Stuttering
There are three types of stuttering:
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Developmental-the most common, begins during the time of significant speech and language acquisition. The onset can be dramatic or gradual and occur in an episodic manner. Typically between the ages of 2-5, children demonstrate easy whole word and phrase repetitions. The disfluencies are typically related to language learning and fluctuate with the appearance and mastery of more complicated linguistic behaviors.
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Psychogenic-less frequently seen, this form of stuttering can be associated with psychological trauma and abuse. The onset is sudden and dramatic and may appear during the abuse or after the situation has been resolved. This form is typically characterized by moderate or severe blocking behaviors that may make communication difficult.
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Neurogenic stuttering-more commonly seen following a physical trauma such as a stroke or assault. May also result from ingesting chemicals or drugs. The onset may be seen at the time of the physical trauma or shortly following the event during recovery. The speech typically is interrupted or the rhythm may change. Can present as word finding difficulty or sound like a different accent.
There is no agreement on a single cause of stuttering. Most experts agree that stuttering likely results from an interaction of several important factors. Typically four factors are cited as significant. Those factors are:
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Genetics/heredity: there is a strong family influence on the appearance of stuttering. Research studies have supported this strong family link across the generations, among siblings, and especially identical twins.
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Child development: children who experience delays in other areas of communication, motor skills and cognitive skills may be at a greater risk for stuttering onset.
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The family dynamics: children in households where there is a difference between the demand to perform and the capacity to do so with regard to communication, are at risk.
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Neurophysiology: recent brain imaging studies, observing live brain activation on conversation and other linguistic tasks reveal difference in brain performance between persons who stutter and those who are typically fluent.
Another type of speech and language disfluency that occurs is cluttering. Often cluttering presents as stuttering, but with rapidly increasing rate, with decreased intelligibility. Often times the person who clutters is unaware of his/her cluttering behavior.
Developmental stuttering typically is seen in early childhood. Research supports that many children will outgrow the stuttering, or more accurately, they will mature into their speech and language. Factors favorable to this “spontaneous recovery” are:
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no family history of stuttering
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decrease rather than increase in the last six months
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no co-occurring speech or language problems
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female versus male
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children with an “easygoing” temperament who don’t appear to be bothered by the stuttering
