most children will become very talkative as they develop language skills in early
as they develop language skills in early
as they develop language skills in early childhood some will even repeat certain
childhood some will even repeat certain
childhood some will even repeat certain syllables and words as they speak what
syllables and words as they speak what
syllables and words as they speak what does this mean that they have a
does this mean that they have a
does this mean that they have a stuttering problem hi I’m Pamela with
stuttering problem hi I’m Pamela with
stuttering problem hi I’m Pamela with watchmojo.com and today we’re speaking
watchmojo.com and today we’re speaking
watchmojo.com and today we’re speaking to Lisa massero a speech-language
to Lisa massero a speech-language
to Lisa massero a speech-language pathologist at the Montreal Children’s
pathologist at the Montreal Children’s
pathologist at the Montreal Children’s Hospital about children with stuttering
Hospital about children with stuttering
Hospital about children with stuttering and what they can do to overcome it can
and what they can do to overcome it can
and what they can do to overcome it can you begin by introducing yourself my
you begin by introducing yourself my
you begin by introducing yourself my name is Lisa massero I’m a
name is Lisa massero I’m a
name is Lisa massero I’m a speech-language pathologist at the
speech-language pathologist at the
speech-language pathologist at the Montreal Children’s Hospital I’ve been
Montreal Children’s Hospital I’ve been
Montreal Children’s Hospital I’ve been working with children who have various
working with children who have various
working with children who have various communication problems for about 20
communication problems for about 20
communication problems for about 20 years including kids who stutter what
years including kids who stutter what
years including kids who stutter what are the signs and symptoms of stuttering
are the signs and symptoms of stuttering
are the signs and symptoms of stuttering many young children go through a period
many young children go through a period
many young children go through a period of what we call normal non fluency that
of what we call normal non fluency that
of what we call normal non fluency that means times where they might repeat a
means times where they might repeat a
means times where they might repeat a word like mummy mummy can I have that
word like mummy mummy can I have that
word like mummy mummy can I have that ice cream or where they might put in
ice cream or where they might put in
ice cream or where they might put in some filler words like um I don’t know
some filler words like um I don’t know
some filler words like um I don’t know or where they might start a sentence and
or where they might start a sentence and
or where they might start a sentence and started a second time revise it until
started a second time revise it until
started a second time revise it until they get the exact sentence they would
they get the exact sentence they would
they get the exact sentence they would like to say that is really typical of
like to say that is really typical of
like to say that is really typical of the young child and they tend to outgrow
the young child and they tend to outgrow
the young child and they tend to outgrow that fairly fairly soon however there’s
that fairly fairly soon however there’s
that fairly fairly soon however there’s another group of children about 25% of
another group of children about 25% of
another group of children about 25% of preschoolers who go through a period of
preschoolers who go through a period of
preschoolers who go through a period of what we can call real stuttering
what we can call real stuttering
what we can call real stuttering and real stuttering looks different
and real stuttering looks different
and real stuttering looks different because kids will repeat parts of words
because kids will repeat parts of words
because kids will repeat parts of words so why they’re a sound or syllable so
so why they’re a sound or syllable so
so why they’re a sound or syllable so they might go I want to go outside or
they might go I want to go outside or
they might go I want to go outside or they might stretch out a sound like
they might stretch out a sound like
they might stretch out a sound like mommy or they might get stuck on a sound
mommy or they might get stuck on a sound
mommy or they might get stuck on a sound like that’s my toy so those are real
like that’s my toy so those are real
like that’s my toy so those are real signs of real stuttering what causes
signs of real stuttering what causes
signs of real stuttering what causes stuttering I don’t think we have the
stuttering I don’t think we have the
stuttering I don’t think we have the answer yet as to the cause of stuttering
answer yet as to the cause of stuttering
answer yet as to the cause of stuttering but we have some pretty good leads it’s
but we have some pretty good leads it’s
but we have some pretty good leads it’s really important to note that stuttering
really important to note that stuttering
really important to note that stuttering is not an emotional or psychological
is not an emotional or psychological
is not an emotional or psychological problem it’s caused by a difficulty and
problem it’s caused by a difficulty and
problem it’s caused by a difficulty and executing motor movements while you’re
executing motor movements while you’re
executing motor movements while you’re talking many people who stutter have a
talking many people who stutter have a
talking many people who stutter have a close relative who either stuttered when
close relative who either stuttered when
close relative who either stuttered when they were younger or continued to
