Stuttering, which occurs in the early years of speech and language development, can affect a child's social relations and development. Prof. Dr. Ahmet Konrot stated that five out of every 100 children have early stuttering symptoms in the form of repetitions, blocks and prolongations. Prof. Dr. Ahmet Konrot said that in 20% of children with these symptoms, the problem can continue until later ages and turn into a speech disorder called "persistent stuttering". Noting that intervention in early stuttering is important, Konrot pointed out that stuttering, especially at school age, can lead to problems such as social phobia.
October 22 is commemorated as World Stuttering Day in order to draw attention to stuttering and to provide accurate information about stuttering. Prof. Dr. Ahmet Konrot, Head of Üsküdar University Speech and Language Therapy Department, made an evaluation about stuttering.
Noting that stuttering can be defined as "interruption of the natural flow of speech in some way or involuntary disruptions observed in the fluency of speech", Prof. Dr. Ahmet Konrot said, "It is fluency disorders observed in the form of prolonging sounds such as aaaaaaanne; having difficulty in producing some sounds; repeating a syllable (ba-ba-ba-ba-baba, etc.) or a sound (sh-sh-sh-sh-sh-sh-sugar, etc.). In some cases, various body movements (throwing the head back, hand-arm movements, etc.) can also be observed with difficulty."
Occurs in 5 out of 100 children
Prof. Dr. Ahmet Konrot noted that stuttering occurs in the early years of language and speech development and is a condition that is observed unexpectedly at the ages of 2-5, when children start to form sentences. Prof. Dr. Ahmet Konrot said, "Early stuttering symptoms (repetitions, blocks, prolongations) are observed in five out of every 100 children. In 80% of children with these symptoms, these symptoms disappear spontaneously. In the rest, the problem may persist until older ages and may turn into a speech disorder called persistent stuttering. However, the most important problem here is that it is not possible to know which children will recover spontaneously. Although there are findings that stuttering behaviors can improve spontaneously within 12-24 months after the emergence of stuttering behaviors, it is known that 'recovery' without support is more difficult if it continues after the first six months."
Focus on what the child says
Stating that not all behaviors similar to stuttering should be qualified as "stuttering", Prof. Dr. Ahmet Konrot said, "Families are rightfully anxious, worried and panicked. Especially the perceptions of families with a first-degree history of stuttering can be even clearer. In case the child exhibits behaviors similar to stuttering, first of all, one should be calm and focus on what the child is saying, not how he/she speaks. Expressions and warnings such as "Speak calmly! Don't get excited!", "Breathe, then speak!" will not work. Such expressions will prepare the ground for the child to focus on the negativities in his/her speech and may lead to unwanted anxiety in the child."
Speech and language therapy should be consulted
Ahmet Konrot noted that many families will naturally do research on sources such as the internet and will be even more confused as they read what is written or hear what is said, "For this reason, it is important that families who think or notice that their children have stuttering-like behaviors should first get an opinion from a speech and language therapist who has knowledge and experience about early stuttering. Stuttering is a complex phenomenon and it is best to reach out to those who specialize in this subject. A speech-language pathologist who has knowledge and experience in early stuttering cases, after evaluating the child's speech in detail and obtaining the necessary information from the family, informs the family about the child's condition, possible development and management of the problem. In some cases, the therapist may first recommend a period of observation and then decide to start an appropriate therapy program in line with the child's progress. In other cases, he/she may recommend starting therapy immediately. To put it briefly, consulting a specialist who is knowledgeable and experienced in early stuttering and acting under his/her supervision will be the most appropriate behavior."
Social phobia may start to occur
Prof. Dr. Ahmet Konrot noted that it is most desirable to resolve stuttering that starts in the early period until the age of starting school, and said that stuttering can cause some problems in school-age children. Prof. Dr. Ahmet Konrot noted that the negative awareness and negative perception about the problem encountered in speech gradually strengthens in the child who has reached school age and begins to exhibit stuttering behaviors:
"An increasing learned helplessness also emerges in the individual who is frustrated in the face of all kinds of 'getting rid of' efforts. Curious, questioning expressions coming from the environment; warnings and suggestions for support may lead to an increase in stuttering behaviors that occur unintentionally and unintentionally. The problem becomes even more complex and more difficult to manage, especially in children who face direct or indirect peer bullying such as those who make fun of the child's speech. Even though he/she knows it, he/she may not raise his/her finger to speak in class, may not want to read aloud, may avoid speaking in front of his/her friends. It is especially difficult for them to stand up at the blackboard and speak in front of a group; they do not want to face such situations. In fact, speaking in front of a group is very difficult for everyone, but for individuals who stutter, regardless of their age, speaking in front of a group is one of the biggest fears. Social phobia is also common in individuals who stutter. Social phobia does not cause stuttering, but it may accompany social phobia in a significant portion of individuals who stutter."
These suggestions should be heeded
Prof. Dr. Ahmet Konrot listed his recommendations for families and the immediate environment as follows:
The most important thing that can be suggested in this regard is to focus on what the child is saying, not how the child is talking. Just as we do not focus on a child who loses his balance and falls while learning to walk. Let's not forget that if those around us were focused on us falling and not ignoring us falling, we would be afraid of falling! And the fear of falling would keep us from walking!
Individuals who stutter should be given the opportunity to speak, not to complete their words for them.
It is useless to warn "Speak slowly...", "Calm down...", "Breathe, then speak...". Avoid such warnings, please! Focus on what I am saying, not how I am speaking!
-Do not finish my words for me. People like to be listened to, not interrupted. As a student who stutters, so do I.
-Do not treat me differently from the way you treat your other students.
-Talk to me slowly, without hurrying, making appropriate pauses.
Talk to me one-on-one and ask me how I would like to be treated.
-You can make me feel that stuttering is nothing to be ashamed of.
-You can take measures against peer bullying.
-You can make some arrangements for your class. For example, you can give me more time for presentations.
-You can make me present only to you and then to a friend before presenting to the whole group in front of the class. In this way you can help me gain confidence.
-You can offer support.
- As a student who is aware of their stuttering, you can be supportive and encouraging and tell me that I can come to you to talk about anything that worries me.
-Letting me know that stuttering is not a problem for you and that it is nothing to be ashamed of will put me at ease. You can support me by talking to me privately when you notice that I have "difficult speech days".
- Who wants to stutter? I don't want to, but I can't help it! Please understand my situation and don't blame me for stuttering! It is not my fault! It's nobody's fault!
- I have many other positive qualities. I write poetry, I sing, I paint well. I'm a good athlete, I love math. I really like history, but I'm afraid I won't be able to express myself orally. I have leadership qualities, but I cannot show them because of my speech problem. I love nature very much. I want to be a doctor because of my interest in biology. I am good at computer games... Please realize that I have other important and positive qualities. I stutter, but I exist!
"Let us also address our teachers through the mouths of our children who stutter. Of course, parents can also benefit from these suggestions. Most of them also apply to them," Prof. Dr. Ahmet Konrot said:
