{"id":125,"date":"2022-02-13T15:42:47","date_gmt":"2022-02-13T15:42:47","guid":{"rendered":"https:\/\/kekemelerdernegi.com\/?page_id=125"},"modified":"2026-07-14T18:09:36","modified_gmt":"2026-07-14T18:09:36","slug":"kekemelik-nedir","status":"publish","type":"page","link":"https:\/\/www.kekemelerdernegi.com\/new\/kekemelik\/kekemelik-nedir\/","title":{"rendered":"Kekemelik Nedir?"},"content":{"rendered":"<style type=\"text\/css\"> \n#cmsms_row_6a6892ab4a3ef .cmsms_row_outer_parent { \n\tpadding-top: 0px; \n} \n\n#cmsms_row_6a6892ab4a3ef .cmsms_row_outer_parent { \n\tpadding-bottom: 50px; \n} \n\n \n#cmsms_row_6a6892ab4ad2f .cmsms_row_outer_parent { \n\tpadding-top: 0px; \n} \n\n#cmsms_row_6a6892ab4ad2f .cmsms_row_outer_parent { \n\tpadding-bottom: 50px; \n} \n\n<\/style><div id=\"cmsms_row_6a6892ab4a3ef\" class=\"cmsms_row cmsms_color_scheme_default\">\n<div class=\"cmsms_row_outer_parent\">\n<div class=\"cmsms_row_outer\">\n<div class=\"cmsms_row_inner\">\n<div class=\"cmsms_row_margin\">\n<div class=\"cmsms_column one_first\">\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"cmsms_row_6a6892ab4a4c0\" class=\"cmsms_row cmsms_color_scheme_default\">\n<div class=\"cmsms_row_outer_parent\">\n<div class=\"cmsms_row_outer\">\n<div class=\"cmsms_row_inner\">\n<div class=\"cmsms_row_margin\">\n<div class=\"cmsms_column one_first\">\n<div class=\"cmsms_text\">\n<p>Kekemelik, konu\u015fman\u0131n ak\u0131\u015f\u0131n\u0131 ve p\u00fcr\u00fczs\u00fczl\u00fc\u011f\u00fcn\u00fc bozan, tekrarlar, bloklar (tutulmalar), uzatmalar, uygun olmayan yerde durmalar, duraklamalar ve eklemelerle karakterize bir konu\u015fma bozuklu\u011fu olup, dil ve konu\u015fma bozukluklar\u0131n\u0131n en yayg\u0131n g\u00f6r\u00fclen t\u00fcrlerinden biridir (Nouri ve ark., 2012). Akademik \u00e7al\u0131\u015fmalar \u00fczerinde \u00e7al\u0131\u015fan \u00f6\u011frenciler i\u00e7in, <a style=\"color: inherit; text-decoration: none;\" href=\"https:\/\/ghostwriter-seminararbeit.de\/\">Seminararbeit hilfe<\/a> gibi hizmetler de faydal\u0131 olabilir.<br \/>\nBenzer \u015fekilde, <a style=\"text-decoration: none !important; color: inherit !important;\" href=\"bachelorarbeitschreiben.at\">bachelorarbeitschreiben.at<\/a> gibi kaynaklar da akademik yaz\u0131m s\u00fcre\u00e7lerinde destek sa\u011flayabilir.<\/p>\n<p>Amerikan Psikiyatri Birli\u011finin haz\u0131rlad\u0131\u011f\u0131 Tan\u0131 \u00d6l\u00e7\u00fctleri Ba\u015fvuru Kitab\u0131 olan DSM-V\u2019te kekemelik \u00e7ocukluk ve yeti\u015fkinlik ba\u015flang\u0131\u00e7l\u0131 olarak ikiye ayr\u0131lm\u0131\u015ft\u0131r. Geli\u015fimsel kekemeli\u011fi tan\u0131mlayan, DSM-V \u00c7ocukluk \u00c7a\u011f\u0131 Ba\u015flang\u0131\u00e7l\u0131 Ak\u0131c\u0131l\u0131k Bozuklu\u011fu tan\u0131 