they were younger or continued to
they were younger or continued to stutter as an adult
stutter as an adult
stutter as an adult the thing is though heredity or genetics
the thing is though heredity or genetics
the thing is though heredity or genetics doesn’t explain all the reasons why
doesn’t explain all the reasons why
doesn’t explain all the reasons why people stutter probably a good portion
people stutter probably a good portion
people stutter probably a good portion is related to the in
is related to the in
is related to the in environment some children just seem to
environment some children just seem to
environment some children just seem to be more vulnerable to everyday things
be more vulnerable to everyday things
be more vulnerable to everyday things that we all experience in our
that we all experience in our
that we all experience in our environment perhaps certain life events
environment perhaps certain life events
environment perhaps certain life events like the birth of a new child or the
like the birth of a new child or the
like the birth of a new child or the move to a new city or perhaps a very
move to a new city or perhaps a very
move to a new city or perhaps a very hectic lifestyle in the family where
hectic lifestyle in the family where
hectic lifestyle in the family where there’s lots of appointments and they’re
there’s lots of appointments and they’re
there’s lots of appointments and they’re moving around frequently from one
moving around frequently from one
moving around frequently from one activity to the other and maybe there’s
activity to the other and maybe there’s
activity to the other and maybe there’s something within the child himself or
something within the child himself or
something within the child himself or herself that has to do with her
herself that has to do with her
herself that has to do with her temperament or his temperament that
temperament or his temperament that
temperament or his temperament that makes them more susceptible to
makes them more susceptible to
makes them more susceptible to developing stuttering it’s most likely a
developing stuttering it’s most likely a
developing stuttering it’s most likely a combination of many factors that will
combination of many factors that will
combination of many factors that will eventually cause stuttering and a child
eventually cause stuttering and a child
eventually cause stuttering and a child who seems predisposed or more vulnerable
who seems predisposed or more vulnerable
who seems predisposed or more vulnerable to developing stuttering what percentage
to developing stuttering what percentage
to developing stuttering what percentage of children are affected by the speech
of children are affected by the speech
of children are affected by the speech impediment very young children let’s say
impediment very young children let’s say
impediment very young children let’s say under the age of five there’s about five
under the age of five there’s about five
under the age of five there’s about five percent of children who stutter this
percent of children who stutter this
percent of children who stutter this percentage decreases over time to in the
percentage decreases over time to in the
percentage decreases over time to in the school-age population to about one to
school-age population to about one to
school-age population to about one to two percent and to about one percent in
two percent and to about one percent in
two percent and to about one percent in the adult population what advice do you
the adult population what advice do you
the adult population what advice do you have for a parent who thinks that his or
have for a parent who thinks that his or
have for a parent who thinks that his or her child might be centering probably
her child might be centering probably
her child might be centering probably the first thing and the best thing I can
the first thing and the best thing I can
the first thing and the best thing I can do is observe what’s happening to sort
do is observe what’s happening to sort
do is observe what’s happening to sort of take a mental note of whether it’s
of take a mental note of whether it’s
of take a mental note of whether it’s fluctuating over time if it’s cyclical
fluctuating over time if it’s cyclical
fluctuating over time if it’s cyclical if it happens every day what situations
if it happens every day what situations
if it happens every day what situations seem to increase the amount of
seem to increase the amount of
seem to increase the amount of stuttering then once they’ve sort of got
stuttering then once they’ve sort of got
stuttering then once they’ve sort of got a handle on that and at the same time
a handle on that and at the same time
a handle on that and at the same time they really need to focus on what their
they really need to focus on what their
they really need to focus on what their child is saying and not how they’re
child is saying and not how they’re
child is saying and not how they’re saying it so they have to be careful not
saying it so they have to be careful not
saying it so they have to be careful not to give what they think are helpful
to give what they think are helpful
to give what they think are helpful hands like slow down take a deep breath
hands like slow down take a deep breath
hands like slow down take a deep breath think before you speak or finish their
think before you speak or finish their
think before you speak or finish their sentences because those help and hints
sentences because those help and hints
sentences because those help and hints in fact don’t help and may even increase
in fact don’t help and may even increase
in fact don’t help and may even increase stuttering lines of long run
