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Dissertations / Theses on the topic 'Children who stutter'

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Published: 4 June 2021

Last updated: 26 July 2025

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1

Scott, Lori D. "The gesture-speech relationship in children who stutter." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0026/MQ50874.pdf.

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2

Acquaah-Harrison, Thelma E. "Vowel formant transitions in children and adults who stutter." Tallahassee, Fla. : Florida State University, 2008. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/341798.

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Thesis (Honors paper)--Florida State University, 2008.<br>Advisor: Dr. Lisa Scott, Florida State University, College of Communication, Dept. of Communication Sciences & Disorders. Includes bibliographical references.

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3

Farinella, Bocian Kimberly. "Stutter-Free Speech Following Response-Contingent Time-Out From Speaking in Young Children Who Stutter." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195764.

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Purpose: The purpose of this study was two-fold: 1) to determine if response-contingent time-out from speaking (RCTO) could effectively reduce stuttering frequency in young children, and 2) to determine if differences in participant awareness, emotional state, speech timing, and utterance length could be detected following RCTO.Background: RCTO is a fundamental component of operant treatments used for stuttering. RCTO requires the individual to pause from speaking immediately after a stuttering behavior has occurred. Well-controlled experimental investigations over the past 30 years have co

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4

Hertsberg, Naomi. "Self-perceived competence and social acceptance of children who stutter." Thesis, University of Iowa, 2012. https://ir.uiowa.edu/etd/2893.

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Young children who stutter have shown the capability of developing an awareness of stuttering as early as age two (Ambrose & Yairi, 1994; Yairi & Ambrose, 2005; Boey et al., 2009; Ezrati-Vinacour, Platzky, & Yairi, 2001). The child's awareness of both his communication difficulty and the response of listeners to his speech has the potential to adversely affect his cognitive and social-emotional development, as well as his self-perception of overall competence. The purpose of this study was to examine self-perceived general

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5

Werle, Danielle Rae. "Patterns of respiratory coordination in children who stutter during conversation." Thesis, University of Iowa, 2014. https://ir.uiowa.edu/etd/4793.

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6

Phaal, Bianca. "An examination of anxiety and communication apprehension in preschool children who stutter." Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1490.

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People who stutter (PWS) tend to have increased levels of anxiety compared to people who do not stutter (PWNS), particularly in social situations (Messenger, Onslow, Packman, & Menzies, 2004). In addition, children who stutter (CWS) as young as 3 years of age reportedly have more negative communication attitudes than their fluent peers, and these attitudes appear to worsen with age and stuttering severity (De Nil & Brutten, 1990, 1991; Vanryckeghem, Brutten, & Hernandez, 2005). The present study sought to examine generalized anxiety and communication apprehension in preschool CWS. Seven CWS

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7

Millard, Sharon. "The effectiveness of parent-child interaction therapy with children who stutter." Thesis, University of Reading, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486353.

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Background: Parent-child interaction therapy (pCll) is one approach that is used in the management of stuttering in young children. However, there is little empirical evidence to support it. This study aims to investigate the effectiveness of the programme with young children who stammer. Method: This is a replicated single subject study. Children aged under 5;0 years, who had been stuttering for longer than 12 months were recruited to the study and randomly allocated to a treatment or to a no treatment control condition. Six children who received therapy, submitted video recorded speech sampl

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8

Graepel, Jenna Lee. "Mindfulness Attributes as Predictors of Treatment Outcomes in Children Who Stutter." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5691.

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A recent U.S.-based survey (Boyle et al,. 2011) estimated stuttering prevalence in American children ages 3-17 years at 1.6% or 1 in 63 children. In comparison to the reported 1 in 68 school age children living with Autism Spectrum Disorder (Centers for Disease Control and Prevention, 2010), stuttering affects nearly as many. These estimates suggest that Speech-Language Pathologist (SLPs) should increasingly develop their skill sets for identifying and providing interventions for children who stutter. The evidence base for school-age fluency intervention, while promising, leaves much room for

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9

Snyder, Marielle Christine. "Emotion-Related Regulation Strategy Use in Preschool-Age Children Who Stutter." Kent State University Honors College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1556511064766463.

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10

Hollister, Julia Elizabeth. "Effortful control and adaptive functioning in school-age children who stutter." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1850.

