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Journal articles on the topic 'Children who stutter'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Kelly, Ellen M., Anne Smith, and Lisa Goffman. "Orofacial Muscle Activity of Children Who Stutter: A Preliminary Study." Journal of Speech, Language, and Hearing Research 38, no. 5 (1995): 1025–36. http://dx.doi.org/10.1044/jshr.3805.1025.

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This study was a preliminary investigation of the relations between stuttering development and the maturation of speech motor processes. Electromyographic (EMG) activity was recorded from the orofacial muscles of children who stutter and their normally fluent peers during fluent and disfluent speech. Nine children who stutter (8 boys and 1 girl), ranging in age from 2:7 to 14:0, and 9 age- and sex-matched children who do not stutter were subjects. Pairs of surface EMG electrodes were placed on children’s faces overlying the anterior belly of the digastric (ABD), levator labii superior (ULIP),

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2

Yaruss, J. Scott, and Edward G. Conture. "F2 Transitions During Sound/Syllable Repetitions of Children Who Stutter and Predictions of Stuttering Chronicity." Journal of Speech, Language, and Hearing Research 36, no. 5 (1993): 883–96. http://dx.doi.org/10.1044/jshr.3605.883.

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The purpose of the present study was to examine the relationships between second formant (F2) transitions during the sound/syllable repetitions (SSRs) of young children who stutter and their predicted chronicity of stuttering. Subjects were 13 youngsters who stutter, who were divided into two groups based on their predicted chronicity of stuttering as measured by the Stuttering Prediction Instrument (SPI; Riley, 1984): a high-risk group, consisting of 7 boys. (mean age=50.6 months), and a low-risk group, consisting of 5 boys and 1 girl (mean age=48.5 months). Each child was audio/videotape-rec

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3

Ambrose, Nicoline Grinager, Ehud Yairi, and Nancy Cox. "Genetic Aspects of Early Childhood Stuttering." Journal of Speech, Language, and Hearing Research 36, no. 4 (1993): 701–6. http://dx.doi.org/10.1044/jshr.3604.701.

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Although stuttering has long been acknowledged as a familial disorder, the nature of a genetic component remains unclear. Most previous data used in genetic studies were obtained primarily from adults who stutter and may be biased in several respects. The purpose of this investigation was to quantify the frequency of stuttering in relatives of preschool-age children who stutter, and who were first seen close to the onset of the disorder. Detailed pedigrees (family trees), including first-, second-, and third-degree relatives, were obtained from parents of 69 children who stuttered. We found, a

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4

Byrd, Courtney T., Katherine L. Winters, Megan Young, et al. "The Communication Benefits of Participation in Camp Dream. Speak. Live.: An Extension and Replication." Seminars in Speech and Language 42, no. 02 (2021): 117–35. http://dx.doi.org/10.1055/s-0041-1723843.

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AbstractSchool-based guidelines often require that treatment focuses on minimizing or eliminating stuttered speech. The purpose of this study was to examine the benefits of explicit training in communication competencies to children who stutter without targeting stuttered speech. Thirty-seven children (ages 4–16) completed Camp Dream. Speak. Live., an intensive group treatment program which targets the psychosocial needs and communication of children who stutter. Outcome measures included the Overall Assessment of the Speaker's Experience of Stuttering (OASES), the Communication Attitude Test

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5

Singer, Cara M., and Ellen M. Kelly. "Speech-Language Pathologists' Practices Related to Evaluating Persistence Prognosis for Children Who Stutter: A Survey Study." Perspectives of the ASHA Special Interest Groups 6, no. 6 (2021): 1493–503. http://dx.doi.org/10.1044/2021_persp-21-00026.

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Purpose: Multiple studies and review papers have been published recently that provide recommendations to speech-language pathologists (SLPs) on how to assess young children who stutter and their likelihood of continuing to stutter or recovering naturally (i.e., prognosis). This study explored the current, self-reported evaluation practices of SLPs related to evaluating prognosis for a child who stutters. Method: Certified SLPs were recruited to complete an electronic questionnaire that focused on their experience, confidence, and practices evaluating preschool-aged children who stutter. Result

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6

Howell, Peter, Stuart Rosen, Geraldine Hannigan, and Lena Rustin. "Auditory Backward-Masking Performance by Children Who Stutter and its Relation to Dysfluency Rate." Perceptual and Motor Skills 90, no. 2 (2000): 355–63. http://dx.doi.org/10.2466/pms.2000.90.2.355.

