SpeechPathology.com Phone: 800-242-5183


Therapia Staffing Careers

Neurogenic Stuttering

Craig Coleman, MA, CCC-SLP, BCS-F

August 18, 2015

Share:

Question

What is neurogenic stuttering?

Answer

Neurogenic stuttering is a fluency disorder that is a result of damage to the nervous system.  In order to have neurogenic stuttering, the person must be someone who did not stutter previously and then had some damage to the nervous system; whether it was the brain or spinal cord.  The person stutters as a result of the damage to the nervous system.  It might occur following a stroke, brain trauma, surgery, or drug use.  It may involve one or both hemispheres of the brain, depending on the damage that was done or where the stroke or lesion happens.  There must be damage to the nervous system for neurogenic stuttering to occur.

With neurogenic stuttering there is a high frequency of words stuttered.  The dysfluency rate tends to be very high but there will not be many, if any secondary behaviors. Dysfluencies will occur on initial, medial, and final sounds as well as on content and function words.  The speaker is not usually anxious about their speech. 

There is no real adaptation effect.  The adaptation effect is when a person is given the same passage to read over and over again; he/she will stutter less and less with each reading. Adaptation is typically seen in individuals with childhood onset stuttering but not with neurogenic stuttering.  For example, if a person with neurogenic stuttering was asked to read a passage five times, he would stutter about the same way each time.  His rate of stuttering would not greatly decrease each time like it would for someone who has childhood onset stuttering. 

There is also an interesting symptom called “final sound dysfluency”.  If a child repeats the final sound of words (e.g., “I went to the store-ore-ore”), it really stands out.  From my experience, final sound dysfluency can occur for a few reasons.  I have seen this occur in children with Tourette’s, obsessive-compulsive disorder (OCD), and autism spectrum disorder.  I have also seen it in children who just have stuttering when they are really blocking on the next word, but are using the final part of the previous word to springboard themselves into the next word.  “I went to the store-ore-ore-ore to get some milk” is very different than, “I went to the store-ore-ore.”  In the second case, nothing is being said after the word, "store."  That was not just word-final dysfluency; it was an utterance-final dysfluency.   It suggests that this is not someone who is stuck on the next word and blocking; rather something else is going on.  That should send a red flag to start looking for characteristics of other neurogenic, autistic or OCD mannerisms. 

One of the other interesting findings is that someone with neurogenic stuttering often has some other speech and language component.  If there is damage to neurological system to the point where it is causing the person to stutter, it is also possible that it is affecting speech sound production and language.  Being able to weed that out and separate what component is based on the dysfluency, what the speech component is, and what the language component is can be helpful. For someone who has a neurogenic etiology, you may see all three of those issues and will work on all of them in treatment.

Craig Coleman, MA, CCC-SLP, BCS-F, is an assistant professor at Marshall University and a Board-Certified Specialist in Fluency Disorders. Coleman is currently serving as coordinator of ASHA SIG 4 (Fluency) and as a member of the ASHA ad-hoc committee to revise the scope of practice in speech-language pathology. Craig is an adjunct instructor at Indiana University of Pennsylvania and Co-Director of the Stuttering U. summer program for children who stutter, their families, and SLPs.


craig coleman

Craig Coleman, MA, CCC-SLP, BCS-F

Craig Coleman, MA, CCC-SLP, BCS-F, is an assistant professor at Marshall University and a Board-Certified Specialist in Fluency Disorders. Coleman is currently serving as coordinator of ASHA SIG 4 (Fluency) and as a member of the ASHA ad-hoc committee to revise the scope of practice in speech-language pathology. Craig is an adjunct instructor at Indiana University of Pennsylvania and Co-Director of the Stuttering U. summer program for children who stutter, their families, and SLPs.


Related Courses

The Ripple Effect of Stuttering: A Community-Based Approach
Presented by Craig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow, Mary Weidner, PhD, CCC-SLP
Video

Presenters

Craig Coleman, MA, CCC-SLP, BCS-F, ASHA FellowMary Weidner, PhD, CCC-SLP
Course: #9217Level: Intermediate2 Hours
  'I really appreciated the teaching about different age stages of therapy'   Read Reviews
This is Part 2 of a four-part series. The stuttering experience has a ripple effect that extends far beyond the child who stutters. Parents, teachers, peers, and others must possess both knowledge and skills to best support children who stutter. This course will highlight new clinical tools and resources to provide a community-based treatment approach for stuttering. (Part 1 - Course 9278, Part 3 - Course 9301, Part 4 - Course 9304)

Best Practices for Stuttering Assessment and Treatment Including the Role of Support Groups
Presented by Katie Gore, MA, CCC-SLP, Craig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow
Video

Presenters

Katie Gore, MA, CCC-SLPCraig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow
Course: #9225Level: Intermediate2 Hours
  'Many useful resources shared'   Read Reviews
This course is Part 4 in a four-part series. It will provide an overview of stuttering peer support communities and the clinical importance of incorporating community experience into therapy. Current research and practical application questions will address goal writing, SLP roles and responsibilities, and common challenges connecting therapy to the community. Case studies will be shared to highlight assessment and treatment across various age ranges. (Part 1 - Course 9278, Part 2 - Course 9286, Part 3 - Course 9301)

Difficult Conversations in Stuttering Treatment
Presented by Craig Coleman, MA, CCC-SLP, BCS-F
Video

Presenter

Craig Coleman, MA, CCC-SLP, BCS-F
Course: #8731Level: Intermediate1 Hour
  'I am actually dealing with these same situations at my job right now with a child and his parents, and this video gave me the exact answers I was looking for on how to handle these situations'   Read Reviews
This course will review scenarios that might result in difficult discussions with parents and children in stuttering assessment and treatment. Strategies for building effective therapeutic partnerships will be discussed.

Overview and Assessment of Stuttering: What Every SLP Should Know
Presented by Craig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow
Video

Presenter

Craig Coleman, MA, CCC-SLP, BCS-F, ASHA Fellow
Course: #9215Level: Intermediate2 Hours
  'Clear slides and good information covered for the definition of stuttering, classifications and assessing observable stuttering'   Read Reviews
This is Part 1 of a four-part series. This course will cover current research and trends in stuttering. Specifically, information related to risk factors and epidemiology, as well as the foundational knowledge needed to assess and treat stuttering, will be addressed. Additionally, assessment of people who stutter will be described through the International Classification of Functioning, Disability and Health (ICF) model, which focuses on all aspects of stuttering, beyond the surface-level characteristics. (Part 2 - Course 9286, Part 3 - Course 9301, Part 4 - Course 9304)

Creating Allies and Developing Advocacy Skills in Stuttering Therapy
Presented by Brooke Leiman Edwards, MA, CCC-SLP, Hope Gerlach, PhD, CCC-SLP
Video

Presenters

Brooke Leiman Edwards, MA, CCC-SLPHope Gerlach, PhD, CCC-SLP
Course: #92232 Hours
  'I appreciated the specific information included regarding how to include parents in the therapy process in addition to specific ideas regarding self-advocacy'   Read Reviews
This is Part 3 of a four-part series. This course will focus on specific strategies for involving parents/caregivers in stuttering therapy, and promoting self-advocacy skills among clients who stutter. Through the use of case studies, the speakers will problem-solve obstacles commonly faced by speech-language pathologists when addressing these important aspects of therapy. (Part 1 - Course 9278, Part 2 - Course 9286, Part 4 - Course 9304)