DESCRIPTION

• A disorder of fluency characterized by disruptions in the production of speech sounds which impedes communication and interrupts the forward flow of speech
• Speech patterns include sound/syllable repetitions, prolongations of sounds, and/or blocks (silent fixation of mouth posture). Disfluencies may be accompanied by concomitant behaviors including but not limited to eye blinks, movement of hands/feet/head, physical tension, and word avoidance.
• Negative thoughts and feelings about stuttering and communication can impact the child across academic and social settings. These adverse reactions to stuttering can lead to social/situational avoidance and withdrawal, reduced self-esteem, and decreased perception of overall quality of life. Although anxiety does not cause stuttering, it can exacerbate stuttering behaviors.

EPIDEMIOLOGY

• Of all children, approximately 5% will stutter for at least 6 months, 75% will recover.
• 1% of the population have stuttering that persists.
• Although both genders will stutter in equal amounts early on, persistent stuttering during the school-aged period is more likely in boys than girls (3 to 4 times more likely).

ETIOLOGY

• Stuttering is a neurodevelopmental disorder.
• Stuttering is felt to be due to a combination of physiologic, neurologic, and environmental factors.
• Stuttering is not due to a mental health disorder.

RISK FACTORS

• Increased risk is associated with genetics, gender, and age of onset.
• No risk factor will determine the persistent of stuttering.

GENERAL PREVENTION

There is no known prevention strategy for stuttering.

PATHOPHYSIOLOGY

Research suggests that individuals who stutter have:

• Abnormalities in the left hemisphere speech center and in the basal ganglia
• Abnormalities in the dopamine system

COMMONLY ASSOCIATED CONDITIONS

• Speech and language disorders
• Autism spectrum disorder
• Intellectual disability
• Learning disability
• Seizure disorder
• Attention-deficit/hyperactivity disorder