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Dissertations / Theses on the topic 'Stuttering children'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Teich, Brenda Pekkola. "Differentially diagnosing stuttering in young children using the Stuttering severity instrument." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4135.

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Young children between the ages of two and six years often exhibit partword, whole word. and phrases repetitions as their language develops. This is also the age range when stutterertng most frequently appears. Consequently. speech-language pathologists need diagnostic criteria and evaluation tools to distinguish between the incipient stutterer and the normally disfluent child. Today a widely used evaluation tool is the Stuttering Severity Instrument (SSI) (Riley, 1972, 1980). The SSI is designed to provide a severity level based upon the parameters of frequency. duration. and physical concomi

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2

Ku, Mui-sing Alice. "Motor and language processing in stuttering children." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B36209119.

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Thesis (B.Sc)--University of Hong Kong, 1995.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 28, 1995." Also available in print.

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3

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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4

Bretz, Sheila K. "A study of teacher perceptions of stuttering and dysphonic children." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/426070.

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5

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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6

Wells, Clare Denise. "An Investigation of Attitudes and Reactions of Preschool and School-Age Children Toward a Child Speaker with Stuttering Patterns." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc503941/.

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This study compared the attitudes and reactions of thirty preschool and thirty school-age children toward a child speaker with stuttering patterns. An introduction reviewed previous literature on defining stuttering, adults' and children's attitudes toward stuttering, and the stutterer's personality traits. The children of the study rated either a normal child speaker or a child speaker with stuttering patterns on a sociometric scale. In a giving task, the children were asked to choose one of the speakers. Statistical testing revealed that the school-age children had a more negative attitude t

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7

Stork, Dena Diane. "The value of the SPI in forecasting chronic stuttering." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4285.

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Speech-language pathologists are in need of useful assessment instruments which differentiate early stuttering behaviors and will enable them to identify preschool children who need immediate intervention for stuttering. Furthermore, useful assessment tools are needed especially due to the variability across studies of normal disfluency and lack of reliability information on more formal measures of differential evaluation of normal disfluency and incipient stuttering.

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8

Semler, Caroline Joy. "The differential role of the SSI with normal preschool children." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/3732.

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The purpose of this study was to investigate the disfluency characteristics of normal 33-39 month old children in order to determine the differential role of the SSI with young children. The following questions were answered: 1. What are the types and frequencies of disfluencies demonstrated by normal 33-39 month old children? 2. How do the scores of normal 33-39 month old children distribute on the Stuttering Severity Instrument?

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9

Wilson, Linda. "Telehealth delivery of the Lidcombe program of early stuttering intervention." Thesis, The University of Sydney, 2003. https://hdl.handle.net/2123/27852.

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Stuttering typically begins in the preschool years. Some children who begin to stutter will recover without formal treatment, but the natural course of the disorder for others is continued stuttering into adolescence and adulthood. These facts have contributed to the development over the last 2 decades of a broad acceptance that, in the absence of signs of natural recovery, stuttering should be treated in the early years. Parallel to this development has been the development of a number of treatments of early stuttering. However, some children with early stuttering are isolated from speech pat

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10

Nordh, Matilda, and Helena Hurtig. "Treating Stuttering with the Lidcombe-Program. : Parents’ Experiences and a Follow-up on Children undergone Treatment of Stuttering with the Lidcombe-Program." Thesis, Linköpings universitet, Logopedi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-81494.

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The Lidcombe-program (LP) is an empirically developed treatment program for stuttering based on behavioral therapy that adopts operant conditioning as methodology. The program is designed for children up to the age of six, and it is mainly conducted in the home environment by a parent under the supervision of a speech-language pathologist (Onslow, 2003a). In countries around the world, studies of outcomes of the program have shown positive effects (Lincoln &Onslow, 1997). LP is conducted in Sweden, but no major long-term study has been performed.Criticism towards LP regards that the interv

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11

Lilly, Gregory Keith. "Temporal Characteristics of Words Surrounding a Moment of Stuttering in Preschool-age Children." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5254.