kriterleri (315.35 [F80.81]) \u015f\u00f6yledir:<\/p>\n<p>Konu\u015fman\u0131n normal ak\u0131c\u0131l\u0131\u011f\u0131nda ve zaman \u00f6r\u00fcnt\u00fcs\u00fcnde, bireyin ya\u015f\u0131 ve dil becerileri i\u00e7in uygun olmayan ve zaman i\u00e7inde devam eden bozulmalar s\u00f6z konusudur ve a\u015fa\u011f\u0131dakilerden birinin (veya daha fazlas\u0131n\u0131n) s\u0131k ve belirgin bir \u015fekilde ortaya \u00e7\u0131kmas\u0131yla karakterizedir:<\/p>\n<ol>\n<li>Ses ve hece tekrarlar\u0131,<\/li>\n<li>\u00dcnl\u00fc seslerin yan\u0131 s\u0131ra \u00fcns\u00fcz seslerin de uzat\u0131lmas\u0131,<\/li>\n<li>Tamamlanmam\u0131\u015f s\u00f6zc\u00fckler (\u00f6rn. s\u00f6zc\u00fck i\u00e7inde duraklama)<\/li>\n<li>\u0130\u015fitilebilir ya da sessiz bloklar (konu\u015fmada doldurulmu\u015f ya da bo\u015f duraksamalar)<\/li>\n<li>Dolayl\u0131 s\u00f6ylemler (zorlan\u0131lan s\u00f6zc\u00fcklerden ka\u00e7\u0131nmak i\u00e7in s\u00f6zc\u00fck de\u011fi\u015ftirme)<\/li>\n<li>A\u015f\u0131r\u0131 fiziksel gerilimle \u00fcretilen s\u00f6zc\u00fckler<\/li>\n<li>Tek heceli tam s\u00f6zc\u00fck tekrarlar\u0131 (\u00f6rn. \u201cBen-ben-ben-ben onu g\u00f6rd\u00fcm\u201d).<\/li>\n<\/ol>\n<p>Bozulmalar, konu\u015fmayla ilgili kayg\u0131ya; etkili ileti\u015fim kurmada, sosyal kat\u0131l\u0131mda, akademik veya mesleki performansta tek ba\u015f\u0131na veya herhangi bir kombinasyon halinde k\u0131s\u0131tl\u0131l\u0131klara neden olur.<\/p>\n<p>Semptomlar\u0131n ba\u015flang\u0131c\u0131 erken geli\u015fim d\u00f6nemindedir. (Not: Ge\u00e7 ba\u015flang\u0131\u00e7l\u0131 vakalar 307.0 [F98.5] yeti\u015fkinlik ba\u015flang\u0131\u00e7l\u0131 ak\u0131c\u0131l\u0131k bozuklu\u011fu olarak tan\u0131mlanmaktad\u0131r.)<\/p>\n<p>Bozulmalar; bir konu\u015fma-motor ya da duyusal eksikli\u011fe, n\u00f6rolojik hasarla ili\u015fkili ak\u0131c\u0131s\u0131zl\u0131\u011fa (inme, t\u00fcm\u00f6r, travma vb.) ya da ba\u015fka bir medikal duruma atfedilemez ve ba\u015fka bir ruhsal bozuklukla daha iyi a\u00e7\u0131klanamaz.<\/p>\n<ul>\n<li><strong>Konu\u015fmada Ak\u0131c\u0131l\u0131k Bozukluklar\u0131<\/strong><\/li>\n<\/ul>\n<p>Kekemelik ve h\u0131zl\u0131-bozuk konu\u015fma, ak\u0131c\u0131l\u0131k bozukluklar\u0131 kategorisinde yer al\u0131r. Kekemelik, geli\u015fimsel ve edinilmi\u015f olmak \u00fczere ikiye ayr\u0131l\u0131r. Edinilmi\u015f kekemelik, kendi i\u00e7erisinde psikojenik ve n\u00f6rojenik olarak ayr\u0131l\u0131r ve edinilmi\u015f kekemeli\u011fin g\u00f6r\u00fclme s\u0131kl\u0131\u011f\u0131 geli\u015fimsel kekemeli\u011fe g\u00f6re \u00e7ok azd\u0131r (Van Borsel ve Taillieu, 2001).