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Purpose: Research has shown that children who stutter (CWS) demonstrate poor adaptive functioning, or poor functional, social, and psychological skills, when compared to children who do not stutter (CWNS). Previous work has also shown that preschool CWS demonstrate significantly lower effortful control than CWNS. High effortful control, or the ability to inhibit a dominant response, is predictive of high adaptive functioning in children who are exposed to a range of adversities. The purposes of this study were fourfold: (a) to investigate if the differences between preschool CWS and CWNS in ef

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11

Chou, Fang-Chi. "Behavioral and electrophysiological observations of attentional control in children who stutter." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4593.

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Both theoretical models and empirical evidence implicate the combined influences of high emotional reactivity and low emotional regulation to exacerbation in children's stuttering behavior (e.g., Conture, Walden, Arnold, Graham, Hartfiled, Karrass, 2006; Conture & Walden, 2012; Karrass et al., 2006). Attentional control is a key factor in both the development and implementation of emotional regulation (Bell & Calkins, 2012; Rueda, Posner, & Rothbart, 2004). The purpose of this study was to investigate attentional control along the distraction process in children who stutter using two event-rel

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12

Brown, Bryan T. "Neurocorrelates of speech-motor planning and execution in adults and children who stutter." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1954.

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There is a rich literature demonstrating that adults who stutter (AWS) demonstrate atypical functional brain activity during speech production. These differences can be characterized by increased activity in the right inferior frontal gyrus and premotor regions and decreased activity in the left inferior frontal gyrus, premotor area, and bilaterally in the superior temporal gyrus. The process of speech production requires motor movements first be planned and then executed. However, few studies have

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13

Piispala, J. (Johanna). "Atypical electrical brain activity related to attention and inhibitory control in children who stutter." Doctoral thesis, Oulun yliopisto, 2019. http://urn.fi/urn:isbn:9789526221649.

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Abstract The aim of this study was to discover attention- and inhibitory control-related differences in the electrical activity of the brain in 6- to 9-year-old children who stutter (CWS) compared to typically developed children (TDC). For studies I and II, the study group consisted of 11 CWS (mean age 8.1 years, age range 6.3–9.5 years; all boys) and 19 fluently speaking children (mean age 8.1 years, age range 5.8–9.6 years; 7 girls). In study III, the participants were twelve boys who stutter (mean age 7.97 years, range 6.3–9.5 years) and 12 typically developed, fluently speaking boys (mean

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14

Kordell, Jennifer. "Outcomes of a Combined Mindfulness, Stuttering Modification, and Fluency Shaping Intervention for Children who Stutter." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5717.

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A week-long intervention for five school-age children who stutter was implemented using techniques of fluency shaping, stuttering management, and mindfulness training. The purpose of this study was to investigate if children who stutter stuttered less frequently, stuttered with less struggle, and demonstrated changes in mindfulness measures after the completion of this week-long intervention. Pre- to post-treatment measures were analyzed by individual and group-level results. A comparative analysis between reading and narrative tasks was also performed. Findings indicate that three out of fiv

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15

Bridgman, Kate. "Webcam Delivery of the Lidcombe Program for Preschool Children Who Stutter: A Randomised Controlled Trial." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/11658.

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Early intervention provides children who stutter with the best opportunity to avoid the lifelong complications associated with stuttering. Access to effective treatment, in particular, the Lidcombe Program, provides preschool children with the best chance to overcome their stuttering. Currently many children are unable to access such efficacious treatment due to distance and lifestyle factors. One solution to this problem is to deliver the treatment via webcam over the internet. This service delivery model was designed to increase access to timely, best-practice intervention for those who are

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16

Agius, Joseph. "Un-cemented words : school-age children who stutter : feelings and attitudes following a thinking skills programme." Thesis, University of Sheffield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440901.

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17

Cook, S. P. "Affective factors, bullying, language and motor abilities in relation to treatment outcome for children who stutter." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1306181/.

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The purpose of this thesis was to develop a model that predicts therapy outcome for children and adolescents who stutter, taking the independent variables of initial stuttering severity, self-esteem, anxiety, the psychosocial impact of stuttering, bullying, motor abilities and language abilities into account. In order to address these issues, three new instruments were developed and validated: (1) the Speech Questionnaire to assess the psychosocial impact of stuttering on the child’s life; (2) the Bullying Questionnaire to obtain information about stuttering related bullying; and (3) the MAMS

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18

Schneider, Carmen O. "Vowel formant transitions in fluent speech of adults and children who do and do not stutter." Tallahassee, Fla. : Florida State University, 2009. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/244594.

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19

Druker, Kerianne Chloe. "Managing fluency and disruptive behaviours in children who stutter: An integrated behavioural and stuttering treatment program." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/82068.

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This research investigated specific factors that contribute to a young child’s persistence or recovery from their lifelong disability of stuttering. It determined unique factors in the child’s temperament and developed and evaluated a new clinical treatment to meet these individual needs. The research combined fluency treatment with a behavioural self-regulation program which supported the parents to be positive change agents for their child and ensured durability of fluency for their child’s future development and success.

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20

Badroodien, Rizwana. "Classroom intervention to change peers' attitudes towards children who stutter: a pilot study six months post-intervention." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15487.

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Includes bibliographical references<br>The Classroom Communication Resource (CCR) intervention was developed to improve peer attitudes towards children who stutter (CWS). This pilot study will inform the feasibility of a Randomised Control Trial (RCT) through the following aims: 1. To analyse selected procedural aspects including recruitment, participation and re tention rates and questionnaire-questionnaire completion trends. 2. To observe treatment and cluster effect of the CCR intervention at one and six months post-intervention. An experimental, quantitative cluster randomised trial desig

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21

Bauman, Jessica. "The development of syntactic complexity and the irregular past tense in children who do and do not stutter." College Park, Md.: University of Maryland, 2009. http://hdl.handle.net/1903/9584.

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Thesis (M.A.) -- University of Maryland, College Park, 2009.<br>Thesis research directed by: Dept. of Hearing and Speech Sciences. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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22

Lattermann, Christina. "Language abilities and fluency disorders : analysis of spontaneous language samples of children who stutter during treatment with the lidcombe program." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19408.

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The present study traces changes in linguistic complexity in the context of fluency development in four preschool children treated with the Lidcombe Program for Early Stuttering Intervention. Standardized tests of language and phonology were administered pre-treatment. Spontaneous language samples were collected for each participant at 5 preset intervals during the treatment phase. Samples were analyzed for Mean Length of Utterance, Number of Simple and Complex Sentences, Number of Different Words, Morphosyntactic Accuracy, Percentage of Stuttered Syllables and Normal Speech Dysfluencies, and

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23

Walters, Freda Aletta. "Effectiveness of the classroom communication resource in changing primary school learners' attitudes towards children who stutter after one month: A feasibility study." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15754.

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Children who stutter are bullied and teased by their peers, especially in the primary schooling years. The Classroom Communication resource (CCR) was developed as a teacher-administered classroom-based education programme aiming to improve peers' attitudes towards CWS. The focus of this feasibility study was to determine the initial treatment effect of the CCR to improve peers' attitudes towards CWS and the feasibility for a larger scale cluster randomised trial (CRT) in future. Peer attitudes were determined via a Likert scale questionnaire, the Stuttering Resource Outcomes Measure (SROM), co

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24

Mallick, Rizwana. "The Classroom Communication Resource (CCR) intervention to change grade 7 peers' attitudes towards children who stutter (CWS) in the Western Cape: a randomised controlled trial." Doctoral thesis, Faculty of Health Sciences, 2018. http://hdl.handle.net/11427/30017.

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Background: There is an established need to manage teasing and bullying of children who stutter (CWS) through changing the attitudes of their peers. The intervention, the Classroom Communication Resource (CCR), was implemented by teachers in classrooms. The primary objective of the main study was to determine the effectiveness of the CCR through a cluster Randomised Controlled Trial (RCT). The secondary objective of this study was to determine the treatment effect of the Stuttering Resource Outcomes Measure (SROM) within the subscales of Positive Social Distance (PSD), Social Pressure (S

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25

Addison, Sharon J. "Exploring sandplay with children who stutter." Thesis, 1999. http://hdl.handle.net/2429/9360.

