetitions or prolongations of sounds or syllables (Büchel et al., 2004). Although we know those actions to be true, there are many other secondary actions that may occur including negative emotions such as anxiety, embarrassment, or frustration. According to Büchel et al., stuttering usually develops between the ages of two and five years old. For children under the age 6 who stutter, there are many therapy programs that have been developed such as the Parent-Child Interaction Therapy, an indirect approach (Millard et al., 2008). The goal of these programs are to “establish fluency at the single-word level and gradually increase utterance length while maintaining fluency” (Millard et al., 2008).
According to Millard et at., indirect approaches are based on the theory that stuttering is a disorder with physiological, linguistic, psychological, and environmental factors influencing the onset, impact, and prognosis of stuttering. There are also additional variables that may become significant in relation to the moment a child starts stuttering such as parent interaction behaviors, the child’s articulatory skills and the child’s temperament. Because environmental factors can be changed, parent interaction styles can have a major impact of the long-term development of stuttering (Millard et al.).
Evidence shows that a change in a parent’s interaction style can also affect the child’s fluency (Millard et al.) Millard et al. states that parents of children who stutter are no different from parents of children who do not stutter in terms of their ra...
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...ting independence and autonomy, and encouraging confidence and self-esteem, all of which could be considered essential for developing social communication skills.” For the parents, praise can be a type of feedback and reinforcement for their own parenting skills and can also reflect the child’s skills and achievements (Millard et al.). Lastly, parents are encouraged to observe themselves through a short video recording that is made while they interact with the child after selecting certain targets for themselves. Some of these targets may include slowing down the rate of their speech to match that of their child’s, increasing response time latency, or lowering linguistic complexity to a level that is appropriate for their child (Millard et al.). Parents are then encouraged to identify their changes and explain why they think it benefits their child (Millard et al.).
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
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
Compared to a model of normal communication, a child with Developmental Stuttering has a few noticeable communication impairments. The young man named Geoff who was presented in the case study has some difficulties concerning with his language. At thirteen years old, he had some noticeable issues within his model of communication that were abnormal for a teenage boy. In regards to articulation, the rapid and coordinated movement of the tongue, teeth, lips, and palate to produce speech sounds, Geoff reported that there “were certain words that he could not say without stuttering severely”. One of these words included “French”. He would use different words in order to avoid saying the words he would always stutter on, or just not use the particular word at all. This became a disadvantage for
Stuttering affects the fluency of speech. Stuttering is characterized by disruptions in speech sound productions, also known as a disfluency. Mostly, stuttering has a significant effect on some daily activities. Though some people have disfluency deficits only in certain situations. Some people limit their participations in different everyday activities because they are often embarrassed or sad about their situation and are concerned about how other's will react to stuttering. In stuttered speech repetitions of words or also of parts of words are included. Prolongations of speech sounds may also occur. It is a characteristic of some people who
The mind of an infant and toddler is a sponge to language. Whether or not the child is able to speak, their brain is rehearsing and affirming the linguistic structures they hear, and the period of baby talk—called “babbling”—is a crucial time of experimentation with sound. During this time, the child will babble while in social situations in order to see which phonological structures receive positive responses from their parents—i.e. which combinations of sounds elicit responses. If a child cannot hear the sounds that their language offers, the child does not have the opportunity to babble. A child with significant hearing loss will still make sounds in infancy, but will quickly cease due to the lack of response and the fact that they cannot hear the sounds they are making and so cannot affirm them for themselves.
Claudette and Janet stuttering through the pre-planned define stutter as repetition of a word or part of a word, drawing out of word speech sound; or blocking a pause pursue after an articulation starting with the ability of audible tension. Bloodstein (1981), asserts stuttering roughly occurs in 1% of the adult populace (Cooper, et al., 2013), and 5 percent of children in the U.S. age 3-17 have a speech issue that went on for a week or longer amid a prior 12 months period (Woods, 1995). The speech rate as the aggregate number of syllables articulated every moment of talking time. Such as time taken through the discussion partner was excluded. The natural speech pattern ratings measured the social validity of the outcome of intervention (Wagaman, Miltenberger, and Arndorfer,
Speech is dramatically affected from abuse and neglect. Over one third of physically abused children have language delays. (Oates 119) All aspects of language are affected. Written and oral language is affected. The area that children tend to exhibit the most difficulties with is pragmatics. They tend to be l...
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).
Analyzing psychology as a science, mapped out the theoretically plausible developmental changes in parent-child communication. Developmental psychology is the study of how and why an individual change over time. As a parent and child develop individually, many skills and behaviors increase and decrease. In this case, their communication seems to have a downfall as
It discusses how children are born with that needs to connect with individuals around them. Teachers and providers create positive relationship with children from birth through the early years. The foundation for that healthy social and emotional development because it affects her children see the world, express themselves, manages their emotions, in establishing a positive relationship with others. There were several areas of development that included social interactions that focus on the relationship that we share and include relationship with adults and peers. Emotional awareness recognized and understands your feelings and actions of other people, and self-regulation where you have that ability to express your thoughts, feelings, and behavior in a socially appropriate way. There were many tips that were listed when working with infants from talking and reading, having that warm, responsive, and consistent care, maintaining predictable routines, and getting to know each child while following their lead. The importance of supporting children and developing social skills is critical for learning, happiness, and long-term. This development begins during infancy and can be supported through simple social games, emotional role model, and imitating an infant's facial expression and sounds. The importance of social-emotional development and toddlers makes an impact in a child life when these skills are developed starting in infancy. Encouraging positive behaviors and using positive discipline practices that helped to develop the ability to make good choices as well as recognizing the confidence that is built when these behaviors are repeated. This is a process for young children to learn these behaviors always remembering that a patient response will help especially when the behaviors are
Following the second year of a six-year longitudinal study, 23 of 93 preschool children met the criteria to participate in this study. Quantitative data was collected via dysfluency questionnaire given at the beginning of the study and six years later. The questionnaire recorded whether the parent considered their child a stutterer or not. Initially, all of the parents state in the questionnaire that they did not consider their child to stutter. For the upcoming years, the parents acted as the observer of their child’s speech to determine whether they thought their child stuttered. Two years after the initial questionnaire, 23 of those children developed a stutter that persisted. Six years later the parents completed the follow-up questionnaire. It was discovered that 7 out 23 of the children continued to stutter. The language development was collected by a speech pathologist through two standardized tests. Free play was also videotaped for 30 minutes in an observation room. The mother and child were instructed to interact and play as they would at home. Ten minutes of both the initial and follow-up test session conversations were transcribed and separated into utterances. The children’s language skills and articulatory skills were analyzed in comparison to their mother’s communicative style and speaking behavior. The quantitative data were analyzed via descriptive statistics and post-hoc
Many parents concerned about negative effects on child development. However, second language does not have any negative effects such as child’s speech delay or language confusion. Let’s look at r...
Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering the negative effects of speech and language delay.
Hamaguchi, Patricia. Childhood Speech, Language, and Listening Problems: What Every Parents Should Know. New York: John Wiley and Sons, 1995.
When a child is born they are in awe of everything they see, experience, and hear. If your child has grown into a home that is from poverty chances are that the child will be increasingly different then one raised from a wealthy family. For example, if you take pride in teaching your child or if you just let you child learn on their own or at school. Studies show that speaking to your child from birth increases their vocabulary and ability to say things, thus, growing smarter. A study from Gwen Dewar, Ph.D. of The Baby Center (2013) was done of everyday talk between 42 parents and their babies Dewar’s results: