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Fluency disorder Fluency disorder
Fluency disorder
Fluency disorder
Fluency disorder, form
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Fluency disorder, form
Acquisition of speech sounds and language structure is necessary but not sufficient for competent social communication. Speakers also should learn to speak fluently. If speech or language is not flowing, rhythmic, and fluent, communication suffers. Among the impediments to fluent communication, stuttering is the most common. Another fluency disorder is cluttering. Both stuttering and cluttering create not only impediments to fluent and efficient communication but also many personal and social problems. Stuttering is more commonly seen in children and adults than cluttering. Therefore, stuttering receives most of our attention. Stuttering is a disorder of fluency characterized by certain types of dysfluencies, excessive amounts of dysfluencies in general, or excessive durations of dysfluencies. Of course, in some individuals, stuttering may be a combination of excessive duration of frequency of some or all types of dysfluencies. In addition, stuttering also may be characterized by associated motor behaviors, which include excessive muscular effort in speaking, facial grimaces, and hand and foot movements. Several other features, including negative feelings toward speech and speaking in general and a tendency to avoid certain words and speaking situations, are due to the initial difficulty in saying the words fluently. Eventually, features also become a part of the stuttering problem. Because the therm 'stuttering' refers to a class of behaviors, and dysfluencies are the most important types of behaviors in that class, it is clearer and more appropriate to describe and discuss dysfluencies. Dysfluencies are the many forms of interruption that prevent the easy, effortless, and smooth flow of speech. In other words, dysfluencies are behaviors that disrupt fluency and indicate stuttering, a type of fluency disorder. People who stutter exhibit several other types of dysfluencies.
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1 Acquisition of speech sounds and language structure is necessary but not sufficient for competent social communication. 2 Speakers also should learn to speak fluently. 3 If speech or language is not flowing, rhythmic, and fluent, communication suffers. 4 Among the impediments to fluent communication, stuttering is the most common. 5 Another fluency disorder is cluttering. 6 Both stuttering and cluttering create not only impediments to fluent and efficient communication but also many personal and social problems. 7 Stuttering is more commonly seen in children and adults than cluttering. 8 Therefore, stuttering receives most of our attention. 9 Stuttering is a disorder of fluency characterized by certain types of dysfluencies, excessive amounts of dysfluencies in general, or excessive durations of dysfluencies. 10 Of course, in some individuals, stuttering may be a combination of excessive duration of frequency of some or all types of dysfluencies. 11 In addition, stuttering also may be characterized by associated motor behaviors, which include excessive muscular effort in speaking, facial grimaces, and hand and foot movements. 12 Several other features, including negative feelings toward speech and speaking in general and a tendency to avoid certain words and speaking situations, are due to the initial difficulty in saying the words fluently. 13 Eventually, features also become a part of the stuttering problem. 14 Because the therm 'stuttering' refers to a class of behaviors, and dysfluencies are the most important types of behaviors in that class, it is clearer and more appropriate to describe and discuss dysfluencies. 15 Dysfluencies are the many forms of interruption that prevent the easy, effortless, and smooth flow of speech. 16 In other words, dysfluencies are behaviors that disrupt fluency and indicate stuttering, a type of fluency disorder. 17 People who stutter exhibit several other types of dysfluencies.