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This study examined the use of sandplay, with three school-aged boys who stuttered. Each child was offered one-hour of sandplay therapy per week, over a four-month period. The number of sessions per child ranged from twelve to sixteen. Participant-observation was used for data collection. All sessions were videotaped and photographs were taken of each child's sand pictures. A detailed description of each session is presented. This is followed by a detailed analysis of the themes and symbols that occurred in each sandplay picture, based on Carl G. Jung's theory of Analytical Psychology a

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26

"An Examination of Motor Skills in Children who Stutter." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11616.

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Recently, research has postulated that stuttering is a motor disorder that results from brain abnormalities within the central nervous system. Based on evidence of numerous irregularities within various motor systems, it has been suggested that other motor domains may be comprised. In particular, research in individuals who stutter has found fine, gross, and visual-spatial motor impairment. These studies, though, are dated, have numerous methodological concerns, or yielded contradictory results. Thus, this study investigated whether motor skills in children who stutter (CWS) were compromis

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27

Dearden, Elizabeth Anne. "Organization of the mental lexicon in children who stutter : a pilot study." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1068.

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This thesis is the pilot study of an ongoing investigation of the organization of the mental lexicon in children with specific language impairment and children who stutter (CWS). The current study analyzes the performance of 8 CWS, ages 4; 11 – 10; 1 and their typically developing age matches (CWNS) on a list recall task adapted from Roediger and McDermott (1995). Talker groups were matched for maternal education level, male to female ratio, and standardized measures of nonverbal intelligence, expressive vocabulary, digit memory, and narrative comprehension and production. Similar to previous

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28

Hudson, Sarah Ann. "Lexical representations in children who stutter: evidence using a gating paradigm." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1056.

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This thesis investigated lexical representations of children who stutter (CWS) and children who do not stutter (CWNS) using a duration-blocked gating task. This thesis tested the hypothesis that children who stutter have underspecified phonological representations for words, are less sensitive to incremental and segmental information for lexical items, and therefore require more acoustic-phonetic information to activate words in their lexicon. Pilot data collected from fourteen children (ages 5;6 to 10;1): 7 CWS and 7 CWNS matched on age were included in this thesis. Results showed that child

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29

Stafford, Brook Ana. "Phoneme monitoring and rhyme monitoring in school-age children who stutter." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5272.

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The present study investigated phonological encoding skills in children who stutter (CWS). Participants were 4 CWS (M=10;9years) and 4 children who do no stutter (CNS) (M=12;1 years) The groups were compared in phoneme monitoring and rhyme monitoring, with a tone monitoring task providing a neutral baseline for comparison. Both the phoneme monitoring and rhyme monitoring tasks were performed during silent picture naming. Results revealed that both groups were faster and more accurate when monitoring the rhyme than when monitoring the phoneme. Results further indicated that the children who

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30

Beal, Deryk Scott. "The Neural Correlates of Auditory Processing in Adults and Children who Stutter." Thesis, 2010. http://hdl.handle.net/1807/24682.

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This dissertation is comprised of four studies investigating the hypothesis that adults and children who stutter differ from their same-age fluent peers in the neuroanatomy and neurophysiology underlying auditory speech processing. It has been consistently reported that adults who stutter demonstrate unique functional neural activation patterns during speech production, including reduced auditory activation, relative to nonstutterers. The extent to which these functional differences are accompanied by abnormal morphology of the brain in stutterers is unclear. The first study in this dissertati

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31

Nelson, Kristen Lee. "List recall in children with specific language impairment and children who stutter : a preliminary investigation." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-4310.

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This thesis extends a previous pilot study with children who stutter (CWS) to include children with specific language impairment (CSLI). The current study examines lexical-semantic organization in these two clinical populations in hopes of comparing and contrasting behavioral profiles. The study employed a list-recall task to assess the lexical-semantic organization of 9 CWS, 5 CSLI, and 20 typically developing children matched for age and vocabulary. Similar to previous investigations, our child participants demonstrated the well-documented list position effects. With regard to recall accurac

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32

Van, Riet Dricky-Mari. "The utilisation of Gestalt play therapy with children in middle childhood who stutter." Diss., 2008. http://hdl.handle.net/10500/1820.

