#speech impediments

1 - stuttering:

now, i see a lot of stuttering that is written incorrectly. most of the time, stuttering is not just repeating the first syllable of the word three or four times. stuttering is a condition in which your muscles twitch or move uncontrollably while you talk. a lot of people interpret stuttering as a nervous tic, but the term for that would be stammering. stuttering is a different ballpark. here are some possible symptoms of stuttering:

repeating sounds or syllables. this is the one i just talked about. while it is commonly the first syllable that is repeated, this isn't always the case, and this is only one symptom. here is a bad and a good example of this symptom in writing: -bad: "w-when will my leg f-feel better, d-daddy?" -good: "wh-when will my leg fe-ee-feel better, d-d-da-daddy?" there are a few subtle differences between the bad and the good example. the first difference is that instead of just the first letter being written in the stutter, it's the entire first syllable that is either being stuttered from the get go, or it is being developed through the stutter. this better illustrates for the reader what the stutter actually sounds like to a listener rather than just showing a reader that it's there. also, in the word "feel", the stutter is placed in the middle of the word rather than the beginning. since stuttering is an unpredictable and uncontrollable muscular movement, it is highly possible for a stutter to show up in the middle of the word versus purely in the beginning. this will make the stutter more accurate. the last difference is that there are more beats in the stutter than just one. not all stutters are the same, and sometimes, it takes longer or shorter for the muscle movements to stop. this also adds accuracy. 

holding or drawing out certain syllables or sounds, or pausing for a long time in between words. this one is a little tricky to write, but it is completely possible. this is when the word gets "stuck", so the word draws out for longer than what's intended, or there's a longer pause than what's considered normal. i'm not totally sure of the scientific reason why this happens since i don't see how a muscle spasm could affect the length of a syllable or pause, but if you want to write about it, i think that would make the stutter more rounded out. in this example, let's try combining the first symptom with this second one: -example: "wh-when will myyyy-...leg feel bet-better, d-d-da-daddy?" i changed the example a little bit, because too much stuttering at once can be overkill in writing. though it is possible in real life for stuttering to be word after word after word, it isn't always the case, and too much stuttering in writing can come across as mockery. anyway, in the word "my", the child draws out the letter "y", as their brain is stuck on it as it is trying to figure out how to create the words that follow it. again, this one is a difficult one to put into writing because it isn't a common stuttering trait, and it's hard to place. but if you want to, it would be an interesting one to try out. 

blocking. blocking is very frequent pauses in between words, whether it's a silent pause, or there's a filler word (such as um, or ah), that takes up the space. from my experience with stutters, when blocking is involved in the stutter, it is usually the primary trait in the stutter and the other possible symptoms are either absent or minimized. this means that if you did include blocking, it would probably replace a lot of the other stuttering symptoms that are in place. here is an example of blocking in writing: -example on its own: "when, uh, when will my leg, um, feel better, daddy?" -example mixed with other traits (not impossible, just less common than the former): "wh-when, uh, when will m-my leg feel, uh, better, d-da-daddy?" a common misconception with blocking is that it only appears in speech when the child is nervous, guilty, or otherwise in an anxious state of mind. though this is sometimes true, since emotions affect some speech impediments, this is definitely not always the case. all symptoms of stuttering, including blocking, can occur at all times, no matter how the child is feeling. also, common filler words vary based on location. for example, in america, the more common filler words are "um" or "like", while in western europe, "ah" and "uh" are a bit more common. 

word switching. this is the last specific symptom i will touch on, but i'm sure there are more. feel free to do your own research! word switching is especially common in children with larger vocabularies because they have more words to choose from. word switching is when the stutterer realizes they are struggling to get a word out due to the spasms, so they try to change the word into a shorter/easier one. here is an example in writing: -example: "it's actually a really c-co-com-com- hard thing to do." in the example, the child was trying to say a longer word, "complicated" or "complex", but the stutter was getting in the way, so the child switched to the word "hard" since it's shorter. something to keep in mind with word switching too is that it doesn't always work. and usually, word switching is a sign of embarrassment about the stutter, or frustration with the stutter, or a general rushing in trying to get the sentence out.



alright! now that we know a lot more about stutter symptoms, we can talk about the other characteristics of it:

-stuttering affects the whole body, not just the mouth. the muscle spasms can occasionally "spill over" to other parts of the body such as the face, neck, shoulders, and arms.

