Margaret M. Leahy
Margaret M. Leahy has been a clinical researcher and professor at Trinity College Dublin, Ireland. She has studied dysfluency extensively, coordinating with stuttering clients, colleagues and students, promoting communication confidence and competences. Margaret contributes to the European Clinical Specialization in Fluency disorders (ECSF). She continues to be inspired by all engaging in work towards meaningful change in how dysfluency is construed, and to better understanding of the dysfluency continuum.
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6A01.1 Developmental speech fluency disorder.
International Classification of Diseases for Mortality and Morbidity Statistics.
Developmental speech fluency disorder is characterised by frequent or pervasive disruption of the normal rhythmic flow and rate of speech characterised by repetitions and prolongations in sounds, syllables, words, and phrases, as well as blocking and word avoidance or substitutions. The speech dysfluency is persistent over time. The onset of speech dysfluency occurs during the developmental period and speech fluency is markedly below what would be expected for age. Speech dysfluency results in significant impairment in social communication, personal, family, social, educational, occupational or other important areas of functioning. The speech dysfluency is not better accounted for by a Disorder of Intellectual Development, a Disease of the Nervous System, a sensory impairment, or a structural abnormality, or other speech or voice disorder.
6A01.1 Developmental speech fluency disorder.
International Classification of Diseases for Mortality and Morbidity Statistics.
Developmental speech fluency disorder is characterised by frequent or pervasive disruption of the normal rhythmic flow and rate of speech characterised by repetitions and prolongations in sounds, syllables, words, and phrases, as well as blocking and word avoidance or substitutions. The speech dysfluency is persistent over time. The onset of speech dysfluency occurs during the developmental period and speech fluency is markedly below what would be expected for age. Speech dysfluency results in significant impairment in social communication, personal, family, social, educational, occupational or other important areas of functioning. The speech dysfluency is not better accounted for by a Disorder of Intellectual Development, a Disease of the Nervous System, a sensory impairment, or a structural abnormality, or other speech or voice disorder.
A stuttering behavior consists of a word improperly patterned in time and the speaker’s reaction thereto.
— Van Riper, page 15 (1972)
Timing → Sequencing → Reaction
A stuttering behavior consists of a word improperly patterned in time and the speaker’s reaction thereto.
— Van Riper, page 15 (1972)
Timing → Sequencing → Reaction
Stuttering is an individual style of talk-in-interaction with occasional, variable, involuntary breaks in word and sound transitions. Influences on the quality and quantity of this speech style include socially-shared interpretations of the dominant narrative of stuttering, and the neuronal activity regulating speech transitions of the PWS.
— Leahy (2021)
Stuttering is an individual style of talk-in-interaction with occasional, variable, involuntary breaks in word and sound transitions. Influences on the quality and quantity of this speech style include socially-shared interpretations of the dominant narrative of stuttering, and the neuronal activity regulating speech transitions of the PWS.
— Leahy (2021)
Stuttering consists of involuntary disruptions to the rhythmic flow of speech, the speaker’s cognitive and emotional reactions to them, and the speaker’s perceptions of listener reactions.
In persistent stuttering, the speaker develops a sense of self-who-stutters resulting from attributing meaning to personal experiences through self-narrative. The construction of self-who-stutters is influenced by the speaker’s relationships with others. Current research indicates a neurodevelopmental basis for stuttering, with epigenetic influences. The narratives of people who stutter are key environmental factors contributing to the epigenetic process.
— O'Dwyer (2016)
Stuttering consists of involuntary disruptions to the rhythmic flow of speech, the speaker’s cognitive and emotional reactions to them, and the speaker’s perceptions of listener reactions.
In persistent stuttering, the speaker develops a sense of self-who-stutters resulting from attributing meaning to personal experiences through self-narrative. The construction of self-who-stutters is influenced by the speaker’s relationships with others. Current research indicates a neurodevelopmental basis for stuttering, with epigenetic influences. The narratives of people who stutter are key environmental factors contributing to the epigenetic process.
— O'Dwyer (2016)
Neurodevelopmental variation that leads to unpredictable and unique forward execution of speech sounds in context of language and social interaction.
— Campbell, Constantino, Simpson (2019)
Neurodevelopmental variation that leads to unpredictable and unique forward execution of speech sounds in context of language and social interaction.
— Campbell, Constantino, Simpson (2019)
- Goldman-Eisler, F. (1961) A comparative study of two hesitation phenomena. Language and Speech 4:18-26.
- Howard Maclay & Charles E. Osgood. (1959) Hesitation Phenomena in Spontaneous EnglishSpeech, WORD, 15:1, 19-44.
- Van Riper, C. (1972). The Nature of Stuttering. NJ: Prentice-Hall.
Albert Gutzmann (1837–1910)
- Published article on stuttering, Treatment of stuttering by organized and practically proven method (1879).
Hermann Gutzmann (1865–1922)
- Son of Albert Gutzmann.
- Medical doctor.
- Considered ‘The father of logopedics’.
Emil Froeschels (1884–1972)
- Founded the International Association of Logopedics and Phoniatrics in 1924 (IALP).
- Stammering as psychological origin.
- Chewing method.
- Incorporated different theories.
<hr>
1931 – University of Iowa researchers, psychiatrist Samuel Orton (1897–1948) and psychologist Lee Edward Travis (1896–1987)
- Cerebral Dominance Theory of Stuttering.
1940s – Wendell Johnson (1906–1965)
- Diagnosogenic theory.
- ‘Anticipatory hypertonic avoidance reaction’.
1972 – Charles Van Riper (1905–1994)
- The Nature of Stuttering (1972).
- Stuttering stigma.
- Learning theories.
- Attitudes.
- Psychogenic desensitization.
- Neurogenic: acquired ‘Hesitation Phenomena’.
1959 – Howard Maclay and Charles E. Osgood
- Filled and unfilled pauses, repeats, false starts
1969 – Howell & Vetter
- '… cognitive complexity of the utterance…’
1961; 1968 – Goldman-Eisler
- Pausing.
- Interjections.
- Repetitions.
- Tempo changes.
- ‘Normal’ non-fluencies: filled and unfilled pauses 30% of the time.
Albert Gutzmann (1837–1910)
- Published article on stuttering, Treatment of stuttering by organized and practically proven method (1879).
Hermann Gutzmann (1865–1922)
- Son of Albert Gutzmann.
- Medical doctor.
- Considered ‘The father of logopedics’.
Emil Froeschels (1884–1972)
- Founded the International Association of Logopedics and Phoniatrics in 1924 (IALP).
- Stammering as psychological origin.
- Chewing method.
- Incorporated different theories.
<hr>
1931 – University of Iowa researchers, psychiatrist Samuel Orton (1897–1948) and psychologist Lee Edward Travis (1896–1987)
- Cerebral Dominance Theory of Stuttering.
1940s – Wendell Johnson (1906–1965)
- Diagnosogenic theory.
- ‘Anticipatory hypertonic avoidance reaction’.
1972 – Charles Van Riper (1905–1994)
- The Nature of Stuttering (1972).
- Stuttering stigma.
- Learning theories.
- Attitudes.
- Psychogenic desensitization.
- Neurogenic: acquired ‘Hesitation Phenomena’.
1959 – Howard Maclay and Charles E. Osgood
- Filled and unfilled pauses, repeats, false starts
1969 – Howell & Vetter
- '… cognitive complexity of the utterance…’
1961; 1968 – Goldman-Eisler
- Pausing.
- Interjections.
- Repetitions.
- Tempo changes.
- ‘Normal’ non-fluencies: filled and unfilled pauses 30% of the time.