Stuttering

   Stuttering is a disorder that affects speech fluency. It usually starts in childhood, and in some cases, it can last a lifetime.

    Abnormal frequency of sound, syllable or word repetitions and sound prolongation are symptoms of stuttering. Sometimes the person may seem very nervous or out of breath while speaking. In these cases, speech is completely cut off or blocks are seen. During the block, the person appears to be trying to produce a sound for a few seconds by opening their mouth, but producing little or no sound. The person can complete the word after a certain amount of effort.

    The purpose of stuttering therapies is to enable the individual to speak more fluently, communicate more effectively, and participate more effectively in daily life activities.

      Basic information about stuttering

•  Stuttering is seen in 1% of the population.

• It is observed that stuttering occurs due to genetic factors and neurophysiological factors related to temperament, social environment and general language-speech skills.

• They have feelings, thoughts and attitudes.

•  Stuttering varies according to individuals. Some children are very "good" at hiding their stuttering, while others are not even aware of it. These situations, however, do not make speaking easier for children, but often cause them to avoid speaking.

  •  If there is a family history of stuttering

  •  If the child has been stuttering for more than 6 months,

  •  If the child exhibits negative feelings towards stuttering,

  •  If the child exhibits physical tension or secondary behaviors (blinking, nodding, etc.) related to stuttering,

  •  Child If the child exhibits physical tension or secondary behaviors (blinking, nodding, etc.) due to stuttering,

  •  If the child has other language and speech problems,

  •  If the family is worried

  •  If the child has negative reactions from family members or friends

          Young children may not be able to verbally express their feelings about stuttering. Families and experts may respond to the child's

       -avoidance of certain words and environments, >

        - should also pay attention to their reactions such as changing pitch or loudness during stuttering.

       Suggestions for families

  • Speak calmly to your child, pausing. After your child has finished speaking, wait a few seconds before starting to speak. Your own calm and slow speech will be more effective than constantly reminding him to be slow.

  • Reduce the number of questions you ask the child. Children feel much more comfortable expressing their own thoughts than when responding to an adult. Instead of asking questions, show that you are listening by commenting on what he is saying.

  • When your child stutters, show that you are interested in what he says, not how he says it with your facial expressions and gestures.

  • Spend certain times each day that you give your child your full attention on a regular basis. During this time, let the child decide for himself what he wants to do. (Let him decide for himself whether to choose activities that involve speaking). In this time; Be sure to be slow, calm, relaxed, and pause while you speak. This calm and relaxed process helps the child feel that their parents enjoy spending time with them and increase their self-confidence. As the child gets older, these periods will allow the child to learn about their feelings and experiences with the parent.

  • Educate the whole family to take turns and listen while talking. Talking is easier for children who are interrupted less often and for whom the audience pays attention.

  • Observe how you interact with your child. Try to increase your interest in what your child is talking about and situations where he has a lot of time to talk. Cut down on criticism, quick-talk, interruptions, and questions.

  • Make your child feel that you accept them for who they are. Speaking more slowly and calmly will increase his self-confidence in speaking and will help him to speak more fluently with less stuttering. However, the most important power for him; It is knowing that you will always support her, whether she stutters or not.

  
  

  How to behave in class with children who stutter?

  • Teachers play a very important role in the therapy processes of school-age children with stuttering.

  • Reward the child for participating in the lesson and not avoiding speaking out . Focus on the content of the speech, not the fluency.

  • Be calm and patient when the child is speaking. Give the child the time he or she needs to complete his speech.

  • Do not complete the child's sentence, do not interrupt, do not ask the child to “slow down” or “stop and think about what he wants to say”.

  • When reading aloud in the classroom, making random choices instead of the class list or sitting order will reduce the child's reading aloud anxiety.

  • Encourage children to take turns in class. Be careful that children do not interrupt other friends.

  • Do not treat a stuttering child differently from other friends. The vast majority of children want to be like their other friends and differ from others because of their stuttering. Being treated differently reinforces feelings of stigma and isolation.

  
  

              PLEASE REMEMBER!

             Refer children you suspect may have stuttering to a Language and Speech Therapist for evaluation as soon as possible. The effect of early diagnosis and intervention has been found in studies.

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