-sometimes, stutterers develop physical habits that they do while stuttering such as excessive blinking, avoiding eye contact, making certain facial expressions, or clenching the fists.

-emotions can affect stuttering. though stuttering doesn't only happen when one feels strong emotions such as fear and stress, such emotions can worsen stuttering, making symptoms more prominent. also, fatigue can affect stuttering. usually, relaxed and well-rested stutterers have less stutter symptoms.

-sometimes, stuttering doesn't occur during certain vocal activities such as singing, reading out loud, or talking to inanimate/non-human subjects.

-stuttering can lead to a lot of insecurity, which can attribute to mental health conditions down the line such as depression and anxiety.

congrats! now you know a lot about stuttering! feel free to do more research, this is just a basic guide to it. let's look at some other speech impediments now!

2 - articulation errors:

articulation errors are the most straightforward and common speech impediment traits. the trick to these, though, is knowing that there is a wide range of different types of them. articulation errors occur when people struggle to form certain speech sounds because they have trouble putting their tongue in the right positions to do so. lisping, for example, is a type of articulation error.

here is a list of different sounds that are common articulation errors:

the letter "l". this can make words like "library" sound more like "why-brary" or "i-brary".

the letter "r". this can make words like "tired" sound like "ti-oh-d".

the syllable "th". this can make words like "earth" sound like "ear-f", or words like "that" sound like "d-at".

the letter "s". this is known as lisping, and it can make words like "sit" sound like "th-it".

these next articulation errors are most common in children just learning to talk, so typically under five years old:

cluster reduction, which simplifies a word that has two or more consonants in a sequence. this can make words like "spoon" sound like "p-oon".

velar fronting, which is a complicated thing to describe, but essentially, it is replacing certain consonant sounds that require a certain tongue placement with other consonant sounds that require less effort to access. this can make words like "go" sound like "d-oe" or words like "cup" sound like "t-up".

final consonant deletion, which is exactly what it sounds like, not pronouncing the final consonant of a word. this can make words like "dad" sound like "da".

palatal fronting, which is essentially taking sounds like "sh" and "ch", and replacing them with a sound that is produced closer to the front of the mouth. this can make words like "sheep" sound like "seep", words like "chair" sound like "tair", and words like "bridge" sound like "brid".

there are more articulation errors than just these, but these are more common ones. now that we know a lot about articulation errors, let me tell you how to write them: don't. while for stuttering, it makes sense to write out the stutter, it's unnecessary and slightly offensive to write it out phonetically every single time a child makes an articulation error. instead, my recommendation is to only write it out occasionally, and to mention at a point in the story (not through speech) that the character has an articulation error. something else you can do is simplify the sound of the speech impediment, making it clear that there is one without writing out the exact phonetic errors. here is one bad and two good examples: -bad example:

"mama, my teef hurt! i don't wanna go to bed, i'm not tiohwd!" -good example #1:

"mama, my teeth hurt! i don't wanna go to bed, i'm not tired!"

four year old roman spoke with indignant sharpness, though he clearly struggled with pronouncing a lot of his syllables, leading to words that took a moment for virgil to decipher as he heard them.

-good example #2:

"mama, my 'teef' hurt! i don't wanna go to bed, i'm not tired!"

the key to articulation errors is subtlety. the issue with the bad example is that it sacrificed contextual clarity, flow, and respect. somebody who struggles with reading phonetics might not be able to understand that strangely written out version of the word "tired", and if somebody reading does struggle with articulation errors, seeing their struggles written out in such a way can come across as very offensive, especially when such articulation errors in the context of the story are seen as valid reason to infantilize or coo at a character for how "adorable and childish" they are. it's also just lazy. if the only sign that indicates that a character is a child is a written out articulation error, then you are not writing with specificity or respect.

the first good example is a lot better than the bad example, firstly because it doesn't sacrifice contextual clarity. anybody reading the story can clearly comprehend what the child is saying, and also has it explicitly spelled out for them that the child has articulation errors, so that part of the child's character is not sacrificed either. the only potential problem with it is that a fast reader could accidentally glaze over the explanation, but that is not the writer's responsibility, and a way to help prevent this issue is to mention the speech impediment periodically throughout the story.

the second good example is a good one as well, especially when combined with the first good example. not every word with errors is spelled differently, but the one word that is spelled differently is put in between apostrophes to symbolize that it is purposefully spelled wrong to imitate the sound of the articulation error. i would still be careful of overly offensive spellings, but for a simple error such as the one i wrote, it's a little less obnoxious, and it is clearly just a way to further express the impediment's existence.

i know it's a little complicated, and there's some gray area when it comes to what is or isn't offensive, but a good rule of thumb is to try and put yourselves in the shoes of someone with articulation errors. would you want to read something like this? does it make fun of or infantilize your impediment? or does it simply acknowledge its existence?

