What is the closest fluency disorder, stuttering?

What Is Stuttering?

Stuttering, the most common fluency disorder, is an interruption in the flow of speech characterized by repetitions (sounds, syllables, words, phrases), prolongations, blocks, and abnormal pauses that can affect speech rate and rhythm. The onset of stuttering is usually in childhood. Most children who stutter begin to stutter at around 2.5 years of age (Mansson, 2007; Yairi & Ambrose, 2005; Yaruss, LaSalle, & Conture, 1998). Problems encountered in the flow/fluency of speech (pauses, extensions, repetitions) are called fluency problems.

What Are the Symptoms of Stuttering?

Symptoms of stuttering include the following primary behaviors;

– Monosyllable complete word repetitions (for example, “Why-why-why did he go there?”),

-Partial-word or sound/syllable repetitions,

-Sound extensions,

-Audible or silent blocks,

-Words produced by excessive physical strain or exertion.

In addition, these individuals may exhibit secondary behaviors such as physical tension, blinking, and nodding in order to avoid or avoid these behaviors (Guitar, 2014).

What is the Frequency of Stuttering?

The incidence of stuttering in childhood is 5%. Most children who stutter begin to stutter at around 2.5 years of age (Mansson, 2007; Yairi & Ambrose, 2005; Yaruss, LaSalle, & Conture, 1998). The frequency of stuttering in adulthood is 1%. The ratio of stuttering by gender appears to be 3:1, generally in favor of girls (Guitar, 2006).

What are the Causes of Stuttering?

There are many theories and approaches to stuttering. Although there are many studies on the subject, the causes of stuttering are not known yet. It is widely accepted that stuttering includes factors such as genetic predisposition, environmental, neurological, physiological and learned behaviors and has a multicomponent etiology (Ambrose, 2004; Onslow, 2004).

Today, the view that stuttering is purely psychological as a result of trauma or fear is not accepted. These approaches have been rejected, concluding that individuals who stutter do not display a different psychological appearance than the average. In addition, studies show that parents do not have a direct effect on the emergence of stuttering and that children do not stutter by imitating an individual who stutters in their environment.

What are the Effects of Stuttering on Social Life?

Stuttering can reduce the quality of life by limiting the communication competence of the individual. It can cause academic problems, difficulties in peer relations, and inadequacy in self-confidence. Due to stuttering, both the individual with the disorder and their family are affected. The severity of stuttering and the effect of stuttering on a person’s life may differ from individual to individual.

How Does the Therapy Process Work in the Presence of Stuttering?

It is a speech disorder that affects an individual’s life, social relationships, academic success, and interpersonal communication. We all experience early and/or occasional moments of dysfluency (normal dysfluency). Three out of every four children can cope with this problem, which may be encountered in the early stages, on their own. Although the reason is not yet known clearly, many theories are mentioned. Whatever the reason, intervention is inevitable when there is a situation that affects the life flow of the individual. At this point, it should not be forgotten that both stuttering and fast distorted speech are a situation that can be intervened and controlled if the individual needs it. Intervention in the early period is an important period for the individual not to encounter any negative experience in their academic, psycho-social and social development or to prepare for negative experiences that may be experienced. However, the intervention will always provide a positive change in the individual’s world. As the person’s awareness of the situation and his control over the process increase, he will be able to be more easily involved in the flow.


The planning of the therapy process is created individually according to the wishes and needs of the person. At this point, the most important detail to be considered is that the person planning the intervention is a speech and language therapist.

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