secondary stuttering | BehaveNet (2024)

FAQs

What is an example of a secondary stuttering behavior? ›

Other observable, secondary or concomitant, stuttering behaviors can include body movements (e.g., head nodding, leg tapping, fist clenching), facial grimaces (e.g., eye blinking, jaw tightening), and distracting sounds (e.g., throat clearing).

Speech therapy for secondary stuttering behaviors goes beyond focusing on the behaviors directly. It also addresses the fear and discomfort a person feels while stuttering. This can be done through desensitization activities. These activities desensitize a person to the anxiety associated with stuttering.

Usually, stuttering manifests as repetitions of sounds, syllables, or words or as speech blocks or prolonged pauses between sounds and words. Secondary behaviors associated with stuttering include eye blinking, jaw jerking, and head or other involuntary movements.

Scoring the SSI-4

The evaluator obtains several speech samples and counts the number of syllables stuttered out of 100 syllables spoken. Depending on the client's age, the samples can be obtained through reading tasks, spontaneous speech tasks, or picture descriptions.

It is a hierarchical model of five levels, the first level being normal disfluency. The next four levels- borderline stuttering, beginning stuttering, intermediate stuttering and advanced stuttering- reflect the progressive stages of the development of the disorder.

While it can be alarming when a young child begins to struggle with speaking, most people know that this is relatively common among young children. Next steps are easy to figure out: talk to your doctor, consult a speech-language pathologist. In most cases, children will naturally recover without the need for therapy.

Stuttering may be worse when the person is excited, tired or under stress, or when feeling self-conscious, hurried or pressured. Situations such as speaking in front of a group or talking on the phone can be especially hard for people who stutter.

Feelings and attitudes can affect stuttering. For example, frustration or tension can cause more disfluencies. Being excited or feeling rushed can also increase disfluencies. A person who stutters may also stutter more if others tease them or bring attention to their speech.

Description: Practicing stuttering on purpose in a variety of situations can help take some of the fear out of stuttering. For this activity, write a list of prompts that encourage your client to stutter on purpose in situations that grow increasingly more stressful (or use our pre-made list here).

What percentage of stuttering is normal? ›

Less than 5% of syllables stuttered is considered mild. 5-10% is considered mild to moderate. 10-15% is considered moderate. 15-20% is considered moderate to severe.

As the American Institute for Stuttering explains, “If you are a stutterer, who is substantially limited in the major life activity of speaking, you may be considered disabled under the ADA.” The American Speech-Language-Hearing Association also states that “the definitions contained in the ADA strongly suggest that ...

Children who stutter are often eligible for IEPs, especially if stuttering affects their participation in class or in social situations.

Yes, you can apply for a stuttering disability benefit if your stuttering substantially limits your daily activities and you cannot work effectively.

Secondary characteristics, or accessory behaviors, include eye blinks, looking away from the listener, tensing muscles in the articulators or elsewhere in the body, moving ones hands, etc. These behaviors can be uncomfortable for speakers, because they can draw more attention to the stuttering itself.

Secondary stuttering behaviors may include, but are not limited to, eye blinks, lip pursing, arm movements and head nods.

The 3 types of stuttering are developmental stuttering, neurogenic stuttering, and psychogenic stuttering. The exact cause of stuttering is unknown. A speech-language pathologist diagnoses stuttering by evaluating your child's speech and language abilities.

Substitution – A person who stutters may substitute one word for another. For example, instead of saying “big” the person can say “immense” or “ample.” Escape or avoid – A person can entirely avoid situations, or choose actions like yawning, coughing, clearing their throat to avoid stuttering overtly.

People who stutter have core stuttering behaviors including blocks, repetitions, and prolongations. Repetitions are the most common type of disfluency. This manifests when the speaker appears to be “stuck” on a particular sound and then repeats the sound/syllable/word several times (e.g. tea-tea-tea-teacher).