3 - other speech impediments

now, the first two types of speech impediments are the ones i went to the most detail to in this guide because they are the most common ones, and they are the most common ones that are written incorrectly. but there are other types of speech impediments that are less common, but i encourage you to research them anyway. i will be posting links at the bottom of this with all my sources, as well as some additional resources!

now, here are some other speech impediments that can be found in children:

-tongue-tie, aka: ankyloglossia. this is a condition that makes it difficult for children to move their tongues, in which the tongue is stuck to the roof of the mouth. it is a congenital condition (people are born with it), and there are different types of tongue-ties that create different difficulties. it doesn't affect speech as much as it affects the breastfeeding process, but it still affects speech considerably. speech therapy can help with tongue-tie, but sometimes, surgery is necessary.

-developmental verbal dyspraxia or apraxia. these two things are similar, but what makes them different is the severity. the cause of this impediment is unknown, but it is essentially when children know what they want to say, but they are physically unable to form the words. developmental verbal dyspraxia is having partial inability to speak with accuracy, while apraxia is the complete loss of the ability. this condition is quite rare, and it requires very intense therapy compared to other speech impediments.

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if you're still here, thank you for reading all of this and educating yourself about speech impediments! i hope this helps you on your writing journey! i am someone who had a lot of speech impediment issues as a child, and still continues to struggle sometimes with these things, so it means a lot that you plan to do research to make your interpretations of these struggles more respectful and accurate!

sources + additional resources:

speech impediments

stuttering

types of articulation errors

tongue-tie/ankyloglossia

developmental verbal dyspraxia and apraxia

my mom was expecting to have me and my twin sister in late march, but something happened, and we came out very early, on january 30. since we were so premature and we were identical twins (we came from one egg that split), we came out very small (around 4 pounds each), and we had medical complications from the get-go.

being twins, we spent a lot of time together. and as we started to learn that our mouths could make specific sounds that meant specific things, the first people we tried this type of communication out on was each other, naturally. this led to the two of us developing our very own nonsense language.

for a very long time, my sister and i refused to speak in any other way besides our own language. it took us longer to reach milestones such as our first words as a result of this. we had to go to speech therapy to unlearn the habits we picked up while speaking in our language, since being babies, we didn't understand how to use our mouths effectively.

for a long time, my sister and i had speech therapy. we both struggled with a lot of articulation errors, and we both tended to speak quickly, which led to some stuttering issues.

we also both learned later in life that we likely have some form of dyspraxia, which explains a lot of the issues we were having with figuring out how to move our mouths the correct ways.

we were lucky that our speech impediments didn't fully follow us into adulthood, but for a lot of our early childhood, we still struggled with a lot of vocal things that our peers had already mastered. i have a video from when we were around eight years old, and my nickname for my sister is "madi", but instead of actually pronouncing it correctly, i would call her "m-ee-adi" instead, adding an "ee" sound where there wasn't supposed to be one.

we went to speech therapy until around third or fourth grade, and from there, we had learned enough skills to where our speech impediments were no longer getting in the way of our lives.

nowadays, i still occasionally struggle with certain things vocally. i am an actor, so diction is very important for me to be understood onstage, but i struggle a lot with making my words understandable. i often have to slow down and start over, and i get a lot of "what? i didn't catch that", even when i speak slower than my usual quick pace. speaking clearly takes a lot of effort for me, even years after all that speech therapy. for some people, speech impediments don't fully go away, even if they do get significantly more manageable.

that is my speech impediment journey! i wish i could have been more detailed and scientific with it, but i don't remember very much from my childhood period, and due to a lot of other complications, stuff like causes are very murky because a lot of different things could have caused my speech impediments.