Stutter Boy

FanTheory - A theory regarding past or present works. FanSpeculation - A theory speculating the contents of future works. Confirmed - Theories which have turned out to be right but must be back up with supporting external evidence. Meta - Posts regarding the sub-Reddit itself. What the "Have you ever had a dream? In this video , after all the stuttering, the kid ends up saying "Have you ever had a dream that you want him to do you so much you could do anything? It's a quote from the Disney animated film Hercules.

At around the 26 minute mark in the movie, Hercules says to Phil:. Something you wanted so bad, you'd do anything? The movie came out in According to KnowYourMeme the video originates from an interview in It is entirely possible the child saw and loved Hercules, and wanted to share his favorite, inspiring quote from his favorite movie. Also, here's my favorite version of the video in question. Here's a clip of the Hercules scene. Link for potato-quality hercules clip: The other joke that's in the same clip.

Are you that kid? Because this is a great connection. Has there ever been anything else on the sauce for this? I didn't see anything on snopes. No, I'm not that kid haha. I was just watching Hercules and heard him say that and thought it sounded familiar. After doing some research, I cannot find any background information or really anything at all other than the KnowYourMeme post. I knew I heard this somewhere! I love randomly finding the sources for audio clips used in songs. Use of this site constitutes acceptance of our User Agreement and Privacy Policy.

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In a article, three genes were found by Dennis Drayna and team to correlate with stuttering: For some people who stutter, congenital factors may play a role. These may include physical trauma at or around birth, learning disabilities, as well as cerebral palsy. In other people who stutter, there could be added impact due to stressful situations such as the birth of a sibling, moving, or a sudden growth in linguistic ability.

There is clear empirical evidence for structural and functional differences in the brains of people who stutter.

Research is complicated somewhat by the possibility that such differences could be the consequences of stuttering rather than a cause, but recent research on older children confirms structural differences thereby giving strength to the argument that at least some of the differences are not a consequence of stuttering. Auditory processing deficits have also been proposed as a cause of stuttering. Stuttering is less prevalent in deaf and hard-of-hearing individuals, [30] and stuttering may be reduced when auditory feedback is altered, such as by masking , delayed auditory feedback DAF , or frequency altered feedback.

There is evidence of differences in linguistic processing between people who stutter and people who do not stutter. In addition, reduced activation in the left auditory cortex has been observed.

The capacities and demands model has been proposed to account for the heterogeneity of the disorder. In this approach, speech performance varies depending on the capacity that the individual has for producing fluent speech, and the demands placed upon the person by the speaking situation.

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Capacity for fluent speech may be affected by a predisposition to the disorder, auditory processing or motor speech deficits, and cognitive or affective issues. Demands may be increased by internal factors such as lack of confidence or self esteem or inadequate language skills or external factors such as peer pressure , time pressure, stressful speaking situations, insistence on perfect speech, and the like. In stuttering, the severity of the disorder is seen as likely to increase when demands placed on the person's speech and language system exceed their capacity to deal with these pressures.

Though neuroimaging studies have not yet found specific neural correlates, there is much evidence that the brains of adults who stutter differ from the brains of adults who do not stutter. Several neuroimaging studies have emerged to identify areas associated with stuttering. In general, during stuttering, cerebral activities change dramatically in comparison to silent rest or fluent speech between people who stutter and people who do not stutter. There is evidence that people who stutter activate motor programs before the articulatory or linguistic processing is initiated.

Brain imaging studies have primarily been focused on adults. However, the neurological abnormalities found in adults does not determine whether childhood stuttering caused these abnormalities or whether the abnormalities cause stuttering. Studies utilizing positron emission tomography PET have found during tasks that invoke disfluent speech, people who stutter show hypoactivity in cortical areas associated with language processing, such as Broca's area , but hyperactivity in areas associated with motor function.

Functional magnetic resonance imaging fMRI has found abnormal activation in the right frontal operculum RFO , which is an area associated with time-estimation tasks, occasionally incorporated in complex speech. Researchers have explored temporal cortical activations by utilizing magnetoencephalography MEG.

The people who stutter also first had cortical activation in the occipital areas but the left inferior-frontal regions were activated only after the motor and premotor cortices were activated. During speech production, people who stutter show overactivity in the anterior insula, cerebellum and bilateral midbrain. Much evidence from neuroimaging techniques has supported the theory that the right hemisphere of people who stutter interferes with left-hemisphere speech production. Adults who stutter have anatomical differences in gyri within the perisylvian frontotemporal areas.

Stuttering

A large amount of white matter is found in the right hemisphere of the brain, including the region of the superior temporal gyrus. This was discovered using voxel-based morphometry VBM. On the other hand, lesser amounts of white matter are found in the left inferior arcuate fasciculus connecting the temporal and frontal areas in stuttering adults. Results have shown that there is less coordination between the speech motor and planning regions in the brain's left hemisphere of men and women who stutter, when compared to a non-stuttering control group.

