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What causes stuttering?There has been considerable research and even more speculation regarding the cause of stuttering. Three factors have emerged:
- Genetics and neurophysiology: There is some evidence that stuttering runs in families and that differences in hemispheric processing may be involved in either a reduced capacity for linguistic development or a time delay in processing. However the evidence is not conclusive that stuttering is inherited or that it is the result of a neurological disturbance.
- Learning and environmental factors: These theories focus on a child's learning environment and opportunities to learn speech. While there is some evidence linking the physical environment with stuttering, again it is only suggestive and not conclusive.
- Emotional/psychological factors: In the past stuttering has been seen to be an emotional or anxiety disorder. The current view is that any negative emotions associated with stuttering are the result of having a stutter rather than the other way round. But many theorists believe there is a connection between the emotional or psychological state of the child and the severity of a stutter. Once again there is no conclusive evidence.
What influences the development of stuttering?
The earlier that stuttering is recognised and treated by a speech-language therapist the more effective that intervention will be. Parents or guardians who notice their child stuttering should seek advice from the Special Education Services (SES) as soon as possible. If you are an adult with a stutter, you are not alone. There is a support group, the New Zealand Speak Easy Association.
A person growing up with a stutter may feel discrimination, rejection, failure and ridicule. These fears can lead to a lack of self-esteem and less confidence. A person who stutters might appear shy, unintelligent or non-assertive. But none of these personality traits might be true.
For children who stutter, things they believe might make the problem worse. For example, they might believe or feel that speaking dysfluently:
- Is shameful or wrong.
- Makes him or her seriously different from others.
- These beliefs may lead to feelings of isolation, loneliness and humiliation.
There is no evidence of differences intellectually or emotionally between children who stutter and those who do not. It is vitally important that a child who stutters does not come to believe that stuttering is a reason to withdraw from interacting with other people. The goal of parents or teachers should be to help prevent negative emotions from becoming part of the child's stuttering experience. This means that even if the child does not speak fluently he or she can at least speak freely.
21 March 2002
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