WARNING SIGNS ASSOCIATED WITH DEVELOPMENTAL STUTTERING


(Developed by Douglas E. Cross, 1996)

Instructions: There are a variety of behaviors that indicate a child is developing "stutter-like"
communication problems. As with the development of the stuttering response, these characteristics
should be viewed as guidelines rather than specific diagnostic indicators. The primary goal is to
identifying behaviors, attitudes, and perceptions that indicate development of an anticipitory 
response pattern and struggle-type disfluencies rather than indicating whether an individual is 
a "stutter"or "nonstutterer".
 
Place a 1, 2, or 3 next to the items that have been observed in your client's communication. A "1" 
indicates the behavior occurs infrequently, a 2 indicates the behavior occurs occasionally, and a 3 
indicates the behavior occurs frequently.

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SPEECH PATTERNS
Segmental Characteristics of Speech 
___ Fragmentation of utterances into atypically smaller units. This can include 
         fragmentation of connected utterances, phrases, or words. Pauses often occur
         at atypical linguistic boundaries are not uncommon features.
 
___ Evidence of neutralization of vowel position during nonfluencies. The 
         appropriate vowel sound is replaced with the "schwa" (e.g. "ba-ba-beet" for 
         "be-be-beet").
 
Movement Characteristics
___ Excessive pauses and/or pause lengths at unnatural linguistic boundaries
         during either fluent or non-fluent talking.
 
___ Evidence of any form of voluntary or involuntary variation of natural 
         sequence of speech structural movements before, during, or after either
         fluent or non-fluent moments.
 
___ Evidence of any form of voluntary or involuntary increase in the degree of
         physical effort or "pushing" before, during, or after fluent or non-fluent 
         moments. 
 
___ Evidence of voluntary or involuntary variations in the speed of speech pace
         and/or structural movements during fluent or non-fluent talking.
 
___ Evidence of cessation or disruption in the flow of air/sound during fluent or
         non-fluent talking.
 
___ Evidence of "bracing" in the speech muscles before or during talking. Look
         especially at breath holding and/or tightly closing the vocal folds before
         beginning to talk.
 
ATTITUDES AND PERCEPTIONS
Behaviors That Indicate Anticipation and/or Avoidance of Talking or Disfluency
___ Decrease in talking or indications of reluctance to initiate speech.
 
___ Reluctance to continue talking following moments or periods of 
         non-fluency.
 
___ Evidence of attempts to alter message by changing words, sounds, etc.
 
___ Evidence of unwillingness to enter specific speaking situations.
 
___ Evidence of frustration, anger, or embarrassment during fluent or 
         non-fluent periods.
 
Verbal Comments That Indicate Concern About Talking Or Fear Of Stuttering
___ Comments or questions from the child indicating they are having trouble 
         talking.
 
___ Comments or questions from the child indicating they believe they are poor 
         talkers.
 
___ Comments or questions from the child indicating they feel different from 
         other children.
 
___ Comments or questions from the child indicating they are confused about 
         talking.
 
___ Comments or questions from the child indicating they do not like to talk.
 
 
SUMMARY/COMMENTS:
 
 
 
 
 

This page maintained by: Douglas Cross (Cross@Ithaca.edu)



 
Last modified: April 24, 1997