Men who stutter seem to have more right-sided motor connectivity. On the other hand, stuttering women have less connectivity with the right motor regions. In non-stuttering, normal speech, PET scans show that both hemispheres are active but that the left hemisphere may be more active. By contrast, people who stutter yield more activity on the right hemisphere, suggesting that it might be interfering with left-hemisphere speech production.

Another comparison of scans anterior forebrain regions are disproportionately active in stuttering subjects, while post-rolandic regions are relatively inactive. Bilateral increases and unusual right-left asymmetry has been found in the planum temporale when comparing people who stutter and people who do not stutter. The corpus callosum transfers information between the left and right cerebral hemispheres.

The corpus callosum, rostrum, and the anterior mid-body sections are larger in adults who stutter as compared to normally fluent adults. This difference may be due to unusual functions of brain organization in stuttering adults and may be a result of how the stuttering adults performed language-relevant tasks. Furthermore, previous research has found that adults who stutter show cerebral hemispheres that contain uncommon brain proportions and allocations of gray and white matter tissue.

Recent studies have found that adults who stutter have elevated levels of the neurotransmitter dopamine , and have thus found dopamine antagonists that reduce stuttering see anti-stuttering medication below. Some characteristics of stuttered speech are not as easy for listeners to detect. As a result, diagnosing stuttering requires the skills of a certified speech-language pathologist SLP. Information from both sources should span multiple, various settings and times.

They may also observe parent-child interactions and observe the speech patterns of the child's parents. Children and adults are monitored and evaluated for evidence of possible social, psychological or emotional signs of stress related to their disorder. Some common assessments of this type measure factors including: The SLP will then attempt to combine the information garnered from the client's case study along with the information acquired from the assessments in order to make a final decision regarding the existence of a fluency disorder and determine the best course of treatment for the client.

Stuttering can also diagnosed per the DSM-5 diagnostic codes [43] by clinical psychologists with adequate expertise. 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".

Developmental stuttering is stuttering that originates when a child is learning to speak and develops as the child matures into adulthood. Other disorders with symptoms resembling stuttering include autism , cluttering , Parkinson's disease , essential tremor , palilalia , spasmodic dysphonia , selective mutism , and social anxiety. Though the rate of early recovery is very high, [18] with time a young person who stutters may transition from easy, relaxed repetition to more tense and effortful stuttering, including blocks and prolongations.

Recommendations to "slow down", "take a breath", "say it again", etc. Eventually, many become fully aware of their disorder and begin to identify themselves as stutterers. With this may come deeper frustration, embarrassment and shame. Another variety also begins suddenly with frequent word and phrase repetition, and does not include the development of secondary stuttering behaviours. Stuttering can also have its roots in development. Many toddlers and preschool age children stutter as they are learning to talk, and although many parents worry about it, most of these children will outgrow the stuttering and will have normal speech as they get older.

Since most of these children do not stutter as adults, this normal stage of speech development is usually referred to as pseudo-stuttering or as a normal disfluency. As children learn to talk, they may repeat certain sounds, stumble on or mispronounce words, hesitate between words, substitute sounds for each other, and be unable to express some sounds. Children with a normal disfluency usually have brief repetitions of certain sounds, syllables or short words, however, the stuttering usually comes and goes and is most noticeable when a child is excited, stressed or overly tired.

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Stuttering is also believed to be caused by neurophysiology. Neurogenic stuttering is a type of fluency disorder in which a person has difficulty in producing speech in a normal, smooth fashion. Individuals with fluency disorders may have speech that sounds fragmented or halting, with frequent interruptions and difficulty producing words without effort or struggle.

Neurogenic stuttering typically appears following some sort of injury or disease to the central nervous system. Injuries to the brain and spinal cord, including cortex, subcortex, cerebellar, and even the neural pathway regions. In rare cases, stuttering may be acquired in adulthood as the result of a neurological event such as a head injury, tumour, stroke, or drug use. The stuttering has different characteristics from its developmental equivalent: Techniques such as altered auditory feedback see below , which may promote decreasing disfluency in people who stutter with the developmental condition, are not effective with the acquired type.

Psychogenic stuttering may also arise after a traumatic experience such as a grief, the breakup of a relationship or as the psychological reaction to physical trauma. Its symptoms tend to be homogeneous: Before beginning treatment, an assessment is needed, as diagnosing stuttering requires the skills of a certified speech-language pathologist SLP.

Many of the available treatments focus on learning strategies to minimize stuttering through speed reduction, breathing regulation, and gradual progression from single-syllable responses to longer words, and eventually more complex sentences. Furthermore, some stuttering therapies help to address the anxiety that is often elicited as a result of stuttering, and consequently exacerbates stuttering symptoms. Speech language pathologists teach people who stutter to control and monitor the rate at which they speak.

In addition, people may learn to start saying words in a slightly slower and less physically tense manner. They may also learn to control or monitor their breathing. When learning to control speech rate, people often begin by practising smooth, fluent speech at rates that are much slower than typical speech, using short phrases and sentences. Over time, people learn to produce smooth speech at faster rates, in longer sentences, and in more challenging situations until speech sounds both fluent and natural. When treating stuttering in children, some researchers recommend that an evaluation be conducted every three months in order to determine whether or not the selected treatment option is working effectively.

