Their most frequently reported reactions were worry/anxiety/concern, uncertainty about what to do, frustration, upset (parent term), self-blame (fear that they had caused the stuttering), taking time to listen, waiting for the child to finish talking, modifying their own speech, and asking the child to modify speech.
Full Answer
Does stuttering persist in preschool children who stutter?
For children who stutter greater amount of self-speech during the tasks was associated with lower percentage of stuttered disfluencies during the subsequent narratives. Preschool-age children who stutter and exhibit increased levels of emotional reactivity are more likely to persist than recover from stuttering.
Do children who stutter exhibit more negative or positive emotion?
CORRECT ANSWER: d. Children who stutter exhibited more negative emotion than children who do not stutter only in the experimental condition. Children who stutter exhibited less positive emotion than children who do not stutter in the experimental condition.
What is the age of onset of stuttering?
Age of onset. Children that start having difficulties at age 4 are more likely to have a persistent stutter than those who begin stuttering at a younger age. Co-existing speech and/or language disorders increase the likelihood a child may stutter.
What is indirect treatment for stuttering?
Indirect treatment is when the speech-language pathologist helps the child's parents on how to modify their own communication styles. Indirect approaches are effective at reducing or even eliminating stuttering in many young children.
Can emotional problems cause stuttering?
A stroke, traumatic brain injury, or other brain disorders can cause speech that is slow or has pauses or repeated sounds (neurogenic stuttering). Speech fluency can also be disrupted in the context of emotional distress. Speakers who do not stutter may experience dysfluency when they are nervous or feeling pressured.
Can emotional stress cause stuttering?
You may stutter when stressed as stress has a negative response on your body which may cause anxiety and tension. The tension caused by anxiety can appear in the chest, shoulders, neck, jaw, tongue and/or lips. As stress can cause tension in the body it can also aggravate the stutter that is already there.
How do preschoolers treat stuttering?
Here are tips to help your child manage stuttering:Try to provide a relaxed environment.Set time aside to talk with your child.Encourage your child to talk to you about fun and easy topics.Try not to react in a negative way. ... Don't interrupt your child while he or she is speaking.Speak slowly to your child.More items...
How should you interact with a child who stutters?
What you can do to help when a child stuttersTalk slower. ... Use more wait time. ... Look and listen. ... Repeat or paraphrase. ... Encourage taking turns when talking. ... Acknowledge your child's trouble with stuttering. ... Create and follow daily routines. ... Keep the environment calm.More items...
Can stress cause stuttering in toddlers?
Although stress does not cause stuttering, stress can aggravate it. Parents often seek an explanation for the onset of stuttering since the child has been, in all documented cases, speaking fluently before the stuttering began.
What kind of stress response is stuttering?
In addition, stutterers produced more dysfluencies under speed plus cognitive stress versus speed stress or a self-paced reading task. These findings demonstrate that the presence of cognitive stress resulted in greater temporal disruptions and more dysfluencies for stutterers than for nonstutterers.
Which method is most effective to help a child stop stuttering?
Most children with prolonged stuttering can benefit from speech therapy. In some cases, the problem is completely eliminated; in other cases, it gets much better. Whatever the final outcome, speech therapy should boost your child's confidence as they learn to manage stuttering and improve speaking skills.
What is indirect treatment for stuttering?
Indirect approaches to treating stuttering involve modifying the child's environment rather than working directly with the child (R. J. Ingham & Cordes, 1998; Richels & Con- ture, 2007). Indirect therapy approaches are often imple- mented when the child is not aware of, or is frustrated by, his or her stuttering.
Does speech therapy help with stuttering in toddlers?
As a result of speech therapy, some children are able to eliminate stuttering completely. Others learn strategies that help them stutter less, while yet other children learn to talk in a way that is easier and less tense even though some stuttering is still noticeable.
How can I help my 4 year old with stuttering?
Here are tips to help your child manage stuttering:Try to provide a relaxed environment.Set time aside to talk with your child.Encourage your child to talk to you about fun and easy topics.Try not to react in a negative way. ... Don't interrupt your child while he or she is speaking.Speak slowly to your child.More items...
How do you help someone who stutters?
StutteringListen to the person the same way you would to someone who doesn't stutter.Be patient. ... Listen to what the person is saying, not how they are saying it.Don't ask the person to slow down or start over (but it might help if you speak calmly and a little slower than normal).Try to help the person stay relaxed.More items...
How can I help my 3 year old with stuttering?
Practice patience. Give children time to finish what they are saying. Don't rush or interrupt them. Don't tell them to "slow down" or "think about what you want to say." Phrases such as those are generally not helpful to children who stutter.
What are the factors that can help predict if a child is stuttering?
Risk Factors for Stuttering: There are other risk factors that can help predict whether fluency problems will continue for longer than a few months. Family history is the biggest predictor of whether a child is likely to stutter. Gender.
