Aspie’s may Clutter, not just Stutter

Communication“People …. say they can’t understand me. I am fine when I read or make a presentation but when I am talking just regularly people say they don’t know what I’m saying. My parents and friends have suggested that I work on my communication, but I don’t know what that means, says a new client. He talks quickly and sometimes understanding what he is saying is difficult.

Aspie’s may clutter, and not just stutter. Cluttering is a communication disorder characterized by a lack of awareness, frequent disfluencies, and difficulty conveying a message.  Because cluttering is misunderstood by professionals and the public alike people often go undiagnosed. Clutterering may exist in addition to stuttering and other disorders learning and developmental disorders. Cluttering like stuttering are both speech disorders that impact neurotypical, as well as, the Asperger population

The Internation Cluttering Foundation say, “some of the symptoms commonly observed by researchers and/or reported by adults who clutter are:

  • Racing thoughts
  • Rapid and/or irregular rate of speech
  • Leaving off the ends of words
  • Omitting or distorting sounds or syllables (e.g., “elephant” becomes “elphant”; “orange” becomes “orng”)
  • Words sound as if they are “running into each other”
  • Lots of starts and stops in speaking
  • Excessive use of disfluencies such as “um”, “uh”, repeating or revising phrases, or repeating words; unlike stuttering, these disfluencies are not accompanied by struggle behaviors or muscular tension
  • Difficulty organizing thoughts and/or getting to the point
  • Limited awareness of how one’s speech sounds to others
  • Difficulties slowing down even when asked to do so
  • Tendency to interrupt conversational partner
  • Words or ideas come out differently than intended

Although these are some of the symptoms that are present, people who clutter present very unique profiles; however all share the inability to organize their ideas. Treatment for people who clutter usually includes work on the narrative structure, phrasing,and pacing.

Similar posts
  • “Airplane” not “Mama:” Language Development in Children with Asperger Syn...Language development in children with Asperger Syndrome is often typical for verbal language but delayed in language use. “Compared with those affected by other forms of autism spectrum disorders those with Asperger syndrome (AS) do not have significant delays or difficulties in language or cognitive development,” states the “Autism Speak’s” website.  Slow developing non-verbal language skills in children [...]
  • STOP the conversation! No one is listeningWhere are the conversations? In politics, conversations where people have differing views are impossible. People scream at each other. No one is listening to the other side. Democrats are outraged at Republicans.  Republicans push agendas in spite of the public outcries. No one is listening! How do we have conversations that move us toward healing and [...]
  • College Communication Executive-Function CoachTransitioning to college from high school Some college students, at least initially, need additional support services to succeed. Not because they don’t have the academic skills, but because they aren’t able to manage their new independence in addition to academic demands.  A College Communication Executive-Function Coach (CCEFC) helps students learn to manage their lives by [...]
  • Transitioning to College with Learning DisabilitiesPost high school education can be challenging for students transitioning from high school with special education services on little or no transition planning.   Concerns about self-care, class preparation, and social interactions are ever-present for all freshman. However, especially for students with who have been fully supported with special education services through high school, the changes [...]
  • Fostering Growth Mindset: Speech/Language DisabilitiesEarly on in my career working with middle and high school students, one of my biggest challenges was working with students who were so disheartened by learning they were not motivated to try. Carol Dweck’s work on “growth mindset” supported my work as a speech language pathologist because it talked about the difference between and fixed [...]

No Comments Yet

Leave a Reply


Enter your email address to receive notifications of new posts by email.