<\/p>\n<ul>\n<li><strong>Kekemelik Hakk\u0131nda Genel Bilgiler<\/strong><\/li>\n<\/ul>\n<p>Kekemelik, d\u00fcnyan\u0131n her yerinde, t\u00fcm k\u00fclt\u00fcrlerde ve \u0131rklarda bulunur. Mesle\u011fi, zekay\u0131 ve geliri ay\u0131rt etmemekle birlikte, her iki cinsiyeti ve \u00e7ocuklardan ya\u015fl\u0131lara kadar her ya\u015ftan insan\u0131 etkiler. 4000 y\u0131ldan daha \u00f6nce \u00c7in, M\u0131s\u0131r ve Mezopotamya k\u00fclt\u00fcrlerinde var oldu\u011funa dair kan\u0131tlar vard\u0131r (Guitar, 2014).<\/p>\n<ul>\n<li><strong>Kekemeli\u011fin Belirgin \u00d6zellikleri<\/strong><\/li>\n<\/ul>\n<p><strong>4.1) \u00c7ekirdek davran\u0131\u015flar:<\/strong><\/p>\n<p>\u00c7ekirdek davran\u0131\u015flar, kekemeli\u011fin temel konu\u015fma davran\u0131\u015flar\u0131n\u0131 ifade etmektedir. Bunlar, tekrar, uzatma ve bloklard\u0131r. Bu davran\u0131\u015flar kekemeli\u011fi olan bireylerin kontrol\u00fc d\u0131\u015f\u0131ndad\u0131r ve istemsiz olarak meydana gelirler.<\/p>\n<p>Tekrarlar, tipik olarak geli\u015fen ilk \u00e7ekirdek davran\u0131\u015ft\u0131r. Bunlar basit\u00e7e birka\u00e7 kez tekrarlanan ses, hece veya tek heceli kelimelerdir. Konu\u015fmac\u0131 bir sese \u201ctak\u0131lm\u0131\u015f\u201d g\u00f6r\u00fcn\u00fcr ve sonraki ses \u00fcretilinceye kadar tekrarlamaya devam eder. Uzun s\u00fcredir kekemeli\u011fi olmayan \u00e7ocuklarda tek heceli ve k\u0131smi s\u00f6zc\u00fck tekrarlar\u0131, \u00e7ok heceli s\u00f6zc\u00fck tekrarlar\u0131ndan \u00e7ok daha yayg\u0131nd\u0131r. Dahas\u0131, kekeleyen \u00e7ocuklar s\u0131kl\u0131kla bir s\u00f6zc\u00fc\u011f\u00fc ya da heceyi iki defadan fazla tekrarlarlar, bu-bu-bu-bu-bunun gibi.<\/p>\n<p>Ses uzatmalar\u0131, tekrarlardan biraz daha sonra geli\u015febilir. Uzatmada, ses ve hava ak\u0131m\u0131 devam eder, ancak bir veya daha fazla artik\u00fclat\u00f6r\u00fcn hareketi durur (Guitar, 2014). Bloklar, genellikle kekemelik geli\u015fiminde g\u00f6zlemlenecek en son \u00e7ekirdek davran\u0131\u015ft\u0131r ve neredeyse her zaman dinleyiciler taraf\u0131ndan anormal bir ak\u0131c\u0131s\u0131zl\u0131k t\u00fcr\u00fc olarak alg\u0131lan\u0131r (Stein-Rubin ve Fabus, 2011). Bloklar, ki\u015fi ses ve hava ak\u0131\u015f\u0131n\u0131 ve \u00e7o\u011fu zaman artik\u00fclat\u00f6rlerinin hareketlerini uygun olmayan \u015fekilde durdurdu\u011funda meydana gelir ve konu\u015fma \u00fcretim mekanizmas\u0131n\u0131n herhangi bir seviyesini (solunum, laringeal veya artik\u00fclasyon) ilgilendirebilir (Guitar, 2014).