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The fluency of people who stutter is affected markedly when auditory feedback is altered suggesting that stuttering may be associated with hearing. Peripheral hearing problems, however, are no more common in people who stutter than in those who do not. Performance was investigated in a task that involves central auditory processing (backward masking). Children who stuttered had deficits in backward masking (indicated by higher thresholds) compared with a group of fluent control children. The backward-masking thresholds were positively correlated with frequency of stuttering.

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7

Abutova, Sh O. "RULES FOR COMMUNICATING WITH PRESCHOOL CHILDREN WHO STUTTER." American Journal Of Social Sciences And Humanity Research 02, no. 12 (2022): 48–55. http://dx.doi.org/10.37547/ajsshr/volume02issue12-08.

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The article discusses psychological and pedagogical support of, and care for children with severe speech disorders, i.e. stuttering. The article deals with questions concerning the time when stuttering occurred, the forms in which stuttering was expressed and the main causes of this severe speech disorder. It considers a therapeutic and pedagogical complex to be recommended in order to overcome stuttering. Of practical significance to preschool center teachers and parents of children with stuttering are 'the speech rules' which the article offers for stuttering children. Implementation and fur

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8

Franke, Mona, Philip Hoole, Ramona Schreier, and Simone Falk. "Reading Fluency in Children and Adolescents Who Stutter." Brain Sciences 11, no. 12 (2021): 1595. http://dx.doi.org/10.3390/brainsci11121595.

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Speech fluency is a major challenge for young persons who stutter. Reading aloud, in particular, puts high demands on fluency, not only regarding online text decoding and articulation, but also in terms of prosodic performance. A written text has to be segmented into a number of prosodic phrases with appropriate breaks. The present study examines to what extent reading fluency (decoding ability, articulation rate, and prosodic phrasing) may be altered in children (9–12 years) and adolescents (13–17 years) who stutter compared to matched control participants. Read speech of 52 children and adol

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9

Vanryckeghem, Martine, and Gene J. Brutten. "The Speech-Associated Attitude of Children Who Do and Do Not Stutter and the Differential Effect of Age." American Journal of Speech-Language Pathology 6, no. 4 (1997): 67–73. http://dx.doi.org/10.1044/1058-0360.0604.67.

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Fifty-five Flemish children, ages 6 to 13, who stuttered and 55 who did not were the subjects of a two (group) by eight (age) factorial investigation of their response to a Dutch translation of the Communication Attitude Test (C.A.T.). The main effect results confirmed previous C.A.T. findings that, as early as age 6, children who stutter exhibit significantly more in the way of a negative speech-associated attitude than their peers do. In addition, the between-group difference in attitude diverged with age. The C.A.T. scores increased for those who stuttered and decreased for the normally flu

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10

Beilby, Janet M., Michelle L. Byrnes, and J. Scott Yaruss. "The Impact of a Stuttering Disorder on Western Australian Children and Adolescents." Perspectives on Fluency and Fluency Disorders 22, no. 2 (2012): 51–62. http://dx.doi.org/10.1044/ffd22.2.51.

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In this study, we examined the impact of a stuttering disorder on children (n=50) and adolescents (n=45) living in Western Australia. We compared the reactions and experiences of children and adolescents who stutter to children and adolescents who do not stutter. We compared the participants who stuttered and the fluent participants using adapted versions of the Overall Assessment of the Speaker’s Experience of Stuttering (OASES). We also examined the relationship between biopsychosocial impact and stuttered speech frequency. We saw higher levels of adverse impact in young people who stuttered

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11

Yasin, Raja Mahtab, and Faiza Iqbal. "A Conceptual Paper on Self-Esteem and Social Anxiety Of Stutter Students' in Pakistan." Pakistan Journal of Humanities and Social Sciences 8, no. 1 (2020): 28–34. http://dx.doi.org/10.52131/pjhss.2020.0801.0100.

