This paper presented at the American Speech and Haering Association Convention provides information on the accomplishments in international cooperation, education, consumers issues and collaborative research projects on cluttering
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In dit document is het logopedisch onderzoek bij broddelen beschreven waarover internationaal consensus bestaat. Dit document is gepresenteerd op de website van de International Cluttering Association
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Purpose: This case study is presented to inform the reader of potential speech, language, cognitive, and emotional characteristics in preadolescent cluttering. Method: This case study describes a 10-year-old boy who started to clutter during preadolescence. The case illustrates that, in some adolescents, cluttering can co-occur with temporary stuttering-like behavior. In this case, signs of disturbances in speech-language production associated with behavioral impulsiveness as a young child were noted. Speech, language, cognitive, and emotional results of the case are reported in detail. Results: The changes in fluency development are reported and discussed within the context of changes in the adolescent brain as well as adolescent cognitive and emotional development. While being unaware of their speech condition before adolescence, during preadolescence, the changes in brain organization lead to an increase in rate and a decrease in speech control. Given that the client had limited understanding of what was occurring, they were at risk of developing negative communication attitudes. Speech-language therapists are strongly advised to monitor children with cluttering signals in the early years of their adolescence.
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This article presents a variety of treatment approaches based on an understanding of four components of communication, and describes cluttering intervention focusing on problem identification, speech rate reduction, appropriate pausing, appropriate monitoring, and addressing story narrating skills. Therapeutic considerations, taking into account the specific characteristics of cluttering, will also be presented. Finally, building clients’ confidence, emotional skills, and sense of accomplishment will turn the therapeutic process into awareness of realistic expectations and motivation to pursue challenging goals. Cluttering is a disorder of speech fluency in which people are not capable of adequately adjusting their speech rate to the syntactical or phonological demands of the moment (van Zaalen, 2009). When language production is relatively easy, people with cluttering (PWC) are capable of producing fluent and intelligible speech. When language production demands are more complex, the speech rate should be adjusted to the language complexity. PWC tend to have difficulties doing so. This reduced ability of PWC to control their speech rate results in either a higher than normal frequency of disfluencies or multiple speech errors. This article presents various intervention approaches based on an understanding of four components of communication: cognitive, emotional, verbal-motor, and communicative. The article focuses on problem identification, speech rate reduction, appropriate pausing, and addressing monitoring and story narrating skills. Therapeutic considerations, taking into account the specific characteristics of cluttering, will also be presented.
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Speech-language pathologists generally agree that cluttering and stuttering represent two different fluency disorders. Differential diagnostics between cluttering and stuttering is difficult because these disorders have similar characteristics and often occur in conjunction with each other. This paper presents an analysis of the differential diagnostic characteristics of the two disorders, and a proposal for distinguishing between the two in clinical settings. The main goal of this two-part article is to set objective norms for differential diagnostic assessment of cluttering and stuttering symptoms, based on the three main characteristics of cluttering indicated/identified by St. Louis, Raphael, Myers & Bakker [St. Louis, K. O., Raphael, L. J., Myers, F. L., & Bakker, K. (2003). Cluttering updated. The ASHA leader. ASHA, 4–5, 20–22]: a fast and/or irregular articulatory rate together with errors in syllable, word or sentence structure and or a high frequency of normal disfluencies (not being stuttering). In the first half of the article objective measures are compared to the subjective clinical judgement made by fluency experts. In other words, which characteristics can be found in the speech profiles of persons who were diagnosed as people who clutter or stutter? In the second part of the article results on the Predictive Cluttering Inventory [Daly, D. A., & Cantrell, R. P. (2006). Cluttering characteristics identified as diagnostically significant by 60 fluency experts. Proceedings of second world congress on fluency disorders] are discussed in relationship to the subjective and objective measurements studied in the first half of the article.
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Het spreken van personen die broddelen of spreekproblemen ervaren ten gevolge van leermoeilijkheden vertonen overeenkomsten en verschillen die een indruk kunnen geven over de onderliggende linguistische processen
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De checklist broddelkenmerken is toegepast op een populatie (n=354) niet-vloeiend sprekende kinderen, kinderen met leermoeilijkheden en controles in de leeftijd 10;6 -12;11 jaar. Een aangepaste versie inclusief normering met diagnostische waarde is het resultaat
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Onderzoek naar differentiaal diagnostische karakteristieken tussen broddelen en stotteren heeft geleid tot internationaal te gebruiken meetbare en onderscheidende spraakkarakteristieken.
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Większości ludzi na świecie wydaje się, że wiedzą, na czym polega jąkanie, lecz jest im obce zaburzenie płynności mowy znane jako giełkot, z powodu którego ludzie nie są zdolni odpowiednio dostosować szybkości swojej mowy do składniowych bądź fonetycznych potrzeb w danym momencie (van Zaalen, 2009). Ludzie doświadczający giełkotu (ang. people who clutter – PWC) często mówią: „Myślę, że się jąkam, ale właściwie nie jest to prawdziwe jąkanie się” lub „Ludzie zawsze narzekają, że mówię niewyraźnie, zbyt szybko, więc chcę uniknąć takich reakcji”.
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