<\/p>\n<p><strong>4.2) \u0130kincil davran\u0131\u015flar:<\/strong><\/p>\n<p>Kekemeli\u011fi olan bireyler kekelemekten ho\u015flanmazlar. \u0130kincil davran\u0131\u015flar\u0131, \u00e7ekirdek davran\u0131\u015flar\u0131 \u00e7abuk bitirme veya \u00e7ekirdek davran\u0131\u015flardan ka\u00e7\u0131nma \u00e7abalar\u0131ndan dolay\u0131 \u00f6\u011frenirler ve bu davran\u0131\u015flar kekemeli\u011fi daha g\u00f6r\u00fcn\u00fcr k\u0131lmaktad\u0131r (Guitar, 2014). \u00d6zellikle okul \u00e7a\u011f\u0131 ve yeti\u015fkinlik y\u0131llar\u0131nda kekelemeye devam eden bireyler, genellikle y\u00fcz buru\u015fturma, g\u00f6z k\u0131rpma, \u00e7ene ve boyun gerginli\u011fi, azalm\u0131\u015f g\u00f6z temas\u0131, el vurma veya di\u011fer yabanc\u0131 beden hareketleri geli\u015ftirirler (Riva-Posse ve ark. 2008; Perez ve Stoeckle, 2016).<\/p>\n<p>Bu ikincil davran\u0131\u015flar genel olarak iki kategoriye ayr\u0131labilir. \u0130lk kategori, konu\u015fmac\u0131 kekeledi\u011finde kekemelikten kurtulmaya ve s\u00f6zc\u00fc\u011f\u00fc bitirmeye \u00e7al\u0131\u015f\u0131rken sergiledi\u011fi \u201cka\u00e7ma davran\u0131\u015f\u0131\u201dd\u0131r. \u00d6rne\u011fin; g\u00f6z k\u0131rpma, kafa sallama veya ses eklemeleri. \u0130kinci kategori, bir konu\u015fmac\u0131 kekeleyece\u011fini sezdi\u011finde ve s\u00f6zc\u00fck de\u011fi\u015ftirmeyi, duraklamay\u0131 veya g\u00f6z k\u0131rpmay\u0131 kullanarak kekemelikten uzak durmaya \u00e7al\u0131\u015ft\u0131\u011f\u0131nda meydana gelen \u201cka\u00e7\u0131nma davran\u0131\u015f\u0131\u201dd\u0131r.<\/p>\n<p>\u0130kincil davran\u0131\u015flar kekemeli\u011fi olan bireylerin konu\u015fma ortaklar\u0131yla a\u00e7\u0131k ve verimli ileti\u015fim kurma becerisini etkiler. Bir\u00e7ok durumda, \u00f6zellikle ilk ba\u015fta ka\u00e7\u0131nma davran\u0131\u015flar\u0131 kekemeli\u011fin ortaya \u00e7\u0131kmas\u0131n\u0131 \u00f6nleyebilir ve kekemeli\u011fin ortaya \u00e7\u0131kmas\u0131 korkusu konusunda y\u00fcksek derecede duygusal bir rahatlama sa\u011flayabilir. Ancak, \u00e7ok ge\u00e7meden bu ka\u00e7\u0131nma davran\u0131\u015flar\u0131 de\u011fi\u015fime diren\u00e7li olan g\u00fc\u00e7l\u00fc al\u0131\u015fkanl\u0131klar haline gelir (Guitar, 2014).<\/p>\n<p><strong>4.3) Duygular ve tutum:<\/strong><\/p>\n<p>Bir insan\u0131n duygular\u0131, konu\u015fma davran\u0131\u015flar\u0131 kadar kekemeli\u011finin bir par\u00e7as\u0131 olabilir. T\u0131pk\u0131 kekemeli\u011fin duygular olu\u015fturabilece\u011fi gibi, duygular da kekemeli\u011fi art\u0131rabilir. Ba\u015flang\u0131\u00e7ta, bir \u00e7ocu\u011fun olumlu heyecan duygular\u0131 ya da olumsuz korku duygular\u0131 fark edilmesi zor olan tekrarlarla sonu\u00e7lanabilir. Sonra, \u00e7ocuk daha s\u0131kl\u0131kla kekelerken s\u00f6ylemek istedi\u011fini, hatta kendi ismini bile, di\u011ferleri kadar p\u00fcr\u00fczs\u00fcz ve h\u0131zl\u0131 bir \u015fekilde s\u00f6yleyemedi\u011fi i\u00e7in hayal k\u0131r\u0131kl\u0131\u011f\u0131 ya\u015fayabilir veya utanabilir. Hayal k\u0131r\u0131kl\u0131\u011f\u0131 ve utan\u00e7 gibi duygular, \u00e7abay\u0131 ve gerginli\u011fi