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Stuttering demands a multidimensional interpretation, as the consequences of the symptoms have been shown in recent years, with psycho-social and psychological effects shown with people living with a stutter far beyond the surface elements. This work explores the degree to which students may stutter with disabilities among school children and adults who stutter (AWS). The effect of stuttering on a person and on the members of the family (siblings, parents and partners) is discussed in this article. Such issues cover mental and social problems, self consciousness, stuttering responses, interper

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Novšak Brce, Jerneja, Damjana Kogovšek, Janez Jerman, and Stanislav Košir. "The Temperamental Characteristic of Extraversion in Slovenian Preschool Children Who Stutter." Logopedija 7, no. 1 (2017): 6–12. http://dx.doi.org/10.31299/log.7.1.2.

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Different authors agree that stuttering is a multifactorial disorder that manifests itself in verbal, psychological, physiological, physical and social fields and requires corresponding evaluation, diagnosis and treatment (Conture 2001; Logan, Yaruss, 1999; Vanryckeghem, Brutten, 1997; Zebrowski, Kelly, 2002). Contemporary research links the development of stuttering with certain temperamental characteristics, among which extraversion plays an important role. The aim of this study was to investigate one such temperamental characteristic – extraversion – in Slovenian preschool children who stut

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13

LaSalle, Lisa R., and Rachel D. Duginske. "Auditory Discrimination Deficits in Boys Who Stutter: A Preliminary Investigation." Perspectives on Fluency and Fluency Disorders 18, no. 2 (2008): 69–77. http://dx.doi.org/10.1044/ffd18.2.69.

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Abstract Our purpose was to examine the basic level of auditory processing skills in school-age children who stutter. We administered three auditory processing tasks—dichotic digits, temporal patterning, and auditory discrimination—from the Differential Screening Test for Processing (Richard & Ferre, 2006). Five 6- to 9-year-old boys who stutter were age-matched to five boys who do not stutter. Children who stutter showed significantly poorer performance on the auditory discrimination subtest. These preliminary results suggest that, for a subgroup of children who stutter, auditory discrimi

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Iimura, Daichi, and Osamu Ishida. "Needs of Children Who Stutter." Japan Journal of Logopedics and Phoniatrics 59, no. 4 (2018): 318–26. http://dx.doi.org/10.5112/jjlp.59.318.

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15

Lincoln, Michelle, Mark Onslow, Christine Lewis, and Linda Wilson. "A Clinical Trial of an Operant Treatment for School-Age Children Who Stutter." American Journal of Speech-Language Pathology 5, no. 2 (1996): 73–85. http://dx.doi.org/10.1044/1058-0360.0502.73.

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The purpose of this investigation was to determine the effectiveness of a nonprogrammed, operant treatment for school-age children who stutter. The treatment was administered by clinicians and parents to 11 children between the ages of 7 and 12 years. A median of 12 one-hour treatment sessions was required to achieve less than 1.5% syllables stuttered during within-clinic and beyond-clinic speaking situations. The children’s speech was assessed in three everyday speaking situations over a 12-month post-treatment period. All children maintained decreased stuttering rates at 12 months post-treat

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Pellowski, Mark W., and Edward G. Conture. "Lexical Priming in Picture Naming of Young Children Who Do and Do Not Stutter." Journal of Speech, Language, and Hearing Research 48, no. 2 (2005): 278–94. http://dx.doi.org/10.1044/1092-4388(2005/019).

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The purpose of this investigation was to assess the influence of lexical/semantic priming on the speech reaction time of young children who do and do not stutter during a picture-naming task. Participants were 23 children who stutter, age-matched (±4 months) to 23 children who do not stutter, ranging in age from 3;0 (years;months) to 5;11. Procedures involved a computer-assisted picture-naming task, during which each participant was presented with the same set of 28 pictures in each of 3 different conditions: (a) no-prime condition, in which no auditory stimulus was presented before picture di

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Maske-Cash, Wendy S., and Richard F. Curlee. "Effect of Utterance Length and Meaningfulness on the Speech Initiation Times of Children Who Stutter and Children Who Do Not Stutter." Journal of Speech, Language, and Hearing Research 38, no. 1 (1995): 18–25. http://dx.doi.org/10.1044/jshr.3801.18.

