An Overview of Stuttering

Stuttering is an example of a dysfluency in speech (Hegde, 2008). Fluency is a speech pattern which flows rhythmically and smoothly whereas dysfluencies are known as disruptions or breaks in the smooth and regular flow of speech (Shipley & McAfee, 1998). While dysfluencies can be experienced even by individuals who are normally fluent, there are several communicative disorders that affect speech fluency. Stuttering is regarded as one of the most extensively studied yet poorly understood communicative disorders and Guitar (2006), as well as Shipley and McAfee (1998), comment that authorities do not agree on a universal definition of stuttering or on an explanation of its etiology.

Various theories have been proposed to explain stuttering. Shipley and McAfee (1998) differentiate between the organic and environmental theories that have been offered, noting that there are approximately 11 different etiological theories addressing this fluency dysfunction. Hegde (2008) discusses genetic factors, including a family incidence of stuttering, neurophysiologic factors suggested by subtle abnormalities in the electrical activity of the brain and/or atypical cerebral language processing in some individuals, and environmental contingencies. Hegde (2008) also claims that there is a lack of a single convincing etiological factor and studies do clearly indicate the intersecting influence of genetic, neurophysiologic, and environmental factors on both the prevalence of

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able to use a variety of instruments as well as observations to capture a broad assortment of data. For example, Shipley and McAfee (1998) note that long before any specific instrumentation is brought into play, obtaining information from parents via interviews, teachers through use of a teacher observation form, and general clinical observations are useful data sources. The objectives for the assessment of stuttering identified by Shipley and McAfee (1998, p. 227) are "1. Obtain sufficient background and history about the disorder and its development; 2. Obtain complete descriptions of the overt (observable) behaviors present and the client's reactions to them; 3. Identify secondary problems that are related to the fluency disorder...; 4. Determine whether treatment is warranted." A complete medical case history is certainly needed in order to identify whether or not there are any related physiological or developmental anomalies which require treatment as well. Emerick and Haynes (1992) call for sampling the child's general level of functioning in regard to auditory, motor, and language abilities. Looking at the client from a systems perspective and a holistic orientation is therefore quite important if one is to g

Category: Medical - A