Fluency shaping therapy, also known as "speak more fluently", "prolonged speech", or "connected speech", trains people who stutter to speak less disfluently by controlling their breathing, phonation, and articulation lips, jaw, and tongue. It is based on operant conditioning techniques. People who stutter are trained to reduce their speaking rate by stretching vowels and consonants, and using other disfluency-reducing techniques such as continuous airflow and soft speech contacts. The result is very slow, monotonic, but fluent speech, used only in the speech clinic.

After the person who stutters masters these skills, the speaking rate and intonation are increased gradually. This more normal-sounding, fluent speech is then transferred to daily life outside the speech clinic, though lack of speech naturalness at the end of treatment remains a frequent criticism. Fluency shaping approaches are often taught in intensive group therapy programs, which may take two to three weeks to complete, but more recently the Camperdown program, using a much shorter schedule, has been shown to be effective.

The goal of stuttering modification therapy is not to eliminate stuttering but to modify it so that stuttering is easier and less effortful. The most widely known approach was published by Charles Van Riper in and is also known as block modification therapy. Altered auditory feedback, so that people who stutter hear their voice differently, has been used for over 50 years in the treatment of stuttering.

Studies of these techniques have had mixed results, with some people who stutter showing substantial reductions in stuttering, while others improved only slightly or not at all. In addition, potentially serious side effects of pharmacological treatments were noted, [65] such as weight gain , sexual dysfunctions and the potential for blood pressure increases.

There is one new drug studied especially for stuttering named pagoclone , which was found to be well-tolerated "with only minor side-effects of headache and fatigue reported in a minority of those treated". With existing behavioral, prosthetic, and pharmaceutical treatments providing limited relief from the overt symptoms of stuttering, support groups and the self-help movement continue to gain popularity and support by professionals and people who stutter.

Self-help groups provide people who stutter a shared forum within which they can access resources and support from others facing the same challenges of stuttering.

Psychoanalysis has claimed success in the treatment of stuttering. Cognitive behavior therapy has been used to treat stuttering. Several treatment initiatives, for example the McGuire programme , [75] and the Starfish Project advocate diaphragmatic breathing or costal breathing as a means by which stuttering can be controlled. Among preschoolers, the prognosis for recovery is good. With adult people who stutter, there is no known cure, [77] though they may make partial recovery or even complete recovery with intervention.

People who stutter often learn to stutter less severely, though others may make no progress with therapy. Emotional sequelae associated with stuttering primarily relates to state-dependent anxiety related to the speech disorder itself. However, this is typically isolated to social contexts that require speaking, is not a trait anxiety, and this anxiety does not persist if stuttering remits spontaneously. Research attempting to correlate stuttering with generalized or state anxiety, personality profiles, trauma history, or decreased IQ have failed to find adequate empirical support for any of these claims.

Still, the sex ratio appears to widen as children grow: Cross-cultural studies of stuttering prevalence were very active in early and midth century, particularly under the influence of the works of Wendell Johnson , who claimed that the onset of stuttering was connected to the cultural expectations and the pressure put on young children by anxious parents. Johnson claimed there were cultures where stuttering, and even the word "stutterer", were absent for example, among some tribes of American Indians. Later studies found that this claim was not supported by the facts, so the influence of cultural factors in stuttering research declined.

It is generally accepted by contemporary scholars that stuttering is present in every culture and in every race, although the attitude towards the actual prevalence differs. A US-based study indicated that there were no racial or ethnic differences in the incidence of stuttering in preschool children. For example, summarizing prevalence studies, E. In his "Stuttering and its Treatment: Why this could be the case is challenging to explain Different regions of the world are researched very unevenly.

A Handbook on Stuttering. Some claim the reason for this might be a lower incidence in the general population in China. Because of the unusual-sounding speech that is produced and the behaviors and attitudes that accompany a stutter, it has long been a subject of scientific interest and speculation as well as discrimination and ridicule. People who stutter can be traced back centuries to the likes of Demosthenes , who tried to control his disfluency by speaking with pebbles in his mouth. Galen 's humoral theories were influential in Europe in the Middle Ages for centuries afterward.

Stuttering - Wikipedia

In this theory, stuttering was attributed to imbalances of the four bodily humors —yellow bile, blood, black bile, and phlegm. Hieronymus Mercurialis , writing in the sixteenth century, proposed methods to redress the imbalance including changes in diet, reduced libido in men only , and purging. Believing that fear aggravated stuttering, he suggested techniques to overcome this. Humoral manipulation continued to be a dominant treatment for stuttering until the eighteenth century.

In and around eighteenth and nineteenth century Europe, surgical interventions for stuttering were recommended, including cutting the tongue with scissors, removing a triangular wedge from the posterior tongue, and cutting nerves, or neck and lip muscles. Others recommended shortening the uvula or removing the tonsils.