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The purpose of this study was to determine the effect of utterance length and meaningfulness on the speech initiation times of children who stutter and children who do not stutter. Subjects were 36 elementary school students (half of whom stutter, matched by age, grade, and gender). Each child repeated short meaningful, long meaningful, and long nonce utterances in response to a visual cue. Nonstuttering, stuttering-only, and stuttering-plus (children with concomitant speech and/or language problems) children responded differently to utterance length and meaningfulness. This suggests that the

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18

Petraki, Eirini, Helen Lazaratou, and Maria Vlassopoulos. "Speech and Language Abilities of Preschool Children Who Stutter." Advances in Social Sciences Research Journal 10, no. 4 (2023): 13–24. http://dx.doi.org/10.14738/assrj.104.14357.

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Purpose: The purpose of this study was to examine speech and language differences between children who stutter without concomitant linguistic difficulties (CWS) and children who stutter with concomitant linguistic difficulties (CWS/CLD) on standardized tests of phonology, vocabulary and grammar. Method: Subjects were 20 children who stutter without concomitant linguistic difficulties (mean age= 5;1 years) and 21 children who stutter with concomitant linguistic difficulties (mean age= 4;9 years). All children were Greek-speaking. Each child participated initially in a 15-minute conversation wit

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Selmani, Edona, Florim Gallopeni, and Ana Poposka. "Association between emotional intelligence and stuttering in school-age children in Kosovo." Hrvatska revija za rehabilitacijska istraživanja 58, no. 2 (2022): 67–80. http://dx.doi.org/10.31299/hrri.58.2.4.

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Several studies have shown that emotional intelligence can impact stuttering in children and that these children begin to exhibit impaired emotional and social behaviour from the age of 3 years onwards. These difficulties have also been observed in adults who stutter. The purpose of this research study was to examine the association between emotional intelligence factors and stuttering in school-age children in Kosovo. The outcome of this study will provide a baseline to compare factors related to the emotional intelligence of children who stutter and those who do not. This descriptive cross-s

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Winters, Katherine L., and Courtney T. Byrd. "Pediatrician Referral Practices for Children Who Stutter." American Journal of Speech-Language Pathology 29, no. 3 (2020): 1404–22. http://dx.doi.org/10.1044/2020_ajslp-19-00058.

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Purpose Given the marked increase in evidence-based information regarding the nature/treatment of stuttering, coupled with the fact that pediatricians tend to be one of the initial points of contact for parents who suspect their preschool-age child may stutter, this study explored pediatricians' (a) accuracy in identifying children who may stutter and (b) likelihood of referring children who present with a profile indicative of stuttering to speech-language pathologists. Method Pediatricians recruited nationally through professional organizations completed a 5- to 7-min online survey that prob

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Tichenor, Seth E., Chelsea A. Johnson, and J. Scott Yaruss. "A Preliminary Investigation of Attention-Deficit/Hyperactivity Disorder Characteristics in Adults Who Stutter." Journal of Speech, Language, and Hearing Research 64, no. 3 (2021): 839–53. http://dx.doi.org/10.1044/2020_jslhr-20-00237.

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Purpose Recent studies have shown that many children who stutter may have elevated characteristics of attention-deficit/hyperactivity disorder (ADHD). Although childhood ADHD commonly persists into adulthood, it is unclear how many adults who stutter experience aspects of ADHD (e.g., inattention or hyperactivity/impulsivity). This study sought to increase understanding of how ADHD characteristics might affect individuals who stutter by evaluating (a) whether elevated ADHD characteristics are common in adults who stutter, (b) whether elevated ADHD characteristics in adults who stutter were sign

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Sitarević, Mirza, Leila Begić, and Zamir Mrkonjić. "GRAMMATICAL DEVELOPMENT AND THE USE OF GRAMMATICALLY COMPLEX SENTENCES IN CHILDREN WHO STUTTER AND CHILDREN WHO DO NOT STUTTER." Journal Human Research in Rehabilitation 9, no. 2 (2019): 18–26. http://dx.doi.org/10.21554/hrr.091902.

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The main aim of the research was to determine the development of grammar and the use of grammatically complex sentences in stuttering and non-stuttering children, and to determine whether there are differences in the above abilities between these two groups of respondents. The sample of respondents consisted of a total of 64 children aged 56-83 months. Respondents are divided into two groups. The experimental group consisted of 32 stuttering children, of whom 19 were male and 13 female. The control group consisted of 32 children who did not stutter, and who compared with age and gender, were e

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Mostafa, Eman, Kenneth O. St. Louis, Ahlam Abdel-Salam El-Adawy, Ahmed Mamdouh Emam, and Zahra Moemen Elbarody. "Do Mothers and Fathers of Egyptian Stuttering Children View Stuttering Differently?" Perspectives of the ASHA Special Interest Groups 7, no. 1 (2022): 87–95. http://dx.doi.org/10.1044/2021_persp-21-00053.

