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Impairment of functions of the nervous system
Published in Ramar Sabapathi Vinayagam, Integrated Evaluation of Disability, 2019
Stuttering refers to a disorder of speech with repetition or prolongation of sounds, syllables, or words disrupting the normal flow of speech. Tremor of the lips and blinking of the eyes may accompany stuttering during excitation (16). Stuttering derives maximum impairment of 15% (Table 6.6).
Signs and Symptoms in Psychiatry
Published in Mohamed Ahmed Abd El-Hay, Essentials of Psychiatric Assessment, 2018
Stuttering typically has its origins in childhood. Most children who stutter, begin to do so around 2 ½ years of age. Approximately 95 percent of children who stutter start to do so before the age of 5 years. Stuttering can greatly interfere with school, work, or social interactions. Children who stutter may report fear or anxiety about speaking and frustration or embarrassment with the time and effort required to speak. Children who stutter may also be at risk of experiencing bullying. Stuttering can co-occur with other disorders, such as intellectual disabilities; articulation or phonological disorder; and language disorders. The frequency and severity of stuttering may change day to day, or according to the speaking situation. Thus, it could be expected that the severity of stuttering frequently increases if there is pressure to communicate, e.g., giving a report at school or interviewing for a job.
Developmental Stuttering
Published in Ivanka V. Asenova, Brain Lateralization and Developmental Disorders, 2018
As a scientific, personal and psychosocial phenomenon, stuttering has attracted the attention of researchers from various fields, which explains the impressive amount of definitions, etiological hypotheses and classifications in this regard. Lately, more and more researchers are uniting around the opinion that it is considered a systemic disorder, for example, a symptom reflecting a defect in the system of fluent speech generation, a system that is diffusely represented in the central nervous system, including motor, linguistic and cognitive processing [27, 87, 88, 112, 114, 116, 152].
Parental perceptions of stuttering in children: a systematic review of the literature
Published in Speech, Language and Hearing, 2022
Dinusha Nonis, Rachael Unicomb, Sally Hewat
Parental beliefs regarding the cause of stuttering varied within and between countries. Typically, the cause of stuttering was related to genetics, the environment and/or religious beliefs. However, some parents also believed that stuttering is caused by psychological/emotional factors, learning/habits, virus/disease, difficult pregnancies, abnormality in the oral cavity, parental overreaction to child’s mistakes and their own (parental) temperament. A number of Egyptian and Kuwaiti parents believed stuttering is caused by psychological factors (Al-Khaledi et al., 2009; Safwat & Sheikhany, 2014) and most UK parents believed it is linked to environmental causes. In comparison, parents from Turkey (Özdemir et al., 2011) and the U.S.A. (Glover et al., 2019) attributed genetics to the causation of stuttering, and less often to other factors such as psychological or religious. The majority of Egyptian and Kuwaiti parents believed that stuttering can be cured (Al-Khaledi et al., 2009; Safwat & Sheikhany, 2014).
Predictive factors for persistence and recovery of stuttering in children: A systematic review
Published in International Journal of Speech-Language Pathology, 2021
Nirmal Sugathan, Santosh Maruthy
The findings of six studies that examined phonological abilities suggest that poor phonological abilities during stuttering onset indicate high chances of stuttering persistence, and phonological ability is a replicated predictor of the future course of the disorder. However, a few critical aspects of phonological ability as a predictor remain virtually unexplored. For example, it remains unclear how phonological abilities interact with other potential factors such as the age of onset, language measures, stuttering characteristics, and genetics (Paden & Yairi, 1996; Yairi et al., 1996). Another unanswered question is whether phonological deficiencies in children who stutter and persistent stuttering may be genetically linked or not (Paden & Yairi, 1996). Preliminary observations reveal that children who persist to stutter may improve in phonological skills over time while stuttering remains unchanged. As studies exploring the genetic basis of stuttering provide evidence that stuttering persistence and recovery of stuttering is genetically linked (Yairi et al., 1996), the possibility of genetic linkage between phonological disorder and stuttering needs to be investigated (Paden & Yairi, 1996).
Adult stuttering and attentional ability: A meta-analytic review
Published in International Journal of Speech-Language Pathology, 2020
Finally, the present results have practical implications associated with the therapeutic approaches to stuttering. More specifically, they provide support that some PWS might derive benefits from an attentional training therapy, aimed at improving cognitive control. A few papers have reported positive results following such interventions, translating in an increase in fluency and a reduction of speech-related stress and anxiety (Beilby, Byrnes, & Yaruss, 2012; Boyle, 2011; Nejati, Pouretemad, & Bahrami, 2013). Such therapies are normally designed to either improve one’s sustained attention through mindfulness14 or one’s selective attention. For example, Nejati et al. (2013)’s Neurocognitive Joyful Attentive Training Intervention (NEJATI) was developed to provide selective attention and inhibitory control training. The programme was delivered to 15 children and adolescents, aged 10–14 years, 3 times per week for 1 h over a 4-week period. When participants’ performance before and after the intervention was compared, it was found that the training improved not only their attentional performance but also resulted in an enhanced speech fluency. Furthermore, apart from promoting cognitive control, mindfulness practice could also aid fluency by helping one to manage their emotions more easily (Boyle, 2011) and by improving sensorimotor neural activation, which has been reported to be problematic in some PWS. Our results therefore provide support that attentional training could be beneficial for at least a subgroup of PWS.