art\u0131rd\u0131\u011f\u0131 ve ak\u0131c\u0131 konu\u015fmay\u0131 engelledi\u011fi i\u00e7in konu\u015fmay\u0131 zorla\u015ft\u0131r\u0131r. Kekemelikten kaynaklanan duygular sadece hayal k\u0131r\u0131kl\u0131\u011f\u0131 ve utan\u00e7 de\u011fil, ayn\u0131 zamanda tekrar kekelemekten korkma, kendine yard\u0131m edememe konusunda su\u00e7luluk ve hatta dinleyicilere kar\u015f\u0131 d\u00fc\u015fmanl\u0131k hissetme dahi olabilir (Guitar, 2014).<\/p>\n<p>Kekemeli\u011fi olan ergen ve yeti\u015fkinler genellikle kendileri hakk\u0131nda y\u0131llard\u0131r ya\u015fad\u0131klar\u0131 kekemelik deneyimlerinden kaynaklanan olumsuz tutumlara sahiptir (Blood ve ark., 2001). Rahats\u0131z ya da gergin oldu\u011funu d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcne inanan bir ki\u015fi, tutumlar\u0131n\u0131 s\u0131k s\u0131k dinleyicilere yans\u0131t\u0131r. Bununla birlikte, bazen dinleyiciler do\u011frudan ki\u015finin tutumuna katk\u0131da bulunabilir. Ara\u015ft\u0131rmalar \u00e7o\u011fu insan\u0131n, hatta dil ve konu\u015fma terapistlerinin bile kekemeli\u011fi olan bireyleri gergin, g\u00fcvensiz ve korkulu olarak basmakal\u0131pla\u015ft\u0131rd\u0131klar\u0131n\u0131 g\u00f6stermi\u015ftir (Turnbaugh ve ark., 1979). Bu t\u00fcr dinleyici basmakal\u0131plar\u0131, kekemeli\u011fi olan bireylerin kendilerini g\u00f6rme bi\u00e7imini etkileyebilir ve dan\u0131\u015fan\u0131n kendisi hakk\u0131ndaki olumsuz tutumlar\u0131n\u0131 de\u011fi\u015ftirmek terapinin ana oda\u011f\u0131 olabilir (Guitar, 2014).<\/p>\n<ul>\n<li><strong>Kekemeli\u011fin Ba\u015flang\u0131c\u0131 ve Geli\u015fimi<\/strong><\/li>\n<\/ul>\n<p>Kekemeli\u011fin okul \u00f6ncesi y\u0131llarda ba\u015flamas\u0131 daha muhtemeldir. Genel olarak kekemeli\u011fin ba\u015flang\u0131\u00e7 ya\u015f\u0131 2 ile 4 aras\u0131nda de\u011fi\u015fmektedir (Mawson ve ark., 2016) ve kekemelik \u00e7ocuklar karma\u015f\u0131k ifadeler \u00fcretmeye ba\u015flad\u0131klar\u0131 zaman \u00e7abas\u0131z hece, kelime ve c\u00fcmle tekrarlar\u0131yla ortaya \u00e7\u0131kmaktad\u0131r (Sharp ve Hillenbrand, 2008). 10-12 ya\u015fa kadar do\u011fal, yard\u0131ms\u0131z iyile\u015fme oran\u0131 yakla\u015f\u0131k %75\u2019tir (Abou Ella ve ark., 2015).<\/p>\n<p>Guitar, kekemeli\u011fin kronikle\u015fmesinde etkili olabilecek risk fakt\u00f6rlerini \u015f\u00f6yle s\u0131ralam\u0131\u015ft\u0131r; pozitif aile \u00f6yk\u00fcs\u00fc, erkek cinsiyet, 3.5 ya\u015ftan sonra ba\u015flang\u0131\u00e7, kekemeli\u011fin ba\u015flang\u0131c\u0131ndan sonraki bir y\u0131l boyunca s\u0131kl\u0131k ve \u015fiddette azalma olmamas\u0131 ve bir y\u0131ldan uzun s\u00fcredir devam ediyor olmas\u0131, tekrarlar\u0131n h\u0131zl\u0131 ve 3\u2019ten fazla olmas\u0131, devam eden ses uzatmalar\u0131 ve bloklar\u0131n varl\u0131\u011f\u0131 ve e\u015flik eden dil ve konu\u015fma bozuklu\u011funun olmas\u0131 (Guitar, 2014).