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Purpose: Limited research has shown that knowing or interacting with a person who stutters facilitates more positive attitudes toward stuttering. This is true when the stuttering person is a close friend or a family member. The study sought to determine if Egyptian mothers held different stuttering attitudes than fathers as joint parents of children who stuttered. Method: Public Opinion Survey of Human Attributes–Stuttering results of 25 mothers and 25 fathers of the same children who stuttered were compared. Also, children's severity scores were correlated with their parents' attitudes. Resul

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Daniels, Derek E. "Treatment of Stuttering in a School-Age Child: A Description of a Single Case-Study." Perspectives on Fluency and Fluency Disorders 22, no. 2 (2012): 88–96. http://dx.doi.org/10.1044/ffd22.2.88.

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In this article, I will provide support for a broad-based treatment approach with school-age children who stutter. Treatments for stuttering have traditionally prioritized speech modification techniques. However, school-age children who stutter experience a range of self-defeating thoughts and emotions about speaking. In this article, I present data from a case study of one school-age child who stutters. The participant experienced three semesters of treatment from a university clinic. Experts applied a broad-based treatment approach that included both speech and stuttering modification techni

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Conture, Edward G., and Ellen M. Kelly. "Young Stutterers’ Nonspeech Behaviors During Stuttering." Journal of Speech, Language, and Hearing Research 34, no. 5 (1991): 1041–56. http://dx.doi.org/10.1044/jshr.3405.1041.

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The purpose of this study was to assess the nonspeech behaviors associated with young stutterers’ stuttering and normally fluent children’s comparable fluent utterances. Subjects were 28 boys and 2 girls who stutter (mean age=54 months) and 28 boys and 2 girls who do not stutter (mean age=54 months). Each child and his or her mother were audio-video recorded during a loosely structured, 30-min conversation. Sixty-six different nonspeech behaviors associated with 10 randomly selected stutterings per stutterer and 10 comparable fluent utterances per normally fluent child were assessed by means o

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Brisk, Deborah J., E. Charles Healey, and Karen A. Hux. "Clinicians’ Training and Confidence Associated With Treating School-Age Children Who Stutter." Language, Speech, and Hearing Services in Schools 28, no. 2 (1997): 164–76. http://dx.doi.org/10.1044/0161-1461.2802.164.

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The purpose of this survey was to obtain updated information on school-based speech-language pathologists’ training, confidence, attitudes, and perceptions associated with treating school-age children who stutter. A second goal was to investigate the impact of impending specialization training in fluency on service delivery to children who stutter. A total of 278 out of 500 (56%) randomly selected school clinicians certified by the American Speech-Language-Hearing Association (ASHA) responded to the survey. The results showed a general improvement over previous reports in clinicians’ training,

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OTA, MAKI. "Self-Esteem of Children Who Stutter." Japanese Journal of Educational Psychology 55, no. 4 (2007): 501–13. http://dx.doi.org/10.5926/jjep1953.55.4_501.

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Biagini, Jackie, and Judy Butler. "Journal Writing for Children Who Stutter." Perspectives on Fluency and Fluency Disorders 10, no. 1 (2000): 7. http://dx.doi.org/10.1044/ffd10.1.7.

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Schneider, Phillip. "Counseling School-Age Children Who Stutter." Perspectives on Fluency and Fluency Disorders 13, no. 2 (2003): 14–17. http://dx.doi.org/10.1044/ffd13.2.14.

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Blood, Gordon W., Ingrid Blood, Jennifer Kreiger, Shelah O'Connor, and Constance Dean Qualls. "Double Jeopardy for Children Who Stutter." Communication Disorders Quarterly 30, no. 3 (2008): 131–41. http://dx.doi.org/10.1177/1525740108325552.

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Watkins, Ruth V., and Bonnie W. Johnson. "Language Abilities in Children Who Stutter." Language, Speech, and Hearing Services in Schools 35, no. 1 (2004): 82–89. http://dx.doi.org/10.1044/0161-1461(2004/009).

