SpeechPathology.com Phone: 800-242-5183


AMN Healthcare

Stuttering with Verbal Dyspraxia

Janet Skotko M.Ed

March 29, 2004

Share:

Question

I have just begun seeing a child with a multitude of difficulties including verbal dyspraxia. He exhibits the typical characteristics of this diagnosis but he also appears to ''stutter''. Is this separate from the dyspraxia or is it part of the original

Answer

There are critical pieces of information missing in the body of your question---to name a few: child's age, what ''multitude of difficulties'', test(s) used and results (including severity!), abnormal developmental milestones?, age of suspicion of stuttering, etc.

If the original diagnosis of dyspraxia is accurate (be certain!), then stuttering would not be 'part' of that diagnosis but a separate one with differing observations. Severity, however, is critical to know in order to provide you with a quality answer. However, let me at least offer some thoughts.

Dyspraxics are highly variable in errors, inconsistent from trial to trial with no impairment of a specific muscle group. Stutterers are also highly variable but not in articulation errors, per se. Both demonstrate an alteration in prosody. Unlike stutterers, imitation of words is harder than spontaneous speech production in dyspraxia, in general (again, severity is an issue).

Parents and the child (age dependent) can offer differential information regarding situation or person(s) avoidances, fluctuations in fluency as long as months in ease or difficulty with speaking fluently and fears of sounds or words. Evaluate age of onset, progression (usually with dysfluency there IS a progression) of severity, fears and avoidances.

The dyspraxic is not certain of where articulators 'are' or how to make them perform....they present 'off-target' articulation. Also, the type of speech errors is different. For example, a dyspraxic would say:

''ob-obs-er-ob-serve'' for observe (which is very atypical for stutterers)
''kear-sear-skill-fully'' for skillfully (note 'off-target' in 2nd production)
''s-o-sss-sp-sp-snow'' for snow
(examples taken from Darley & Spriestersbach)

Similar to stuttering would be:
''sssswiflty'' for swiftly
''th-thinks'' for thinks
''pro-uh-profound'' for profound

Note if you record struggle behaviors (as opposed to off-target), same sound , whole word, or phrase repetitions, difficulty in onset of a sound/word (no sound), prolongations of sounds to help you differentiate. Note areas of tension!

Each treatment session in difficult cases should always also be considered to be a differential diagnostic session!! Parents are generally excellent and reliable sources of critical information.

BIO:
Janet Skotko, M.Ed., has been a Speech/Language Pathologist for approximately 30 years and was distinguished by being one of the first named to be among the Board Recognized Fluency Specialists. She maintains a private practice in Tampa, Florida but sees clients world-wide. For further information , please visit: www.thevoiceinstitute.com.


janet skotko m ed

Janet Skotko M.Ed


Related Courses

ApPARENTly This Is Not Going Well: Difficult Conversations with Parents
Presented by Marva Mount, MA, CCC-SLP
Video

Presenter

Marva Mount, MA, CCC-SLP
Course: #9726Level: Intermediate1 Hour
  'The instructor gave examples of conversations that could happen and how to best respond'   Read Reviews
This course explores emotional intelligence (EQ) and how to "plug in" and use it in situations that go awry with parents of clients. Specific strategies for handling difficult situations and de-escalating arguments are discussed.

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
  'Practical information'   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)

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
  'Information and strategies for therapy will help shape therapy'   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)

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
  'Very good speaker, very knowledgeable and helpful'   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)

20Q: Early Childhood Stuttering: Less-Direct and More-Direct Treatment
Presented by J. Scott Yaruss, PhD, CCC-SLP, BCS-F, Nina Reardon-Reeves, MS, CCC-SLP, BCS-F
Text

Presenters

J. Scott Yaruss, PhD, CCC-SLP, BCS-FNina Reardon-Reeves, MS, CCC-SLP, BCS-F
Course: #8978Level: Intermediate1 Hour
  'I wish it was more specific about how the different foundations could be talked about in therapy with a small child who stutters'   Read Reviews
This course addresses key issues in the treatment of early childhood stuttering, with a focus on less-direct and more-direct treatment approaches. The course will discuss ways that clinicians can draw upon various approaches to develop individualized treatment so that each child’s and family’s individual needs are addressed.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.