What to say when a child stutters?
If your child is truly stuttering, he or she may hold out the first sound in a word, saying "Ssssssssometimes we stay home, " or repeat the sound, as in "Look at the b-b-b-baby!" In addition, children who stutter often develop other mannerisms such as eye blinking, tense mouth, looking to the side, and avoiding eye contact.
How many times more likely are boys to stutter than girls?
Young boys are twice as likely as young girls to stutter, and elementary school-age boys are 3 to 4 times more likely to stutter than girls. Age of onset. Children that start having difficulties at age 4 are more likely to have a persistent stutter than those who begin stuttering at a younger age.
Why do kids go back and forth?
It is also very typical for a child to go back and forth between periods of fluency and disfluency. Sometimes, this can occur for no apparent reason, but often this happens when a child is excited, tired, or feels rushed to speak.
When does stuttering go away?
After age 7, it becomes unlikely that stuttering will go away completely. Still, after age 7, treatment can be very effective at helping a child effectively manage stuttering—helping develop skills necessary to handle difficult situations (e.g., teasing and bullying) and participate fully in school and activities.
What are the signs of autism?
Additional Information & Resources: 1 Learn the Signs. Act Early (CDC.gov) - Aims to improve early identification of children with autism and other developmental disabilities so children and families can get the services and support they need. 2 Stuttering (ASHA) 3 Childhood Fluency Disorders (ASHA) 4 National Stuttering Association 5 Stuttering Foundation
Purpose
The purpose of this article is to present a detailed description of a family-focused treatment for preschool children who stutter that addresses communication behaviors and attitudinal reactions that children and their parents may exhibit in reaction to stuttering, as well as a preliminary evaluation of the outcomes of that treatment.
Method
The study involved assessment of the children’s speech fluency and a client satisfaction questionnaire that sought parents' opinions about which aspects of the treatment were beneficial. Participants were 17 children who stutter, ages 31 to 62 months, and their families.
Results
Responses to the questionnaire indicated that treatment helped families learn about stuttering and about strategies that facilitate children’s fluency. Evaluation of the children’s fluency revealed that all participants achieved improved fluency at the conclusion of treatment and at long-term follow-up.
Implications
Findings suggest that this treatment approach may be useful for helping children achieve improved speech fluency, effective communication skills, and healthy communication attitudes.
How are emotional and speech-language variables measured?
Four emotional and speech-language variables were measured in the one second prior to and through the completion of utterances: (1) positive and negative emotional reactivity, (2) emotion regulation, (3) whether the utterance was fluent or stuttered, and (4) length of the utterance in morphemes. A speech-language pathologist identified each utterance as fluent or stuttered (described in section 2.6.2) from the narrative task. Eligible utterances had to be preceded by at least one second during which the child was not talking.
What are the three emotions that participants were exposed to in the overheard conversation?
Participants were exposed to three emotion-inducing overheard conversations—neutral, angry and happy —and produced a narrative following each overheard conversation. From audio-video recordings of these narratives, coded behavioral analysis of participants’ negative and positive affect and emotion regulation associated with stuttered and fluent utterances was conducted.
What is emotion regulation?
Emotion regulation was event coded by a speech-language pathology doctoral student as the presence or absence of fidgeting and other repetitive behaviors. The behaviors coded in the present study are consistent with Kopp’s (1989) assertion that emotion regulation requires an action system or behavioral change and are examples of the regulatory behaviors she provides. Further, the fidgeting behaviors coded in the present study are well-accepted indices of emotion regulation and have been employed in numerous empirical studies of preschool-age children (e.g., Calkins, 1997; Cole et al., 1992; Dollar & Stifter, 2012; Stifter & Braungart, 1995; Graziano et al., 2011; Kidwell & Barnett, 2007; Walden et al., 2012 ), as well as studies of toddlers (e.g., Graziano, Keane, Calkins, 2010; Grolnick et al., 1996) and school-age children ( Zalewski, Lengua, Wilson, Trancik, & Bazinet, 2011 ). In the current study, examples of emotion regulation included (a) playing with the car seat, (b) rubbing car seat, (c) playing with shoe, and (d) scratching/rubbing self. Fidgeting and other repetitive self-directed movements were the present study’s sole measure of emotion regulation.
How do CWS and CWNS differ?
On one hand, this finding may be taken to suggest that CWS are more apt to regulate emotion associated with positive conditions. Alternatively, CWS may not have experienced increases in arousal following the angry emotion condition, thereby decreasing the need for regulatory behaviors. Either way, this result highlights that CWS and CWNS differ in terms of emotion regulation associated with fluent utterances following exposure to different emotions. It is unclear why this should be the case. For example, why do preschool-age CWS, when compared to their CWNS peers, attempt to down regulate emotion following positive to a greater degree than negative emotion? An answer must await future empirical study.