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The nature of the association between language and stuttering in young children has been the focus of debate for many years. One aspect of this ongoing discussion is the status of language abilities in children who stutter (CWS). Available research findings and associated interpretations of these findings are equivocal. This article asserts that an important contributor to the ambiguous nature of this literature may be differences in research traditions and methods that typically have been employed in the study of language development and in the study of stuttering. Cross-disciplinary investig

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Zebrowski, Patricia M., and Robert L. Schum. "Counseling Parents of Children Who Stutter." American Journal of Speech-Language Pathology 2, no. 2 (1993): 65–73. http://dx.doi.org/10.1044/1058-0360.0202.65.

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To create a verbal environment that facilitates children’s speech fluency, parents of children who stutter may need to rely on suggestions from speech-language pathologists. However, it appears that implementing changes in these parent-child verbal interactions is not the only area in which counseling is needed. Parents also need to discuss a number of concerns, apart from those specifically related to verbal interactions with the children, to help parents understand and adapt to the unique problems associated with children’s stuttering. The purpose of this article is to combine a broad overvi

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Anderson, Julie D., and Edward G. Conture. "Language abilities of children who stutter." Journal of Fluency Disorders 25, no. 4 (2000): 283–304. http://dx.doi.org/10.1016/s0094-730x(00)00089-9.

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Dyer, E. "Video homework for children who stutter." Journal of Fluency Disorders 19, no. 3 (1994): 171. http://dx.doi.org/10.1016/0094-730x(94)90089-2.

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Shenker, Rosalee C. "Multilingual children who stutter: Clinical issues." Journal of Fluency Disorders 36, no. 3 (2011): 186–93. http://dx.doi.org/10.1016/j.jfludis.2011.04.001.

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Finn, Patrick, Roger J. Ingham, Nicoline Ambrose, and Ehud Yairi. "Children Recovered From Stuttering Without Formal Treatment." Journal of Speech, Language, and Hearing Research 40, no. 4 (1997): 867–76. http://dx.doi.org/10.1044/jslhr.4004.867.

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Current evidence suggests that young children who recover from stuttering are essentially stutter-free. However, there is no evidence to indicate if their speech is perceptually indistinguishable from normally fluent peers or whether they retain perceptually unusual speech. One important example of recovery from stuttering is children who have recovered without receiving formal treatment. An investigation was conducted to determine if the speech of these children is perceptually different from the speech of children who have never stuttered. Speakers consisted of 10 preschool and early school-

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Klein, Joseph F., Eric S. Jackson, and Lee Caggiano. "A Questionnaire for Parents of Children Who Stutter Attending a Self-Help Convention." Perspectives on Fluency and Fluency Disorders 25, no. 1 (2015): 10–21. http://dx.doi.org/10.1044/ffd25.1.10.

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Purpose To examine the attitudes and feelings of parents of children who stutter attending an annual convention for children who stutter. Method A survey consisting of demographic information, 30 questions regarding parents' feelings and attitudes using a 5-point Likert scale, and 3 open-ended questions was created by the authors and completed by 45 parents of children who stutter attending a convention for children who stutter. Results Parents attending the support group convention were comfortable with and knowledgeable about stuttering. Parents reported that they attended the convention to

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Weidner, Mary, Katarzyna Węsierska, Hana Laciková, et al. "Personal Appraisals of Support from the Perspective of Polish, Slovak, and American Children Who Stutter." Logopaedica Lodziensia, no. 6 (December 30, 2022): 279–95. http://dx.doi.org/10.18778/2544-7238.06.18.

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Limited research exists about what children who stutter perceive to be helpful and unhelpful listener supports, and no known research exists cross‑culturally. Such information is necessary to better inform clinical intervention and public attitudes at large. This study sought to address that need by measuring listener preferences among children who stutter from diverse backgrounds. One‑hundred fifty‑one children who stutter from Poland, Slovakia, and the USA completed the child version of the Personal Appraisal of Support for Stuttering. Results were examined descriptively and compared cross‑

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Caughter, Sarah, and Victoria Crofts. "Nurturing a Resilient Mindset in School-Aged Children Who Stutter." American Journal of Speech-Language Pathology 27, no. 3S (2018): 1111–23. http://dx.doi.org/10.1044/2018_ajslp-odc11-17-0189.