stuttering lines of long run
stuttering lines of long run once they’ve noticed that stuttering has
once they’ve noticed that stuttering has
once they’ve noticed that stuttering has existed for more than six months we’d
existed for more than six months we’d
existed for more than six months we’d really suggest that they go and consult
really suggest that they go and consult
really suggest that they go and consult a speech-language pathologist and have
a speech-language pathologist and have
a speech-language pathologist and have their child assess some other good
their child assess some other good
their child assess some other good general suggestions for families well
general suggestions for families well
general suggestions for families well they’re waiting it out there was six
they’re waiting it out there was six
they’re waiting it out there was six months and seeing if it’s just
months and seeing if it’s just
months and seeing if it’s just transitory or if it’s the child’s going
transitory or if it’s the child’s going
transitory or if it’s the child’s going to start stuttering all on their own
to start stuttering all on their own
to start stuttering all on their own they can make sure that their child has
they can make sure that their child has
they can make sure that their child has some well-established routines for
some well-established routines for
some well-established routines for example they should have a routine
example they should have a routine
example they should have a routine bedtime routine meal time they should
bedtime routine meal time they should
bedtime routine meal time they should also take care to have consistent and
also take care to have consistent and
also take care to have consistent and fair discipline as well children who are
fair discipline as well children who are
fair discipline as well children who are stuttering need lots of rest can you
stuttering need lots of rest can you
stuttering need lots of rest can you explain how stuttering is treated before
explain how stuttering is treated before
explain how stuttering is treated before we get into the therapy in a very young
we get into the therapy in a very young
we get into the therapy in a very young child we might adopt an approach where
child we might adopt an approach where
child we might adopt an approach where to wait and see a wait and observe but
to wait and see a wait and observe but
to wait and see a wait and observe but actively observe giving the parents some
actively observe giving the parents some
actively observe giving the parents some tools about what to observe and giving
tools about what to observe and giving
tools about what to observe and giving them some some attitudes and some
them some some attitudes and some
them some some attitudes and some behaviors that they can use that will
behaviors that they can use that will
behaviors that they can use that will help their child be more fluent after
help their child be more fluent after
help their child be more fluent after three years of age we can probably start
three years of age we can probably start
three years of age we can probably start using a more indirect approach but
using a more indirect approach but
using a more indirect approach but working with the child so we might teach
working with the child so we might teach
working with the child so we might teach the family the parents how to model a
the family the parents how to model a
the family the parents how to model a different kind of fluent speech that
different kind of fluent speech that
different kind of fluent speech that their child will imitate over time as
their child will imitate over time as
their child will imitate over time as the child gets a bit older let’s say
the child gets a bit older let’s say
the child gets a bit older let’s say around four and a half we can use more
around four and a half we can use more
around four and a half we can use more direct methods where we really try to
direct methods where we really try to
direct methods where we really try to shape the fluency or tint shape that
shape the fluency or tint shape that
shape the fluency or tint shape that really smooth-talking so the child will
really smooth-talking so the child will
really smooth-talking so the child will talk more smoothly more often and
talk more smoothly more often and
talk more smoothly more often and eliminate their stuttering behavior as
eliminate their stuttering behavior as
eliminate their stuttering behavior as people get older and stuttering becomes
people get older and stuttering becomes
people get older and stuttering becomes more ingrained the techniques become
more ingrained the techniques become
more ingrained the techniques become more and more direct so that people
more and more direct so that people
more and more direct so that people learn how to control their stuttering
learn how to control their stuttering
learn how to control their stuttering better and also they probably let’s talk
better and also they probably let’s talk
better and also they probably let’s talk about school-aged children and
about school-aged children and
about school-aged children and adolescents or adults need to start
adolescents or adults need to start
adolescents or adults need to start working out on their own feelings and
working out on their own feelings and
working out on their own feelings and attitudes around stuttering which
attitudes around stuttering which
attitudes around stuttering which develop as a person becomes older thank
develop as a person becomes older thank
develop as a person becomes older thank you very much thank you the pleasure’s
you very much thank you the pleasure’s
you very much thank you the pleasure’s all mine
”
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