STUTTERING AND CLUTTERING THERAPY
Julie is our specialised Stuttering Therapist. She studied for a postgraduate degree (ESS) and followed countless courses and workshops on stuttering and cluttering.
Stuttering
In a nutshell, stuttering (or stammering) is disfluency in speech characterised by repetitions, prolongations, and/or blockages. The child who stutters will briefly lose control over their speech. Unpleasant experiences and reactions to stuttering can lead to negative associations with stuttering developing over time. These can then create a bigger problem of excessive tension, avoidance, negative feelings, and more, exacerbating the stuttering.
Stuttering can most easily be treated at an early age, so it is appropriate to start as early as possible. After a conversation and assessment, the speech therapist consults with the parent/guardian about whether the child should begin therapy. We can work on the stuttering both directly with the child, and indirectly with their environment.
If it turns out therapy is not (yet) needed, you will receive concrete, evidence-based tips to work with at home.
Cluttering
Cluttering is a communication disorder in which the child talks very fast or at an irregular speed, leading to intelligibility problems. Symptoms can include high numbers of disfluencies, imprecise articulation, ‘swallowing’ parts of the sentence, and loss of control over sentence structure.
It is difficult for these children to monitor their speech inaccuracies on the spot. They often only realise the unintelligibility when their conversation partner reacts confused. Cluttering can be frustrating for the child who has it, as well as for their family, classmates, and teachers.
Following diagnosis, the child and their family will learn how to manage the speech monitoring issues so that daily communication goes smoother. After gaining an insight into their speaking habits, we learn and practice techniques for the child to employ whenever they find them useful.
LANGUAGE THERAPY AND MULTILINGUALISM
Language is one of the most complex and vital skills we develop. Yet, children tend to pick it up relatively quickly, having acquired the most important language structures and vocabulary at about 5 years old. For some children, however, that process does not run as smoothly. They may have issues learning new words, understanding commands, and forming correct sentences. When these problems are significant, it debilitates the child’s ability to communicate. We speak of language delay, developmental language disorders, or dysphasia.
If you are worried about your child’s language development, you can come in for a language assessment to determine the extent of the delay and the language aspects that need specific attention. Afterward, we discuss the best action plan to support your child, ranging from monitoring to learning ways of boosting language development at home to intensive language therapy.
When a child grows up in a multilingual environment, language develops differently. That is normal because the child is learning not one but two or more languages simultaneously or consecutively. Because language develops so quickly in early childhood, introducing the languages you would like your child to learn early on is not only feasible but also recommended. Many parents and carers have questions about raising a multilingual child in an international environment. We offer the necessary information and advice to create a personalised plan for your child’s unique language journey.
SPEECH AND VOICE THERAPY
Voice disorders
Children can struggle with voice problems such as hoarseness or voice fatigue. The cause is often voice misuse or overuse. Because voice disorders can limit the child’s participation, therapy may be necessary. The treatment approach and expectations are adapted based on the age and needs. For example, young children can learn voice hygiene compensations and relaxation exercises to help make their voice healthy again. They will be supported by their family and others in their environment during the therapy process. Older children can additionally learn more complex skills to increase their voice capacity.
Speech disorders
Speech disorders can have different causes and, thus, treatment approaches.
Phonetic articulation disorders entail the incorrect pronunciation of a specific sound or sounds. For instance, a lisp is a common phonetic disorder where the tongue is incorrectly positioned when producing certain sounds. These disorders are treated through exercise therapy. In some cases, a structural problem causes articulation issues. In this case, collaboration with an orthodontist or other involved clinician is warranted.
Phonological articulation disorders often occur in children. The child does not understand the difference between certain sounds and mixes them. For example, ‘cat’ becomes ‘tat’, ‘rat’ becomes ‘wat’, or ‘flat’ becomes ‘fat’. Depending on the child’s age, therapy can be necessary to learn the difference between speech sounds and practice using the right sound in the right place.
There are also different, rarer causes for articulation and intelligibility problems. Differential diagnostics will identify the cause of the issue so that the appropriate therapy can be selected.
LEARNING DISORDERS
Our speech and language therapist is experienced in assessing and treating neurodevelopmental learning disorders, namely dyslexia, dysorthography, and dyscalculia.
Dyslexia
Dyslexia is a reading disorder where the technical reading skills develop slower than their peers, even though they are often just as intelligent and capable. The child may struggle with decoding the written words, which is necessary for transferring them into speech. Sometimes, dyslexic children struggle to recognise words and structures they have read before, thus lacking automation. Both issues can also happen at the same time. It is important to know that dyslexia does not reflect a lack of effort or ability but rather a different way of learning. Early identification and support can help children with dyslexia navigate their differences.
Reading therapy involves sensibilisation of the child and their environment, compensation techniques, and exercises that are tailored to your child’s level and gradually increase in difficulty. The therapy is tailored to your child’s specific needs, aiming to boost their confidence and make reading more enjoyable over time. Parents or carers are also essential in the treatment process to support the progress at home.
Dysorthography
Dysorthography is a spelling disorder closely related to dyslexia, often occurring together. The spelling process is opposite to that of reading, as now the child has to transfer sounds to written letters to form words on paper. Automation problems can also manifest as difficulties remembering the spelling rules and applying them to the appropriate words. Just like with dyslexia, dysorthography therapy includes sensibilisation, compensation, and spelling exercises. The sessions are designed to make spelling fun and motivate your child, which makes the treatment significantly more efficient.
Dyscalculia
Dyscalculia is a disorder that affects the ability to understand number-based information and math because the brain areas that handle these skills and understanding are different. Just like with dyslexia and dysorthography, these differences don’t mean people with dyscalculia are less intelligent than people without it. Early detection and treatment are beneficial.
There are different types of dyscalculia, which can also exist together: semantic memory, visuospatial, and procedural dyscalculia. Assessment can determine which type(s) are present, and the treatment will be adapted accordingly to target your child’s specific math difficulties.
