Developmental dysfluency

Abstract: Background and epidemiology: Speech is a remarkable and complicated achievement involving a variety of linguistic, cognitive and sensorimotor processes. Little wonder that about 85% of children between the ages of 2 and 6 encounter a few bumps and breaks along the path to fluent speech.[1][1]

Abstract: Objective: We report on 12 children with end-word dysfluencies (EWDs). Our aim was to document this little-reported type of dysfluency and to develop a possible explanation for them and how they relate to developmental stuttering. Method: Audio recordings were made for 9 of the 12 children in the study. The EWDs were identified by consensus of two specialist speech pathologists and confirmed on acoustic displays. A segment of participant 1's speech was transcribed, including phonetic transcription of EWDs. Results: The EWDs typically consisted of repetitions of the nucleus and/or the coda. However, there were also some EWDs that consisted of fixed postures on the nucleus (when in final position) or coda. We also report on the infrequent occurrence of broken words. Ten of the 12 children also stuttered, with 9 of them coming from four families, each with a history of stuttering. Conclusion: This study indicates that EWDs may be more prevalent than previously thought, but they may go largely unnoticed due to their perceptually fleeting nature. The hypothesis was developed that EWDs be regarded as another type of developmental dysfluency, along with stuttering and cluttering. Ideas for further research are suggested. © 2014 S. Karger AG, Basel

Abstract: Part 1 Speech v language: working definitions the vocal tract the brain specific characteristics critical periods of learning. Part 2 Factors which disrupt normal development of speech: genetic conditions - Down's syndrome, other genetic aberrations structural deviations - cleft palate, other structural anomalies. Part 3 Neurological impairments: developmental dysarthrias - types dysphagia feeding techniques motor schemas maturation cerebral palsy. Part 4 Developmental dyspraxias - types: developmental articulatory dyspraxia immature articulatory dyspraxia. Part 5 Developmental dysfluency: stuttering v dyspraxia cluttering. Part 6 Developmental voice disorders: due to vocal fold lesions due to neurological impairment selective mutism. Part 7 Adult speech: continuing developmental disorders acquired disorders due to disease or trauma disorders due to ageing. Part 8 Management of adult speech disorders: normal maintenance continuing developmental disorders acquired disorders due to disease or trauma. Part 9 Disorders of resonance: aphonia - current management techniques disorders associated with ageing. Appendices: basic exercises space, time and sequencing oral mechanism and examination feeding/eating techniques prosody.

Abstract: The concept of stuttering refers to a lack of fluency or a hesitancy of a speech pattern. The incidence is reported to be 1% worldwide with a greater incidence of males to females (3:1). Theories of causation are briefly identified including a genetic predisposition and neurological factors. In the process of acquiring speech skills, preschool children normally pass through a transitional stage of speech dysfluency. This fact may impede recognition of early stuttering behavior, can be emotionally painful for the child and may interfere with psychological development. The health care provider is in a key position to provide early diagnosis and intervention to the child who presents with early stuttering. In order to do so, the health care provider must possess the knowledge and skill to differentiate normal developmental dysfluency from early stuttering. Factors that differentiate these speech patterns are identified along with guidelines for referral. Current treatment modalities employed by speech pathologists are described. Practical interventions to offer parents in order to promote the child's speech fluency and decrease speaker anxiety are summarized.