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The DSM-5 describes "Childhood-Onset Fluency Disorder (Stuttering)" for developmental stuttering, and "Adult-onset Fluency Disorder". However, the specific rationale for this change from the DSM-IV is ill-documented in the APA's published literature, and is felt by some to promote confusion between the very different terms fluency and disfluency.
Cluttering is a speech and communication disorder that has also been described as a fluency disorder. [1]It is defined as: Cluttering is a fluency disorder characterized by a rate that is perceived to be abnormally rapid, irregular, or both for the speaker (although measured syllable rates may not exceed normal limits).
Childhood-Onset Fluency Disorder - standard fluency and rhythm of speech is interrupted, often causing the repetition of whole words and syllables. [15] May also include the prolongation of words and syllables; pauses within a word; and/or the avoidance of pronouncing difficult words and replacing them with easier words that the individual is ...
Children that continue to exaggerate the tongue movement may incorrectly produce speech sounds, such as /s/, /z/, /ʃ/, /tʃ/, and /dʒ/. For example, the word, "some," might be pronounced as "thumb". [3] The treatment of OMD will be based upon the professional's evaluation. [7] Each child will present a unique oral posture that must be corrected.
Symptoms of aphasia vary widely but generally are defined by language deficits that affect fluency, the ability to talk, reading, writing, and comprehension. [19] [12] There are many types of aphasia that vary in symptoms depending upon where in the language center of the brain the damage occurred. [12]
Cerebellar cognitive affective syndrome (CCAS), also called Schmahmann's syndrome [1] is a condition that follows from lesions (damage) to the cerebellum of the brain. It refers to a constellation of deficits in the cognitive domains of executive function, spatial cognition, language, and affect resulting from damage to the cerebellum.
Developmental Language Disorder (DLD) is identified when a child has problems with language development that continue into school age and beyond. The language problems have a significant impact on everyday social interactions or educational progress, and occur in the absence of autism spectrum disorder, intellectual disability or a known biomedical condition.
Most of the other disorders diagnosed in infancy, childhood, or adolescence involve anxiety. If the child is continually put in anxiety producing situations, they could show symptoms of these disorders. Usually, the symptoms will be mild and the child will not get help, which may cause the symptoms to become worse. [21]