Types of stuttering (slides)week 6 quiz 2

TYPES OF STUTTERING

Samiksha Gaur, CCC-SLP

DEVELOPMENTAL STUTTERING

  • Definition: Gradual onset of stuttering occurring in childhood.

  • Causes:

    • Genetics

    • Developmental factors

  • Characteristics:

    • Presentation of repetitions, prolongations, and blocks on initial sounds or syllables.

  • Management Approaches:

    • Adaptation techniques

    • Use of masking noise

    • Delayed auditory feedback

  • Treatment Response: Individuals with developmental stuttering generally respond well to traditional stuttering therapy.

PSYCHOGENIC STUTTERING

  • Definition: Stuttering that has an adult onset, not linked to childhood stuttering.

  • Characteristics:

    • May not be aware of the origin of the problem.

    • Unusual stuttering patterns, can stutter on almost every word.

  • Associated Factors:

    • Often linked with psychological conditions such as:

    • Depression

    • Post-traumatic stress

    • Anxiety

    • Personal issues such as divorce, illness, death of a loved one, or loss of job.

  • Treatment Response:

    • Individuals may not respond well to traditional stuttering therapy but often see rapid improvement with counseling or other psychological therapies.

NEUROGENIC STUTTERING (NS)

  • Definition: Also known as acquired stuttering.

  • Onset Age: Typically found in older individuals without a previous history of stuttering during childhood. The average age of onset is 67 years.

  • Characteristics:

    • Stuttering patterns resemble those seen in early childhood onset but occur due to diagnosed neurological disorders.

  • Neurological Association:

    • There is no single brain region exclusively linked to neurogenic stuttering; lesion sites vary widely, affecting:

    • Left and right hemispheres

    • Cerebellum

    • Subcortical white matter

    • Basal ganglia

    • Thalamus

    • Brainstem

  • Presentation of Symptoms: Repetitions, prolongations, and blocks are not limited to initial sounds or syllables.

  • Causes & Triggers:

    • Drug toxicity, particularly from medications prescribed for:

    • Asthma

    • Depression

    • Schizophrenia

    • Anxiety

PHARMACOLOGICAL TREATMENT

  • Standard Practice: Medication is not typically the first approach or standard of care for stuttering intervention.

  • Anxiety Context: Repeated exposure to anxiety-inducing situations, such as public speaking, may provoke:

    • Increased anxiety

    • Social withdrawal or detachment

    • Symptoms of depression

  • Current State of Research: No pharmacological treatment has effectively replaced traditional speech therapy, and all pharmacological interventions are considered experimental.

PHARMACOLOGICAL TREATMENT (Continued)

  • Medications:

    • Tranquilizers and sedatives may have the potential to reduce stuttering severity.

    • Notable Side Effects:

    • Drowsiness

    • Sexual dysfunction

    • Risk of permanent and serious movement disorders

  • Research Findings: As of now, there is no substantial body of research demonstrating that pharmacological interventions can consistently establish or maintain fluent speech on a long-term basis.

GROUP DISCUSSION - ARTICLES

  • Groups:

    • Group 1: Jawad A., Meital A., Vivianne B., Molly C., Jinshan C.

    • Group 2: Mykhaelia C., Adi D., Maeve D., Emma D., Celine G.

    • Group 3: Jack G., Jessica G., Livia I., Emily K., Zinovia K.

    • Group 4: Joelie L., Jasmine L., Jordana L., Caitlyn M., Angelina M.

    • Group 5: Ruby M., Brooke M., Victoria M., Tina M., Else N.

    • Group 6: Monserrat O., Nadine P., Christina P., Alana P., Jadyn P.

    • Group 7: Maya Q., Emma R., Allison S., Alexandra S., Gabriella T.

    • Group 8: Christie T., Grace V., Kaylee W., Gabrielle Z., Sema Z.

STUTTERING AND ITS INVISIBILITY

  • Discussion Points:

    • Participants reflect on what surprised them and what challenged their assumptions regarding stuttering.

    • Exploration of how the ‘invisible aspects’ of stuttering can affect a child’s participation in various environments.

    • Strategies for teachers and clinicians to create safer communication environments for those who stutter.

    • Understanding the concept of disclosure and its potential benefits for People Who Stutter (PWS).

    • Identifying and discussing microaggressions that PWS may encounter in daily life.

STUTTERING AND EBP (Evidence-Based Practice)

  • Key Discussion Questions:

    • Definition and implications of “communication success” post-reading.

    • Potential for individuals to stutter yet remain effective communicators, supported by examples from the article.

    • Importance of assessing avoidance behavior and the consequences of focusing solely on “reducing stuttering” without addressing avoidance strategies.

    • Explanation of pseudo-stuttering and its potential benefits for PWS.

    • Barriers teenagers may face in stuttering therapy and solutions clinicians could implement to address these challenges.

    • Role of Speech-Language Pathologists (SLPs) in supporting PWS in dealing with bullying and fostering a sense of empowerment.