Paraprofessional Disability Awareness Training Fluency Overview of Fluency

Paraprofessional Disability Awareness Training— Fluency

Overview of Fluency is the aspect of speech production that refers to continuity, smoothness, rate, and effort. Stuttering, the most common fluency disorder, is an interruption in the flow of speaking characterized by repetitions (sounds, syllables, words, phrases), sound prolongations, blocks, interjections, and revisions, which may affect the rate and rhythm of speech. These disfluencies may be accompanied by physical tension, negative reactions, secondary behaviors, and avoidance of sounds, words, or speaking situations. Cluttering, another fluency disorder, is characterized by a perceived rapid and/or irregular speech rate, which results in breakdowns in speech clarity and/or fluency. Source: https: //www. asha. org/PRPSpecific. Topic. aspx? folderid=8589935336&section=Overview

Examples All speakers produce disfluencies, which may include hesitations, such as silent pauses, and interjections of word fillers (e. g. , "The color is like red") and nonword fillers (e. g. , "The color is uh red"). Other examples include whole-word repetitions (e. g. , "But-but I don't want to go") and phrase repetitions or revisions (e. g. , "This is a- this is a problem"). These are generally considered to be nonstuttered (typical) disfluencies. Less typical, stuttering-like disfluencies include part-word or sound/syllable repetitions (e. g. , "Look at the b-b-baby"), prolongations (e. g. , "Ssssssssometimes we stay home"), and blocks (i. e. , inaudible or silent fixations or inability to initiate sounds). In addition, compared with typical disfluencies, stuttering-like disfluencies are usually accompanied by greater than average duration, effort, tension, or struggle. Aspects that factor into perception of severity include frequency and type of stuttering and the ability of the person who stutters to communicate effectively. Source: https: //www. asha. org/PRPSpecific. Topic. aspx? folderid=8589935336&section=Overview

Incidence & Prevalence Stuttering typically has its origins in childhood. Most children who stutter, begin to do so around 2 ½ years of age. Approximately 95% of children who stutter start to do so before the age of 5 years. Approximately 5% of people will stutter during some part of their lives An increased incidence of stuttering has been noted among those with a first degree relative (e. g. , parent, sibling) who stutters and an even greater likelihood if that relative is an identical twin (Kraft & Yairi, 2011). Higher incidence rates have been noted with preschool-age children with findings suggesting that incidence reaches a cumulative rate of 8. 5% by 3 years of and 11% by 4 years of age. The incidence of stuttering in young boys is approximately twice that of girls. Researchers have reported conflicting findings for the effects of race or ethnicity on the prevalence of stuttering in children; some studies show a disparity based on race, but others do not. Higher prevalence rates for fluency disorders have been reported in children with genetic syndromes, such as Down syndrome and fragile X. Source: https: //www. asha. org/PRPSpecific. Topic. aspx? folderid=8589935336&section=Overview ; https: //www. asha. org/PRPSpecific. Topic. aspx? folderid=8589935336&section=Incidence_and_Prevalence

Signs and Symptoms Primary Behaviors monosyllabic whole-word repetitions (e. g. , "Why-why did he go there? "), part-word or sound/syllable repetitions, prolongations of sounds, audible or silent blocking (filled or unfilled pauses in speech), words produced with an excess of physical tension or struggle. Secondary Behaviors distracting sounds (e. g. , throat clearing, insertion of unintended sound); facial grimaces (e. g. , eye blinking, jaw tightening); head movements (e. g. , head nodding); movements of the extremities (e. g. , leg tapping, fist clenching); sound or word avoidances (e. g. , word substitution, insertion of unnecessary words, circumlocution); reduced verbal output due to speaking avoidance; avoidance of social situations; fillers to mask moments of stuttering. Source: https: //www. asha. org/PRPSpecific. Topic. aspx? folderid=8589935336&section=Signs_and_Symptoms

Treatment No cure for stuttering Varies depending on the age, communication goals, and other factors Source: https: //www. nidcd. nih. gov/health/stuttering#treated

Impact on the Classroom 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 for experiencing bullying. Stuttering can co-occur with other disorders, such as speech sound disorders; intellectual disabilities; and language disorders. Source: https: //www. asha. org/PRPSpecific. Topic. aspx? folderid=8589935336&section=Overview

What Paraprofessionals Can Do To Help: Provide a relaxed environment that allows many opportunities for the child to speak. This includes setting aside time to talk to one another, especially when the child is excited and has a lot to say. Listen attentively when the child speaks and focus on the content of the message, rather than responding to how it is said or interrupting the child. Speak in a slightly slowed and relaxed manner. This can help reduce time pressures the child may be experiencing. Listen attentively when the child speaks and wait for him or her to say the intended word. Don't try to complete the child’s sentences. Help the child learn that a person can communicate successfully even when stuttering occurs. Talk openly and honestly to the child about stuttering if he or she brings up the subject. Let the child know that it is okay for some disruptions to occur. Source: https: //www. nidcd. nih. gov/health/stuttering#treated