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The aim of the study was to determine how Gestalt play therapy may be used in the therapeutic treatment of children in middle childhood who stutter. Stuttering is a problem that touches the lives of many people and is associated with great interpersonal distress. Stuttering is especially difficult for children in middle childhood, a time dominated by the school experience. Gestalt play therapy creates a child-friendly environment, in which the child can share information in a safe manner through the use of play therapeutic techniques. Literature was reviewed according to relevant topic

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33

Wong, Allison Mei-Li. "Facilitating transfer and maintenance in school-aged children who stutter : a guidebook for clinicians." Thesis, 2014. http://hdl.handle.net/2152/26268.

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This report was developed to: a) enhance the clinician’s understanding of transfer and maintenance as it relates to stuttering, b) explore the unique challenges that face the school-aged population, c) examine research outside of the field that may be of benefit for school-aged stuttering clients, and d) provide the clinician with examples and activities that will facilitate the transfer and maintenance of stuttering treatment. The report will include a brief discussion of transfer and maintenance. The remainder of the report will focus on facilitating transfer and maintenance by increasing m

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34

Reed, Olivia Christine. "The influence of self-disclosure on listeners' perceptions of male and female children who stutter." Thesis, 2014. http://hdl.handle.net/2152/25877.

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The literature suggests that self-disclosure of stuttering may positively impact the listener’s perception of persons who stutter. This phenomenon, although investigated with adults, has not been studied with regards to children who stutter. The purpose of this study was to examine the effects of self-disclosure on listener perceptions of children who stutter. Specifically, this study examined whether listener perceptions of a child speaker who stutters are contingent upon the presence or absence of a self-disclosure statement prior to the speaker initiating his or her monologue, and whether l

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35

Bishop, Nicole Marie. "Investigation of the awareness and perceptions of stuttering in children who do and do not stutter." 2013. http://hdl.handle.net/2152/22398.

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The purpose of this study was to investigate the awareness of stuttering in children ages three through seven who do and do not stutter, and to examine how their awareness might contribute to negative perceptions of persons who stutter. Participants included 12 children who stutter and 16 children who do not stutter. Each participant observed a 90-second Digital Versatile Disc (DVD) of two seal puppets employing appropriate turn-taking skills during a conversation. In this video, each puppet produced eight identical sentences. One puppet produced typically fluent speech characteristics. The ot

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Rocha, Mónica Filipa Soares. "School age Portuguese children who stutter : socio-cognitive performance and the impact of stuttering in their quality of life." Doctoral thesis, 2019. http://hdl.handle.net/10400.14/32152.

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A gaguez é uma perturbação da fluência que tem vindo a ser descrita, por alguns autores, como uma perturbação do neurodesenvolvimento. Resulta da interação entre diversos fatores, tais como genéticos, neurofisiológicos e ambientais e é caraterizada por interrupções ou bloqueios na fluência da fala, acompanhada, frequentemente, de esforço e/ou comportamentos de evitamento. A forma como os diversos fatores, associados à gaguez, interagem entre si ainda não é totalmente conhecida e continua a ser alvo de discussão. Compreender o desenvolvimento da gaguez ao longo de diferentes faixas etári

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van, Kuik Fast Nathania. "A pilot study of the bullying experiences of children who stutter and the coping strategies they use in response." Master's thesis, 2010. http://hdl.handle.net/10048/1652.

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This qualitative pilot study investigated the bullying experiences of children who stutter, the type of coping strategies that they use to deal with these experiences, and their perceptions of the effectiveness of their coping strategies. Semi-structured interviews were conducted with seven 10- to 13-year-old children who stutter. Grounded theory methodology was used to analyze the interview data. Data analysis resulted in a preliminary four-element conceptualization of the process by which children who stutter experience and respond to bullying and the emergence of two themes: Individual Fact

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Hunt, Stephanie Lynn. "Investigation of the awareness and perceptions of stuttering and the resulting effect on social preference in children who do and do not stutter." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3127.

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The purpose of this study was to examine the awareness, perception and social preference of stuttering in children who do and do not stutter. Ten children who stutter and eleven children who do not stutter participated in this study. Each participant viewed a short DVD clip of two puppets taking turns talking. One puppet produced stuttering-like disfluencies, and the other produced typically fluent speech. The participants were then asked a series of questions formulated to examine awareness, perception, and social preference. Results indicated no significant differences between the children w

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