Symptoms of<unk>  include the repetition of sounds or pauses between words. These symptoms have generally been noted within children from 18 months to 5 years of age. This may persist for weeks or months but eventually disappears due to the maturation of the child's nervous system. Children with a family history of stuttering are more likely to develop the disorder than those without. ex.: "Mommy, I am, I am, um, I am..." Usually, this language<unk>  is a transitional stage that most children will leave behind as they master oral communications. At this point, there is little to no need for any therapeutic intervention. The typical occurrence lies between the ages of 18 months and 7 years as children pass through stages of speech<unk>  as they learn how to talk. Those with these types of<unk> es will exhibit the afore mentioned repetitions about once every 10 sentences Mistiming and stuttering are common ways that<unk>  manifests itself. When a child mistimes, they prolong a certain letter/syllable in the word they are saying, thereby taking much longer for their sentence to be said. Pauses or blocking are another side effect relating to<unk> . This is when one inserts a silent interval within the word. Revision is similar to this but is the halting completely, mid-flow of a sentence and taking the thought in a different direction. There is evidence to show that this may not only be an issue of speech motor areas but also the auditory cortex. In a MEG study by Beal et al. they found that adults with “persistent<unk>  stuttering” or PDS, had slower cortical timing than those who spoke completely fluent. This shows us something is wrong in their auditory motor integration. As far as the underlying ailments behind stuttering,, It is not well known whether this side effect has to do with “errors in linguistic planning” or issues with “access or retrieval of linguistic elements” and it could very well involve both issues. On occasion, children will go beyond the normal<unk>  patterns. Instances like the previously mentioned example indicate that the child is learning to use language. In contrast, children with stuttering disorder, will likely repeat sounds or one-syllable words three or more times. They may also prolong sounds for two or more seconds. In comparison, stuttering can be seen as a process where a word appears to become "stuck," and the person may grimace, jerk the head or neck as he struggles to overcome the stutter. Characteristics Characteristics of<unk>  include: * Repeating phrases (eg. "he ate-he ate my cookie) * Use of filler words (um, uh, like, ah, etc) * No tension of physical inability and struggle to speak * Lack of problematic behaviors when speaking * No negative reaction or frustration * Appearance of<unk> es only last less than 6 months Children with normal<unk>  tend to have stuttering difficulties that come and go. Generally this is during preschool years and the problem normally ceases altogether by the time a child starts school. Everyone experiences periods of<unk>  - normal speech patterns include about 2-4% interruptions in flow or fluency. Revisions, word and phrase repetitions and interjections are all common in children speech (see typical<unk> es below) whereas; sound and syllable repetition, sound prolongation and broken words are much more atypical. Typical<unk>  Examples The term<unk>  is used to describe normal irregularities that occur during speech. As children begin to learn how to communicate with language some will experience issues between the ages of 2-6. These can include: * Phrase revisions or abandoned utterances ("I'm want. Can I have...") * Hesitations between words ("Can you give me ... blocks") * Multisyllabic word repetitions ("Gimme, Wanna ... etc) * Phrase repetitions ("I need I need I need ... a hug") * Interjections/Interruptions in sentence structure ("You're ummm, really funny") Children are learning language and linguistics among many other things. It is speculated that children will experience<unk>  linguistic delays at some point due to their muscle and motor plans not working as quickly as their brains. While they are learning speech, they are also<unk> ly mastering other skills (walking, potty training, motor skills, etc.) The origin of stuttering is not yet fully understood but parents/adults can mitigate the risk of<unk>  by reducing the conversational demands on their child. Modeling slow, smooth speech and acknowledging the demanding and complex nature of learning language can help.
Developmental dysfluency
Selective mutism
Nonverbal autism
Global developmental delay
Nonverbal learning disorder
Mixed receptive-expressive language disorder
Developmental disability
Language delay