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Information about Cluttering

Published on June 19, 2017

Author: CassieKoch1


1. Cluttering is a fluency disorder characterized by a rapid and/or irregular speaking rate, excessive disfluencies, and often other symptoms such as language or phonological errors and attention deficits.

2. Red Light Green Light Reading content/uploads/2017/01/magic-sucks-FKB-YA- Stories.pdf

3. These fluency and rate deviations are the essential symptoms of cluttering. • Does not sound “fluent”, does not seem to be clear about what he/she wants to say or how to say it. • Has excess levels of “normal disfluencies”, such as interjections and revisions • Has little or no apparent physical struggling in speaking • Has few if any secondary behaviors A rapid and/or irregular speaking rate would be present in a speaker who has any or all of the following: • Talks “too fast” based on overall impression or actual syllable per minute counts. • Sounds “jerky” • Has pauses that are too short, too long or improperly placed. The clinical picture of a typical cluttering problem would be enhanced if the person in question had any of the following: • Confusing, disorganized language or conversational skills. • Limited awareness of his or fluency and rate problems. • Temporary improvement when asked to “slow down” or “pay attention” to speech • Mispronunciation or slurring of speech sounds or deleting non-stressed syllables in longer words (for example “ferchly” = “fortunately) • Speech that is difficult to understand • Several blood relatives who stutter or clutter • Social or vocational problems resulting from cluttering symptoms • Learning disability not related to reduced intelligence • Sloppy handwriting • Distractibility, hyperactivity, or a limited attention span • Auditory perceptual difficulties

4. Speech-language pathologist Multiple sessions Reports by •Teachers •Special educators •Psychologists •Neuro-psychologists Measures •Fluency •Co-existing oral-motor •Language •Pronunciation •Learning or social problems Co-existing disorders •Difficulties with language formulation •Inadequate organization of thought processes •Sound-specific articulation disorders •Speech motor discoordination •Attention deficit hyperactive disorders (ADHD) or other learning disorders •Auditory processing disorders •Asperger’s syndrome •Apraxia

5. Causes Unknown, but there are several theories Caused by abnormal development of brain structure related to: Speech rate control Speech-language planning and execution Other fluency- related behavior Stereotypes Not the same as stuttering Cluttering is not well known Many who clutter are mis-identified as stutterers Cluttering often occurs along with stuttering Who? There is not enough research to determine if it affects boys more than girls, vice versa. Prevalence Pure cluttering has been estimated to comprise 5- 17% of all fluency disorders Clutterers who also stutter has been estimated to include 30- 67% of fluency disorders

6. Speech therapy includes various combinations of the following goals: Reducing the speaking rate Enhancing or improving the ability to self monitor speech Practicing speech characterized careful enunciation of all of the words and syllables Constructing sentences that are – •Carefully organized •Appropriately arranged •Important to the communication Learning to recognize and respond appropriately to listener cues of misunderstanding

7. Support What to do when speaking with someone who clutters  Don’t treat them like something is “wrong” with them. Treat them like everyone else.  If you don’t understand, politely ask for clarification.  Understand that it isn’t their fault and don’t get frustrated with them.  No TEASING: it’s just not OK to tease others.

8. Symptom Stuttering Cluttering What gets stuck Word, sound, syllable Message Know what to say Yes No Awareness Typically yes Yes and no Rate differences Can be a secondary (person who stutters may speak quickly to avoid stuttering), but is not central to stuttering itself Yes; mandatory for a diagnosis of cluttering (rate has to be rapid or both, but does not have to be both) Disfluencies Mostly stuttering-like disfluencies, such as repetitions, prolongations, blocks Mostly non-stuttering-like disfluencies, such as interjections/filler words, phrases repetitions, revisions Examples of disfluencies Repetitions of sounds like syllables: y-y-you w-w-watermelon Prolongations: sssso; thiiiis Blocks: sound gets stuck and person has difficulty moving forward to the next sound: p—eople Interjections/filler words: um, uh Phrase repetitions: I love, I love you Revisions: I would like ice cream, no, please make that a shake Articulation difficulties (difficulties pronouncing sounds in words) Not in pure stuttering (stuttering without any additional communication disorders) May sound “mushy” and “slurred”, typically can be corrected by such strategies as slowing rate Prosody (the rhythm and melody of one’s speech) Typically normal May be impacted; especially by change in pausing related to irregular rate How it sounds Repetitions, prolongations, blocks Rushes of speech, lots of restarts Affective and cognitive components Can be Negative reactions and communication avoidance have been identified Pragmatics (social aspects of language) Typically okay A secondary consequence of decreased communication effectiveness

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