<\/p>\n<ul>\n<li><strong>Kekemeli\u011fin G\u00f6r\u00fclme S\u0131kl\u0131\u011f\u0131 ve Yayg\u0131nl\u0131\u011f\u0131<\/strong><\/li>\n<\/ul>\n<p>G\u00f6r\u00fclme s\u0131kl\u0131\u011f\u0131, belirli bir yerde ve belirli bir zaman aral\u0131\u011f\u0131nda belirli bir grup insandaki yeni bozukluk\/hastal\u0131k vakalar\u0131n\u0131 temsil eder; yayg\u0131nl\u0131k ise, belirli bir yerde ve belirli bir zamanda bir bozuklu\u011fa\/hastal\u0131\u011fa sahip olan insanlar\u0131n say\u0131s\u0131n\u0131 ifade eder (Ward, 2013).<\/p>\n<p>D\u00fcnyada 72 milyon insan\u0131n aktif kekemelik sergiledi\u011fi tahmin edilmektedir (https). \u00c7ocukluk \u00e7a\u011f\u0131nda kekemeli\u011fin genel yayg\u0131nl\u0131\u011f\u0131 %5\u2019tir ancak yeti\u015fkinlikte bu oran %1\u2019e d\u00fc\u015fer (Craig ve ark. 2002; Felsenfeld, 2002). Yayg\u0131nl\u0131ktaki d\u00fc\u015f\u00fc\u015f ergenlikten \u00f6nce iyile\u015fen \u00e7ocuk say\u0131s\u0131n\u0131 yans\u0131tmaktad\u0131r. Felsenfeld, ya\u015fam boyu kekemeli\u011fin g\u00f6r\u00fclme s\u0131kl\u0131\u011f\u0131n\u0131 %0,5\u20131\u2019lik yayg\u0131nl\u0131k ile kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda %4-5 olarak tahmin etmi\u015ftir (Felsenfeld, 2002). Bu do\u011fal iyile\u015fme, g\u00f6r\u00fclme s\u0131kl\u0131\u011f\u0131 ve yayg\u0131nl\u0131k oranlar\u0131 aras\u0131ndaki tutars\u0131zl\u0131\u011f\u0131 a\u00e7\u0131klamaktad\u0131r.<\/p>\n<p>K\u00fc\u00e7\u00fck \u00e7ocuklarda kekemeli\u011fin genel olarak erkek-k\u0131z oran\u0131 2,4:1\u2019dir (Guitar, 2014). Etkilenen \u00e7ocuklar\u0131n %80\u2019i, \u00f6zellikle k\u0131z \u00e7ocuklar\u0131, bir-iki y\u0131l i\u00e7inde iyile\u015fti\u011fi i\u00e7in, daha b\u00fcy\u00fck ya\u015flarda erkek-k\u0131z oran\u0131 4:1 olmaktad\u0131r (B\u00fcchel ve Sommer, 2004).<\/p>\n<p>Genel olarak, kekemeli\u011fin toplumda yakla\u015f\u0131k olarak %1 yayg\u0131nl\u0131k ve %5 s\u0131kl\u0131kta oldu\u011fu s\u00f6ylenebilir (Guitar, 2014). \u00dclkemizde de kekemeli\u011fin g\u00f6r\u00fclme s\u0131kl\u0131\u011f\u0131 ve yayg\u0131nl\u0131\u011f\u0131na dair yap\u0131lan s\u0131n\u0131rl\u0131 say\u0131daki ara\u015ft\u0131rmada da benzer bulgulara ula\u015f\u0131lm\u0131\u015ft\u0131r (\u00d6zdemir, 2010).