Stuttering and its invisibility (reading)week 6 quiz 2

STUTTERING AND ITS INVISIBILITY

Authors and Affiliations

  • Hope Gerlach
    Stuttering and Psychosocial Outcomes Research Lab, Department of Speech, Language, and Hearing Sciences, Western Michigan University, Kalamazoo, MI, United States

  • Anu Subramanian
    Department of Speech, Language, and Hearing Sciences, University of Iowa, Iowa City, IA, United States

  • Elizabeth Wislar
    Special Education Department, Barrow Elementary School, Athens, GA, United States

Introduction to Stuttering

  • Many individuals associate “stuttering” primarily with sound repetitions.

  • There are different types of stuttering, each person experiences a unique way of speaking.

  • Metaphor of the Iceberg: Stuttering has a visible part (what we can see/hear) and a large, invisible part (thoughts, feelings).

    • People who stutter often decide if and how to disclose their stuttering to others.

  • The article explores the impact of stuttering on individuals and offers ways to support people who stutter.

Definition and Components of Stuttering

  • Stuttering: A communication disorder affecting an individual’s ability to fluently connect sounds and words.

  • Fluency: The capacity to smoothly link words and sounds in speech.

  • Disfluencies: Breaks in fluent speech, common among all speakers (e.g., fillers like "um" or repetitions).

    • Stuttering-like disfluencies: Unique types of disfluencies exhibited by individuals who stutter (e.g., repetitions, prolongations, blocks).

    • Example: Sometimes repeating sounds or getting “stuck” on a sound.

  • These disfluencies are associated with a loss of control, similar to slipping on ice, leading to muscle tension.

Associated Behaviors

  • Associated Behaviors: Actions taken when feeling a loss of control during stuttering (e.g., blinking, looking away, head movements).

  • Stuttering encompasses behaviors, thoughts, and feeling about communication.

    • Some may fear talking due to potential reactions from others; others might be indifferent or proud of their speech.

Causes of Stuttering

  • Stuttering arises from differences in brain wiring with multiple influencing factors.

  • Genetics: 60% of individuals who stutter have a family member who also stutters, indicating a genetic component.

  • Approximately 3 million people in the U.S. stutter, equivalent to the population of Chicago.

  • Boys are three times more likely than girls to stutter, with most onset occurring in preschool age.

Why Stuttering Can Be Considered Invisible

  • Variability: Stuttering often changes over time and context, causing uncertainty for those who stutter and confusion for listeners.

    • Most people who stutter do so only sometimes, which can lead to misperceptions about their speech capabilities.

  • Concealability: Many people who stutter can hide their stuttering.

    • Example: Choosing alternative words (e.g., saying ‘dog’ instead of ‘puppy’) to prevent stuttering.

  • Concealing stuttering can lead to significant consequences in communication and self-expression.

Challenges Faced by Individuals Who Stutter

  • Individuals must often decide how to approach their stuttering with others.

  • Survey Insight: 60% of teenagers who stutter report “rarely” or “never” discussing their stuttering with others.

    • Preference for openness varies; some may choose to inform others while others prefer to conceal.

  • Microaggressions: Many individuals experience negative microaggressions related to their stuttering.

    • Definition: A term referring to seemingly harmless comments or actions that are actually hurtful.

    • Examples include interruptions and unsolicited advice such as “slow down.”

Speech Therapy and Support

  • No complete “cure” exists for stuttering, but therapy can provide ways to ease communication struggles.

  • Speech therapy may focus on reduced tension during stuttering or reframing negative beliefs about communication.

  • Individuals may choose to engage with speech-language pathologists for professional guidance.

Ways to Support Individuals Who Stutter

  • Support friends/classmates who stutter with kindness, respect, and patience.

  • Suggestions for support:

    • Ask how to help: Individuals have unique needs regarding support; do not finish their sentences unless requested.

    • Understand the need for time: People who stutter may require additional time to complete their thoughts.

    • Normalize stuttering: Recognize it as one aspect of their identity, without reducing their whole being to that characteristic.

Acknowledgments and References

  • Thanks to Jack Gunderson and Josette Tugander for manuscript comments, and Anthony Wislar for illustrations.

References

  1. Yairi, E., and Ambrose, N. (1992). A longitudinal study of stuttering in children: a preliminary report. J. Speech Lang. Hear. Res., 35:755–60.

  2. Yaruss, J. S., and Quesal, R. W. (2004). Stuttering and the international classification of functioning, disability, and health (ICF): an update. J. Commun. Disord., 37:35–52.

  3. Smith, A., and Weber, C. (2017). How stuttering develops: the multifactorial dynamic pathways theory. J. Speech Lang. Hear. Res., 60:2483–505.

  4. Bloodstein, O., and Bernstein Ratner, N. (2008). A Handbook on Stuttering. New York, NY: Thomson-Delmar.

  5. Yairi, E., and Ambrose, N. G. (1999). Early childhood stuttering I: persistency and recovery rates. J. Speech Lang. Hear. Res., 42:1097–112.

  6. Petrunik, M., and Shearing, C. D. (1983). Fragile facades: stuttering and the strategic manipulation of awareness. Soc. Probl., 31:125–38.

  7. Blood, G. W., Blood, I. M., Tellis, G. M., and Gabel, R. M. (2003). A preliminary study of self-esteem, stigma, and disclosure in adolescents who stutter. J. Fluency Disord., 28:143–59.