Tachyllalia: symptoms, causes and treatment

Tachilalia is a model of verbal language characterized by the emission of words at an accelerated rate. Although it can occur at different ages, this pattern develops most commonly during childhood and adolescence.

EIn this article we will see what taquilalia isWhat are some of its possible causes and how to fix them.

    Tachyllalia: definition and symptoms

    The term “taquilalia” refers to excessive speed of speech. This rapidity is characterized by the omission of sounds and syllables, which in turn leads to significant difficulty in understanding what the person is trying to express.

    Other features of tachyllalia are poor pauses in speech and motor restlessness, which can be mild or very noticeable. In contrast, there is not necessarily any semantic or syntactic disorganization of speech, but sounds are replaced by similar sounds, due to the very speed of speech itself.

    Likewise, the person may be aware of the acceleration of their speech, and of the difficulty that others have in understanding it, however, this acceleration it does not decrease easily despite the effort to control it.

    Tachycardia, dysphamia or stuttering?

    Tachyllalia is also considered a type of dysphamia. The latter is a fluency of speech disorder, or a communication disorder, characterized by frequent, prolonged and involuntary repetition of sounds, syllables or words, as well as doubts or pauses that usually interrupt the flow. rhythmic of it.

    These characteristics are visible, so they are called primary behaviors. however, dysphamia is also characterized by the presence of secondary behaviors, Which are not easily observable but which also affect the quality of a person’s life. These are manifestations such as fear, anxiety or avoidance.

    Some scholars consider dysphamia to be synonymous with stuttering, so in some contexts both may be referred to as “fluency speech disorder” or “communication disorder”. In any case, when it comes to a wide range of primary and secondary behaviors, dysphamia can have particular manifestations. Among these is the taquilalia.

      Possible causes

      As with other speech fluency disorders, tachycardia is a pattern of multicausal communication. This means that it can be caused by different factors including emotional patterns of dealing with stressful situations, parenting styles, the presence of stressful stimuli in close contexts, Or it can also present as one of the manifestations of medical condition, disability, anxiety disorder, etc.

      Also, and from the most classic studies of child psychology, some specialists have suggested that one of the main triggers of fluidity disorders is external pressure to emit intelligible speechMainly because the person is facing difficulties that are beyond their immediate control.

      In other words, one of the most common triggers for speech disorders is the discomfort generated when the person realizes that they are not understood by others and forces themselves to improve their fluency the most. quickly possible., again obstructing communication.

      Dimensions for evaluation

      Tachyllalia may represent a problematic speech pattern, especially when it occurs in school-aged children, as it can affect both peer relationships and academic performance. In fact, one of the most common consequences is avoid situations that require interaction, For fear of being criticized or ridiculed. For the same reason, it is essential that the procedure begins with an in-depth exploration of the manifestations and circumstances surrounding tachylales.

      According to Moreno and García-Baamonde (2003) and Prieto (2010), an assessment, both of tachycardia and other disorders of speech fluidity, can be made through the following dimensions:

      • Anxiety and Depression Assessment, Determine the degree of difficulty of social interaction and related subjective experiences.
      • Speech assessment, both quantitatively and qualitatively, For example through readings ranging from the simple to the complex and exercises which allow to observe the attention and the bodily relation, as well as the use of psychometric scales.
      • Evaluate communicative exchanges within the family unit through observations, to determine listening skills, interruptions, eye contact, reactions, etc.

      The above is supplemented by in-depth interviews with caregivers, teachers and the child himself. Once the assessment is complete, it can begin with a specific intervention process, prioritizing what was most significant in the different dimensions.

      Intervention strategies

      After carrying out an assessment of the situation of the person with tachycardia, it is important to begin the intervention with clearly defined goals and agreed with the parents or guardians. In a case study with a 13-year-old boy, Moreno and García-Baamonde (2003) organized periodic sessions of 45 minutes each, twice a week. These sessions sought to gradually achieve the following objectives:

      • Reduce the child’s speech rate.
      • Adapt your respiratory function.
      • Increase the mobility of the oral area when speaking, to speed up the joint.
      • Involve parents in the sessions and offer strategies to reinforce the child’s slow speech, for example, give him enough time to answer, Avoid repeating your words as you speak them, do breathing and relaxation exercises at home, among others.

      Once the goals were set, some of the techniques used in the intervention sessions were as follows:

      • respiratory activities.
      • Progressive relaxation training.
      • Follow-up, return and auto-correction of the read text.
      • Reading transition techniques.
      • Systematic desensitization.

      • Massage service, facial gestures, oral and facial praxis, repetition exercises.
      • emotional support, For possible alterations in the child’s self-image due to ridicule, criticism or external pressure.
      • Involve the child by trying to become aware of the situations in which it is generated and by motivating me to continue the intervention.

      After 25 sessions of a planned and joint intervention (with the family and the school), Moreno and García-Baamonde (2003) highlight the positive impact of the intervention, both on the child and on his immediate environment. .

      Bibliographical references:

      • Dysphamiias: causes, course and treatment (2018). University of Valencia. Accessed August 28, 2018. Available at https://www.uv.es/uvweb/master-intervencion-logopedica/es/blog/disfemia-causas-evolucion-tratamiento-1285881139898/GasetaRecerca.html?id=1285969311828.
      • Castejón, JL and Navas, L. (2013). Difficulties and disorders in the learning and development of children and primary school. ECU: Alicante.
      • Prieto, MA (2010). Changes in language acquisition. Innovation and Educational Experiences, 36: 1-8. ISSN 1988-6047.
      • Moreno, JM and García-Baamonde, ME (2003). Intervention in a case of infantile tachycardia. Journal of Speech Therapy, Phoniatrics and Audiology, 23 (3): 164-172.

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