Developmental or Acquired Condition. The problem is a developmental condition. Geoff began stuttering around the age of 3 years old, which would come and go, with periods of fluency that lasted 2 months. Because of these fluency periods, Geoff’s parents believed it would go away with time and therefore wasn’t seen by an SLP until he was 13. It was then that he was diagnosed with severe stuttering. Geoff’s stuttering is classified as developmental because the onset occurred between ages 2-5, and wasn’t associated with a neurological disease or trauma. The Onset of Symptoms. Geoff’s first symptoms were noticed by his parents around the age of 3 years old, when his stuttering would come and go followed by fluent periods that lasted around 2
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Children with Developmental Stuttering often produce speech involving audible/silent repetitions and prolongations, tense pauses/hesitations, and word and between word disfluencies. These include whole-word repetitions (like he-he-he hit me), sound repetitions (b-b-b-bucket), syllable repetitions (ba-ba-ba-basketball), and blocks (where the mouth is open and ready to say the sound but nothing comes out). A “hallmark characteristic” of Developmental Stuttering are part-word repetitions, which include sound or syllable repetitions. Also, children diagnosed with Developmental Stuttering can produce a set of behaviors that accompany the instances of speech disfluencies that are called Secondary Behaviors (concomitants). These behaviors include eye blinks, head and or limb movements, hand gestures, and extraneous sounds like clicks, sniffs, or teeth grinding. When evaluated by an SLP, Geoff exhibited many long sound prolongations and had certain words he would always stutter …show more content…
In many cases of Developmental Stuttering, comprehension is not impaired. Developmental Stuttering is considered a Fluency Disorder, and fluency itself is the rate at which the sounds, syllables, words, and sentences in speech, are made when put together. It is what allows other people to understand what we are saying. Since mainly fluency is disrupted in this disorder, comprehension is not disrupted. For Geoff, he most likely had difficulties communicating with his peers because they could not comprehend what he was saying. Although for Geoff specifically, he had no issues comprehending speech he received. Reading. Individuals with this disorder generally have difficulties only with reading out loud. When reading out loud, the pressure to perform based on the premises of also having a stuttering disorder intensifies. This might be why Geoff does not like to speak out loud in class and to which could lead to his grades falling. Usually as a person goes farther in school from grade to grade, public speaking becomes a basic skill that is emphasized in the classroom. As for silent reading, people with a stutter generally do not have many difficulties in comprehension and the ability to
Children with Developmental Stuttering often produce speech involving audible/silent repetitions and prolongations, tense pauses/hesitations, and word and between word disfluencies. These include whole-word repetitions (like he-he-he hit me), sound repetitions (b-b-b-bucket), syllable repetitions (ba-ba-ba-basketball), and blocks (where the mouth is open and ready to say the sound but nothing comes out). A “hallmark characteristic” of Developmental Stuttering are part-word repetitions, which include sound or syllable repetitions. Also, children diagnosed with Developmental Stuttering can produce a set of behaviors that accompany the instances of speech disfluencies that are called Secondary Behaviors (concomitants). These behaviors include eye blinks, head and or limb movements, hand gestures, and extraneous sounds like clicks, sniffs, or teeth grinding. When evaluated by an SLP, Geoff exhibited many long sound prolongations and had certain words he would always stutter …show more content…
In many cases of Developmental Stuttering, comprehension is not impaired. Developmental Stuttering is considered a Fluency Disorder, and fluency itself is the rate at which the sounds, syllables, words, and sentences in speech, are made when put together. It is what allows other people to understand what we are saying. Since mainly fluency is disrupted in this disorder, comprehension is not disrupted. For Geoff, he most likely had difficulties communicating with his peers because they could not comprehend what he was saying. Although for Geoff specifically, he had no issues comprehending speech he received. Reading. Individuals with this disorder generally have difficulties only with reading out loud. When reading out loud, the pressure to perform based on the premises of also having a stuttering disorder intensifies. This might be why Geoff does not like to speak out loud in class and to which could lead to his grades falling. Usually as a person goes farther in school from grade to grade, public speaking becomes a basic skill that is emphasized in the classroom. As for silent reading, people with a stutter generally do not have many difficulties in comprehension and the ability to