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Odd speech patterns - some answers?
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<blockquote data-quote="Marguerite" data-source="post: 113661" data-attributes="member: 1991"><p>What I'm finally getting, is that we're dealing with a number of problems. I'm not sure if I have the correct terms (or even if there ARE specific terms) but I HAVE found some descriptors which work, for now.</p><p></p><p>"Stuttering" is something which develops after the child has already been speaking normally for some time. A child doesn't stutter from their first word.</p><p></p><p>"Disfluency" seems to be something we've seen from the beginning. It is what I describe - the person breaks what is being said and often goes back to say it again, or something modified. It's very hard to listen to and is clearly interfering with clear communication. HOWEVER, you can get this in an individual while they are also echolalic, but generally the echolalia will be fluent.</p><p>For example, difficult child 3 will repeat huge chunks of text from a movie, he will walk around the house spouting dialogue, but when he is trying to talk to me about something I get the disjointed, interrupted, "go back to the beginning and see if I can say it better" kind of speech.</p><p></p><p>Where a child is still learning to talk, any disfluency should be tolerated. it is more important to allow the child to communicate in ANY way, than to impose a sense of anxiety or tension on top of what is already difficult.</p><p></p><p>Disfluencies can be related to tension in the speaker, or they may not. Reducing tension is always a good idea, but it will not fix all disfluncies. There seems to be a language component as well.</p><p></p><p>There is some discussion, the jury seems to be out, on how much this is part of Pervasive Developmental Disorder (PDD) and how much it just is. Problems with laungage processing, problems of mental disconnectedness in the brain - surely has to play a part.</p><p></p><p>difficult child 3 was given an exercise to do by the Speech Language Pathologist (SLP) we worked with for a while. Then we found the "20Q" game ball and it was doing the same sort of exercise, which involved rebuilding connectedness in concepts within the brain. This increases capability with word retrieval. Plus, they are a lot of fun.</p><p></p><p>I also came across a reference to "monologueing". The name comes from the tendency of cartoon villains to yammer on about how puny the hero is and how wonderful they (the villains) are, at a most inopportune time, just long enough for the hero to wriggle out of the impossible situation. I think the first reference is in "The Incredibles" when Frozone is talking about a narrow escape. But it applies beautifully to difficult child 3's (and easy child 2/difficult child 2's) way of holding court on a topic the rest of us really couldn't give a hoot about, often at a really inappropriate moment.</p><p></p><p>I still haven't got a label for the insistence they have on finishing what they are saying. I really want to find that, as well as a way to help them over this hurdle.</p><p></p><p>The search continues!</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 113661, member: 1991"] What I'm finally getting, is that we're dealing with a number of problems. I'm not sure if I have the correct terms (or even if there ARE specific terms) but I HAVE found some descriptors which work, for now. "Stuttering" is something which develops after the child has already been speaking normally for some time. A child doesn't stutter from their first word. "Disfluency" seems to be something we've seen from the beginning. It is what I describe - the person breaks what is being said and often goes back to say it again, or something modified. It's very hard to listen to and is clearly interfering with clear communication. HOWEVER, you can get this in an individual while they are also echolalic, but generally the echolalia will be fluent. For example, difficult child 3 will repeat huge chunks of text from a movie, he will walk around the house spouting dialogue, but when he is trying to talk to me about something I get the disjointed, interrupted, "go back to the beginning and see if I can say it better" kind of speech. Where a child is still learning to talk, any disfluency should be tolerated. it is more important to allow the child to communicate in ANY way, than to impose a sense of anxiety or tension on top of what is already difficult. Disfluencies can be related to tension in the speaker, or they may not. Reducing tension is always a good idea, but it will not fix all disfluncies. There seems to be a language component as well. There is some discussion, the jury seems to be out, on how much this is part of Pervasive Developmental Disorder (PDD) and how much it just is. Problems with laungage processing, problems of mental disconnectedness in the brain - surely has to play a part. difficult child 3 was given an exercise to do by the Speech Language Pathologist (SLP) we worked with for a while. Then we found the "20Q" game ball and it was doing the same sort of exercise, which involved rebuilding connectedness in concepts within the brain. This increases capability with word retrieval. Plus, they are a lot of fun. I also came across a reference to "monologueing". The name comes from the tendency of cartoon villains to yammer on about how puny the hero is and how wonderful they (the villains) are, at a most inopportune time, just long enough for the hero to wriggle out of the impossible situation. I think the first reference is in "The Incredibles" when Frozone is talking about a narrow escape. But it applies beautifully to difficult child 3's (and easy child 2/difficult child 2's) way of holding court on a topic the rest of us really couldn't give a hoot about, often at a really inappropriate moment. I still haven't got a label for the insistence they have on finishing what they are saying. I really want to find that, as well as a way to help them over this hurdle. The search continues! Marg [/QUOTE]
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