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Purpose To consider the rationale, methods, and potential benefits of nurturing the growth of resilience in school-aged children who stutter. Stuttering in childhood can have negative psychological consequences for some, including the development of a negative attitude toward their speech from a young age (Vanryckeghem, Brutten, & Hernandez, 2005) and possible co-occurring psychopathology in adolescence and adulthood, in particular, anxiety disorders (Blood, Blood, Maloney, Meyer, & Qualls, 2007; Iverach & Rapee, 2014; McAllister, Kelman, & Millard, 2015). Children who stutter

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Alqhazo, Mazin, and Firas Alfwaress. "Stuttering frequency on content and function words in pre-school and school-age Jordanian Arabic-speaking children who stutter." Psychology of Language and Communication 26, no. 1 (2022): 1–17. http://dx.doi.org/10.2478/plc-2022-0001.

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Abstract This study investigated the influence of loci of content and function words on stuttering frequency in the speech of Arabic children who stutter. Participants were 85 children who stutter (24 preschool, 61 school age). The preschool children who stutter were 17 males and 7 females with a mean age of 4.58 ± 0.50 (range: 4-5 years old). The school age children who stutter were 56 males and 5 females with a mean age of 10.64 ± 2.76 (range: 6-16 years old). No significant difference was found between the preschool and school age children who stutter in the mean percentage of stuttering on

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Games, Diane C., and Rodney Gabel. "The Impact of an Intensive Treatment Program on Graduate Clinicians’ Perception of Treating Children/Teens Who Stutter." Perspectives on Fluency and Fluency Disorders 18, no. 2 (2008): 78–83. http://dx.doi.org/10.1044/ffd18.2.78.

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Abstract In order to evaluate graduate clinicians’ perception of treating children/teens who stutter, a six-question rating scale was administered following a period of academic coursework and prior to Fluency Friday Plus, an intensive treatment program for school-age children who stutter. The same questions were then administered to the same graduate clinicians following participation in this intensive treatment program. Results indicated a significant change in perceptions towards treating children/teens who stutter following the intensive treatment program experience.

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Psiadlo, Eduard, Eleonora Pishchevska, and Natalia Kantariova. "FEATURES OF EARLY SOCIALIZATION OF CHILDREN WHO STUTTER." Scientific Notes of Ostroh Academy National University: Psychology Series 1, no. 17 (2024): 56–61. http://dx.doi.org/10.25264/2415-7384-2024-17-56-61.

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The article examines the peculiarities of the socialization of children who stutter. Emphasis is placed on the first institution of socialization – the family. The basis of the article is the determination of the peculiarities of the functioning of children who stutter. For a child, the family is the closest microenvironment that forms the personality. The main concepts and the influence of social phenomena on child-parent relations are considered. The appearance of stuttering in a child is a stressful situation for parents. Mothers of children who stutter often experience feelings of guilt to

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Soares, Elsa Marta, Ana Rita S. Valente, Gonçalo Leal, and Barry Guitar. "Content and construct validity of the European Portuguese A-19 Scale of Children’s Attitudes." Revista de Investigación en Logopedia 13, no. 2 (2023): e82394. http://dx.doi.org/10.5209/rlog.82394.

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Stuttering is a multidimensional neurodevelopmental disorder that comprises primary and secondary behaviors but also feelings and attitudes. These ones have a huge importance in the overall characterization and impact of stuttering. This research aims to: 1) guarantee the adaptation and content validation of the assessment instrument A-19 to European Portuguese, and 2) analyze A-19 construct validity through a pilot study. Across-sectional , quantitative and qualitative study was developed to ensure the adaptation and content validation of A-19. The achievement of semantic, conceptual, experie

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Byrd, Courtney, Kristin Chmela, Craig Coleman, et al. "An Introduction to Camps for Children Who Stutter: What They Are and How They Can Help." Perspectives of the ASHA Special Interest Groups 1, no. 4 (2016): 55–69. http://dx.doi.org/10.1044/persp1.sig4.55.