<\/p>\n<ul>\n<li><strong>Kekemeli\u011fin Nedenleri<\/strong><\/li>\n<\/ul>\n<p>G\u00fcn\u00fcm\u00fczde kekemeli\u011fin nedeni hala bilinmemektedir ve birle\u015ftirici bir hipotez de yoktur (Mawson ve ark., 2016). Kekemelikle ilgilenen ara\u015ft\u0131rmac\u0131lar\u0131n \u00e7o\u011fu, kekemeli\u011fin tek fakt\u00f6rl\u00fc bir teori ile a\u00e7\u0131klanamayaca\u011f\u0131 konusunda hemfikirdir. (Smith ve Weber, 2017). Kekemeli\u011fin konu\u015fma geli\u015fiminde erken ba\u015flamas\u0131 ve genetik bile\u015feni nedeniyle, \u00f6nceden belirlenmi\u015f n\u00f6roanatomik veya n\u00f6rofizyolojik ayr\u0131mlar\u0131n bir bireyin bozuklu\u011fa yatk\u0131nl\u0131\u011f\u0131n\u0131 art\u0131rd\u0131\u011f\u0131 \u00f6ne s\u00fcr\u00fclm\u00fc\u015ft\u00fcr (Beal ve ark., 2013). Kekemeli\u011fe n\u00f6rofizyolojik a\u00e7\u0131dan yatk\u0131n olan veya do\u011fal e\u011filimle do\u011fan \u00e7ocuklarda bir\u00e7ok fakt\u00f6r tek ba\u015f\u0131na ya da farkl\u0131 kombinasyonlar halinde kekemelik i\u00e7in zemin olu\u015fturabilmektedir (Guitar, 2014).<\/p>\n<p><strong>Kaynak\u00e7a<\/strong><\/p>\n<p>Nouri N, Nouri N, Abdali H, Shafie M, Karimi H. Stuttering: Genetic updates and a case report. Advanced biomedical research. 1, 2012.<\/p>\n<p>American Psychiatric Association. Diagnostic and Statistical Manual Of Mental Disorders, Fifth Edition. p. 45-46, Arlington, VA, 2013.<\/p>\n<p>Van Borsel J, Taillieu C. Neurogenic stuttering versus developmental stuttering: An observer judgement study. Journal of Communication Disorders. 34(5); 385-395, 2001.<\/p>\n<p>Guitar B. Stuttering: An integrated approach to its nature and treatment. p. 16-37, 4th ed. Lippincott Williams &amp; Wilkins, 2014.<\/p>\n<p>Stein-Rubin C, Fabus R. A guide to clinical assessment and professional report writing in speech-language pathology. p. 350, Nelson Education, 2011.<\/p>\n<p>Riva-Posse P, Busto-Marolt L, Schteinschnaider \u00c1, Martinez-Echenique L, Cammarota \u00c1, Merello M. Phenomenology of abnormal movements in stuttering. Parkinsonism &amp; related disorders. 14(5); 415-419, 2008.<\/p>\n<p>Perez HR, &amp; Stoeckle JH. Stuttering: clinical and research update. Canadian family physician. 62(6); 479-484, 2016.<\/p>\n<p>Blood GW, Blood IM, Tellis G, Gabel R. Communication apprehension and selfperceived communication competence in adolescents who stutter. Journal of Fluency Disorders. 26(3); 161-178, 2001.<\/p>\n<p>Turnbaugh KR, Guitar BE, Hoffman PR. Speech clinicians\u2019 attribution of personality traits as a function of stuttering severity. Journal of Speech, Language, and Hearing Research. 22(1); 37-45, 1979.<\/p>\n<p>Mawson AR, Radford NT, Jacob B. Toward a theory of stuttering. European neurology. 76(5-6); 244-251, 2016.<\/p>\n<p>Sharp HM, Hillenbrand K. Speech and language development and disorders in children. Pediatric Clinics of North America. 55(5); 1159-1173, 2008.<\/p>\n<p>Abou Ella M., Saleh M, Habil I, El Sawy M, El Assal L. Prevalence of stuttering in primary school children in Cairo-Egypt. International journal of speech-language pathology. 17(4); 367-372, 2015.