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Disfluency In Childhood

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The preschool period (i.e. 2 to 6 years of age) is of great concern in studying disfluency patterns. These periods are both important in regards to disfluency (Ram & Savithri, 2007), and also, the onset of stuttering as has been observed to be most frequent during this period of development (Johnson, 1959 cited in Tumanova, Conture, Lambert, & Walden, 2014). Since the relationship between normally disfluent speech and early stuttering continues to be of theoretical interest (Tumanova, 2016; Yairi, 1981), researchers view the establishment of “normal expectations of disfluency” (Wexler & Mysak, 1982 cited in Ram & Savithri, 2007) for various preschool age groups as theoretically and diagnostically important (Tomanova, et al., 2014). We think …show more content…

As mentioned by Starkweather (1987) and Rose (2017), these disfluencies help children gain the time that they need for the speech - planning process. This, however, cannot be regarded as something unexpected and surprising: their disfluency, in this respect, can be well interpreted as sign of their diligent attempt to produce the most impeccable utterance possible, impressing everyone. These children are, in the real sense of the word, busy dealing, getting involved and struggling with rapid speech development (Kowal, O’Connell, & Sabin, 1975). Nevertheless, the result which was certainly out of expectation was their relative fluency in the explanation category: this was predicted and surmised beforehand to require noticeable thinking and reflection, resulting in a large number of disfluencies such as silent pauses as well as pause fillers. The recordings, in contrast, revealed their dexterity, in this regard, which can well be recommended to be the subject of further inquiry and …show more content…

Disfluencies of various types, comprising silences, breaks, fillers, or repetitions are decidedly and admittedly used for a whole myriad of reasons, including reformulation, replacement, and planning. Irrespective of the type and the function of the disfluency, the fact of tremendous value is that children at 4, 5, or 6, are quite skillful and dexterous at utilizing language in the best way possible. The results of this study provide primitive normative values of disfluencies in 4-6 year old Iranian Farsi speaking children. The study thus provides a base for determining normative disfluency patterns in a language other than English (Ram & Savithri, 2007) and thus shed light on the importance of normative data specific to each language (Leclercq, Suaire, & Moyse, 2017). References Belz, M., Sauer, S., Lüdeling, A. & Mooshammer, C. (2017). Fluently disfluent? Pauses and Repairs of Advanced Learners and Native Speakers of German. International Journal of Learner Corpus Research, 3(2). Special Issue: Segmental, Prosodic and Fluency Features in Phonetic Learner

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A review of the National Stuttering Association has been conducted using the official website for the association. The National Stuttering Association (NSA) was founded in 1977 by Bob Goldman and Michael Sugarman ("About the NSA", 2014, para. 10). The NSA is the accumulation of 125 local chapters nationwide. It used to be called the National Stuttering Project and the main focus was community outreach. Efforts for stuttering awareness were made through technology: public service announcements, local newspaper advertisements, and local radio and television appearances.

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Introduction The Stutterer’s Story was written by Dr. Frederick Murray. He tells about his life growing up as a stutterer and his experiences with other people. Dr. Murray describes his most difficult times and how living with this disfluency has affected him. The purpose of this essay is to summarize Dr. Murray’s life as well as voice my own reflection on how others might view stutterers. Only The Beginning

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Other thing is that, Hayley S. Arnold, Ph.D. Purdue University mentioned in her article (2009) on "The Stuttering Foundation" website that while she was doing doctoral work at Vanderbilt University, she measured emotions using a special device on the behaviors produced by nine children who stutter and other nine children who don’t stutter. She analyzed behaviors; the children who stutter were less skilled at emotion arrangement. She found that the children who stutter using fewer emotion arrangement strategies stuttered

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Being able to work with both children and adults has allowed me to broaden my view of what the field of speech language pathology will consist of. During my freshman year, in the spring semester of 2014, I was able to volunteer in Marquette’s clinic and take data for an SLP graduate student who was working with an adult with an intellectual disability. This experience allowed me to broaden my basic knowledge of the field of speech-language pathology. Also this past fall semester of 2016, I was able to work with an SLP graduate student in Marquette’s clinic, where we provided therapy to a preschool-aged client. We worked together in creating activities to target his speech language disorder, using both hybrid and clinician-directed approaches throughout the semester.

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Albeit all different, most have one thing in common, echolalia. As a student of the masters program I hope to research ways I can better understand the reason behind it and what intervention methods are best. My goal in research is to support my clients in achieving a more spontaneous and intentional way of communication. Throughout my practice, I have struggled with where to praise a direct imitation when a child gains their first few words to a growing concern when it takes the form of a more gestalt language process. In addition to echolalia research, I hope to contribute to the neurodiverse population with more research on ways for therapists to provide affirming and strengths based therapy.

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Moreover, children’s phonological awareness skills can be strengthened and used as a tool to mediate the differences between their language system and SAE. For example, Connor and Craig (2006) evaluated the language

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Wendell Johnson, an assistant professor at University of Iowa, wanted to study if stuttering was environmental and behavioral in nature and not strictly biological (Reynolds, 2003). This study is called the “Monster Study” because “it reminded people of the Nazi experiments on human subjects” (Reynolds, 2003). He set up a study, using a group of children at a local orphanage, which would test children who had a

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Their first words are late and may be missing sounds. They may only utilize a few consonant and vowel sounds. And they have a problem combining sounds and may have disrupted or lengthened transitions between sounds. Although all children have difficulty with speech phonotactic errors, consonant harmony, and final consonant deletion in the first 12-18 months of life, children with CAS have these issue persist past the age of 3 (American Speech-Language-Hearing Association, 2007). They also may simplify words by replacing difficult sounds by easier ones or deleting more difficult sounds all

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A few years ago writing this essay would have been impossible because of my shame and deep fear I felt about being a stutterer. I am fortunate to have a truly loving family and I have been given every chance to flourish. So why was the simple act of speaking accompanied by the fear of stuttering – speaking in class, talking to a stranger, ordering food, or even uttering my own name? Why did it feel like some consonants were the Dracula of language and the silence between them endless?

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4a, 1998). These collected utterances are then used to analyze the components of language. This form of observational assessment can be beneficial in providing an assessor with information regarding a person’s phonological processes, level of vocabulary, and for individuals up to age five years, mean length of utterance (van Kuelen, et.al. 4a, 1998).

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Garrit and Oetting are both prominent Speech Language Pathologists and have been recognized by the American Speech-Language Hearing Association. The authors work in the field of Communication Sciences and Disorders at Louisiana State University in Baton Rouge. The article was trustworthy because of its substantial

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The above information necessitates the need for speech pathology

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The psychology Wendell Johnson executed a research with 22 orphan children, with the aim of finding out the reasons of why children stuttering. Half of the children were stutter and the other half were considered with perfect speaking. He mixed the children and then he split them in two groups. He used to encourage one of the group (whether were stutterers or not) by saying that everything is going to be fine and that they will overcome the stuttering.

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He is able to complete the tasks and able to form complete sentences and form sentences that contain 4-5 words. From my observation, I realized that he has very strong ability on forming sentences as he is able to form sentences up to 35 words, much more than an usual 5 years old child. The capability to form sentences relates to Morpho-syntatic development. Children begin to put two, then three and more words together into short sentences at approximately 24 months of age. Children’s first sentences are combinations of content words and often missing grammatical function words and word endings.

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By four years children are communicating in four to five-word sentences and can be understood by anyone.” (Communication Difficulties -

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