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Stuttering therapy for children, both preschool and school-age, has been offered in a variety of settings and formats, for example in schools, university clinics, outpatient clinics, and private practices. Therapy itself is offered either in a group setting or a one-to-one basis in many of these settings. In recent years, there has been an increase in specialized camps (generally offered in the summer) for children who stutter. Camps for children who stutter vary in duration and offer a combination of group and individual therapy in addition to activities designed to address the affective and

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Reeves, Nina, Caryn Herring, and J. Yaruss. "How Speech–Language Pathologists Can Minimize Bullying of Children Who Stutter." Seminars in Speech and Language 39, no. 04 (2018): 342–55. http://dx.doi.org/10.1055/s-0038-1667163.

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AbstractStuttering can be a significant problem for children who stutter, but there is much that speech–language pathologists can do to help. This article summarizes six key steps, based on the work of Murphy and colleagues, that clinicians can take to minimize the occurrence and impact of bullying for children who stutter: (1) educating children about stuttering; (2) educating children about bullying; (3) helping children change the way they think and feel about their stuttering through desensitization, cognitive restructuring, and acceptance activities; (4) helping children learn to use appr

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Yates, Chad M., Daniel Hudock, Randall Astramovich, and Jehan Hill. "Helping Students Who Stutter: Interprofessional Collaboration Between Speech-Language Pathologists and School Counselors." Professional School Counseling 22, no. 1 (2018): 2156759X1984450. http://dx.doi.org/10.1177/2156759x19844506.

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Children who stutter may experience challenges in their social and emotional development that can lead to academic struggles in school. School counselors and speech-language pathologists (SLPs) are uniquely positioned to collaborate on school-based interventions to help children who stutter. We review common elements of stuttering in children and provide suggestions for enhanced collaboration between school counselors and SLPs.

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Hall, Kelly Dailey, Ofer Amir, and Ehud Yairi. "A Longitudinal Investigation of Speaking Rate in Preschool Children Who Stutter." Journal of Speech, Language, and Hearing Research 42, no. 6 (1999): 1367–77. http://dx.doi.org/10.1044/jslhr.4206.1367.

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Both clinical and theoretical interest in stuttering as a disorder of speech motor control has led to numerous investigations of speaking rate in people who stutter. The majority of these studies, however, has been conducted with adult and school-age groups. Most studies of preschoolers have included older children. Despite the ongoing theoretical and clinical focus on speaking rate in young children who stutter and their parents, no longitudinal or cross-sectional studies have been conducted to answer questions about the possible developmental link between stuttering and the rate of speech, o

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Maruthy, Santosh, Yongqiang Feng, and Ludo Max. "Spectral Coefficient Analyses of Word-Initial Stop Consonant Productions Suggest Similar Anticipatory Coarticulation for Stuttering and Nonstuttering Adults." Language and Speech 61, no. 1 (2017): 31–42. http://dx.doi.org/10.1177/0023830917695853.

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A longstanding hypothesis about the sensorimotor mechanisms underlying stuttering suggests that stuttered speech dysfluencies result from a lack of coarticulation. Formant-based measures of either the stuttered or fluent speech of children and adults who stutter have generally failed to obtain compelling evidence in support of the hypothesis that these individuals differ in the timing or degree of coarticulation. Here, we used a sensitive acoustic technique–spectral coefficient analyses–that allowed us to compare stuttering and nonstuttering speakers with regard to vowel-dependent anticipatory

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Sharma, Harshit, Yi Xiao, Victoria Tumanova, and Asif Salekin. "Psychophysiological Arousal in Young Children Who Stutter." Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies 6, no. 3 (2022): 1–32. http://dx.doi.org/10.1145/3550326.

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The presented first-of-its-kind study effectively identifies and visualizes the second-by-second pattern differences in the physiological arousal of preschool-age children who do stutter (CWS) and who do not stutter (CWNS) while speaking perceptually fluently in two challenging conditions: speaking in stressful situations and narration. The first condition may affect children's speech due to high arousal; the latter introduces linguistic, cognitive, and communicative demands on speakers. We collected physiological parameters data from 70 children in the two target conditions. First, we adopt a

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Costelloe, Sarah, Steve Davis, Penny Cavenagh, and Silviya P. Doneva. "Attention levels in young children who stutter." Applied Neuropsychology: Child 8, no. 4 (2018): 355–65. http://dx.doi.org/10.1080/21622965.2018.1493996.

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