<\/p>\n<p>Ward MM. Estimating disease prevalence and incidence using administrative data: some assembly required, 2013.<\/p>\n<p>https:\/\/www.stutteringhelp.org\/future-research, Eri\u015fim tarihi: 7 Haziran 2020.<\/p>\n<p>Craig A, Hancock K, Tran Y, Craig M, Peters K. Epidemiology of stuttering in the community across the entire life span. Journal of Speech, Language, and Hearing Research. 2002.<\/p>\n<p>Felsenfeld S. Finding susceptibility genes for developmental disorders of speech: the long and winding road. Journal of Communication Disorders. 35(4); 329-345, 2002.<\/p>\n<p>B\u00fcchel C, Sommer M. What causes stuttering?. PLoS biology. 2(2); e46, 2004.<\/p>\n<p>\u00d6zdemir RS. Kekemeli\u011fe dair kamuoyu tutumunun \u00f6l\u00e7\u00fclmesi. Anadolu \u00dcniversitesi. Sa\u011fl\u0131k Bilimleri Enstit\u00fcs\u00fc, Yay\u0131mlanmam\u0131\u015f Doktora Tezi, Eski\u015fehir, 2010.<\/p>\n<p>Smith A, Weber C. How stuttering develops: The multifactorial dynamic pathways theory. Journal of Speech, Language, and Hearing Research. 60(9); 2483-2505, 2017.<\/p>\n<p>Beal DS, Gracco VL, Brettschneider J, Kroll RM, Luc F. A voxel-based morphometry (VBM) analysis of regional grey and white matter volume abnormalities within the speech production network of children who stutter. Cortex. 49(8); 21512161, 2013.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"cmsms_row_6a6892ab4ad2f\" class=\"cmsms_row cmsms_color_scheme_default\">\n<div class=\"cmsms_row_outer_parent\">\n<div class=\"cmsms_row_outer\">\n<div class=\"cmsms_row_inner\">\n<div class=\"cmsms_row_margin\">\n<div class=\"cmsms_column one_first\">\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":8,"featured_media":0,"parent":122,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-125","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.kekemelerdernegi.com\/new\/wp-json\/wp\/v2\/pages\/125","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.kekemelerdernegi.com\/new\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.kekemelerdernegi.com\/new\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.kekemelerdernegi.com\/new\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/www.kekemelerdernegi.com\/new\/wp-json\/wp\/v2\/comments?post=125"}],"version-history":[{"count":5,"href":"https:\/\/www.kekemelerdernegi.com\/new\/wp-json\/wp\/v2\/pages\/125\/revisions"}],"predecessor-version":[{"id":8927,"href":"https:\/\/www.kekemelerdernegi.com\/new\/wp-json\/wp\/v2\/pages\/125\/revisions\/8927"}],"up":[{"embeddable":true,"href":"https:\/\/www.kekemelerdernegi.com\/new\/wp-json\/wp\/v2\/pages\/122"}],"wp:attachment":[{"href":"https:\/\/www.kekemelerdernegi.com\/new\/wp-json\/wp\/v2\/media?parent=125"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}