Fluency Disorders: Stuttering vs Cluttering

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The title of this article Fluency Disorders: Stuttering vs Cluttering is not to progress an oppositional position between stuttering and cluttering. And the word cluttering as used in this context is not about "things" that take up space but serve no useful purpose. Cluttering is a fluency disorder. Any clinical studies have shown that stuttering and cluttering are two distinct and different fluency disorders. Agreeing to Any research studies the two most common problem of fluency is stuttering and cluttering (Daly, D.A., 1996) and (Myers, F.L. & St. Louis K.O., 1998).

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Cluttering is the orphan of speech-language pathology

From a historical perspective the syndrome now known as cluttering did not appear on the radar of speech-language professionals until the mid-sixties. In 1964, a researcher named, Desco Weiss published his excellent text on cluttering. Agreeing to Weiss, cluttering has all the time been with us. Weiss described cluttering as a neglected stepchild in the house of speech-language prognosis (Weiss, 1964). In 1981, approximately two decades later, David Daly, from the University of Michigan, said that cluttering was thought about the orphan of the speech-language disorders. Modern studies hold the confidence that very exiguous had convert in the forty years. Even today, cluttering is still an obscure term for many American speech-language clinicians.

A cursory test of the ready literatures show that earlier texts either described cluttering in a superficial manner or it is omitted completely. This omission is passed on by many modern college texts, in which cluttering is still treated as the "stepchild" of the fluency disorders family. For example, a college text used to research this article; search for of communication Disorder (Lue, 2001) devotes eight pages to explain stuttering and allocated only a half page to explain cluttering. The primary guess for this void in recognition is that cluttering is so difficult to diagnose. For instance, some individuals who clutter sometime stutter, as well. And the reverse is also true. Therefore, differential prognosis can be problematic for the most seasoned speech-language diagnostician.

Fluency defined

The American Speech-Language-Hearing association (Asha) defined fluency as the aspect of speech output that refers to the continuity, smoothness, rate, and/or attempt with which phonologic, lexical, morphologic, and syntactic language units are spoken. Dysfluency, on the other hand, is defined as a break in the continuity of producing phonologic, lexical, morphologic, and/or syntactic language units in oral speech (Asha, 1999).

Stuttering as a fluency disorder is customary and widely studied. On the other hand, cluttering is approximately unheard of by the normal group and is often misdiagnosed or under diagnosed by the professional speech community, this is especially true for scholastic and the thinking health community. Both stuttering and cluttering is a fluency disorder, however, the two disorders are not the same. Cluttering involves excesses breaks in the normal flow of speech which follow in disorganized speech planning, talk too fast or in spurts, or even being uncertain of what one wants to say. The personel who stutters often knows exactly what he or she wants to say but is momentarily unable to say it.

What is cluttering?

According to the American Speech-Language-Hearing Association: "Cluttering is a fluency disorder characterized by a rapid and irregular speaking rate, excesses disfluencies, and often other symptoms such as language or phonological errors and concentration deficits. To recognize cluttering, you must listen to un-stuttered speech of the speaker." The personel who clutter would exhibit a rapid and/or irregular speaking rate; talks too fast, sounds are jerky with pauses that are too short, too long, or improperly placed. The list of cluttering symptoms and the remarks expressed by those with the disorder explain, in part, why defining cluttering is so problematic; too often it is very difficult to know which symptoms are necessary to cluttering and which are incidental.

Diagnosis

It is very prominent that personel suspected of cluttering be diagnosed accurately by a marvelous speech-language clinician before seeking or providing therapy. The diagnostic process can be farranging and may wish two or more sessions. It is also recommended that contributions and reports from other professionals, such as classroom teachers, extra educators, and osychologists be included. The appraisal should simply contain the fluency problem, but also any co-existing speech-language, pronunciation, learning, or group problems.

The clinical diagnostic process of a typical cluttering problem is illuminated if the personel exhibited any of the following characteristics: confusion, disorganized language or conversational skills, often with difficulties seeing the right word. The personel is unaware of his/her fluency and rate problem. The personel sense temporary correction when asked to "slow down" or pay more concentration to speech, such as mispronunciation, slurring of speech, or omitting non-stressed syllables in longer words. For example, "ferchly" for "fortunately." Also, these facts should be taken into consideration; blood relatives who stutter or clutter; group or vocational problems resulting from cluttering symptoms, and learning disabilities unrelated to impaired intelligence.

In addition, classroom teachers should watch out for these symptoms which often connected with cluttering; sloppy handwriting, distractibility, hyperactivity, and exiguous concentration span, difficulty with organizational skills for daily activities, and auditory perceptual difficulties (St. Louis & Myers, 1995). Often cluttering will go unnoticed until the stuttering diminished artlessly or from speech therapy.

Finally, what is equally frustrating for speech-language clinicians are the absence of self-awareness and the laid-back attitude of many individuals who clutter. Their self-monitoring skills for speech and group situations are seriously impaired and extremely deficient.

Daly, D. (1986). The Clutter. In K.O. St. Louis (Ed.), The Atypical Stutter: principles and Practices of Rehabilitation. New York: Academic.

Weiss, D. (1964). Cluttering. Englewood Cliffs, New Jersey: Prentice-Hall.

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