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Until this time, few studies have examined differences in durational characteristics in words surrounding a moment of stuttering for untreated preschool children. It is important to determine whether or not untreated preschoolers' who stutter alter the duration of their speech when they stutter versus when they are fluent to determine what factors influence stuttering behaviors. The purpose of the present study was to examine the duration of words immediately before and after a stuttered word and the duration of the matched target word in the identical fluent utterance. The following questions

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12

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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13

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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14

Jones, Mark A. "An evaluation of the effectiveness of the Lidcombe program of early stuttering intervention." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/977.

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This thesis presents a randomised controlled trial of the Lidcombe Program of Early Stuttering Intervention. The Lidcombe Program was developed for the treatment of stuttering in preschool-age children. The effectiveness of the Lidcombe Program was compared to a control group in a parallel group randomised controlled trial with blinded outcome assessment. A number of supplementary studies were conducted in support of the trial; two literature reviews, two retrospective file audits and a statistical simulation study. A review of randomised studies of treatments for stuttering showed that ther

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15

Jones, Mark A. "An evaluation of the effectiveness of the Lidcombe program of early stuttering intervention." University of Sydney, 2005. http://hdl.handle.net/2123/977.

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Philosophy(PhD)<br>This thesis presents a randomised controlled trial of the Lidcombe Program of Early Stuttering Intervention. The Lidcombe Program was developed for the treatment of stuttering in preschool-age children. The effectiveness of the Lidcombe Program was compared to a control group in a parallel group randomised controlled trial with blinded outcome assessment. A number of supplementary studies were conducted in support of the trial; two literature reviews, two retrospective file audits and a statistical simulation study. A review of randomised studies of treatments for stutterin

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16

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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17

Herrick, Stephanie. "Repetitions in the speech of normal two year old males." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/3746.

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Development of fluency has always been an important focus of stuttering research. However, to date there are no standardized norms on the development of fluency. Reliable and valid information regarding the normal development of fluency is necessary in order to deferentially diagnose normal disfluency from incipient stuttering. Establishment of norms for part-word repetitions is especially important since this type of disfluency has traditionally been considered an indicator of early stuttering. The present study sought to contribute to the investigation of the development of fluency by examin

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18

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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19

Pang, Ka-fong Cindy. "The relationship between age and frequency of disfluency in Cantonese-speaking preschool children." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B3620898X.

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Thesis (B.Sc)--University of Hong Kong, 1994.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), the University of Hong Kong, 29th, April, 1994." Also available in print.

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20

Maske, Wendy Susanne 1967. "Effect of utterance length and meaningfulness on the speech initiation times of stuttering and nonstuttering children." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278128.

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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 stuttering and nonstuttering children. Subjects were 36 elementary school students: 18 stutterers and 18 nonstutterers matched by age, grade, and gender. Each child produced 23 each of a short meaningful, long meaningful, and long nonsense utterance in response to a visual cue. Results are consistent with other studies that found stutterers to be slower than nonstutterers when responding verbally to an external cue. It is also apparent that nonstuttering, stuttering-on

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21

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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22

Christianson, Pamela Paguia. "Disfluencies in normal three-year-old and five-year-old male children." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/3737.

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The purpose of this study was to compare the frequency of specific disfluencies in 3 year old and 5 year old normal male children in terms of part-word repetitions, word repetitions, phrase repetitions, interjections, revision-incomplete phrases, disrhythmic phonations and tense pauses. The disfluencies were observed while each child spontaneously interacted with an investigator in a clinical room. Two questions were addressed: 1. Do three-year-old male children exhibit a higher overall frequency of disfluencies than five-yearold male children? 2. Do three-year-old male children exhibit a grea

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23

Bowers, Prudence Ann. "Indirect intervention for preschool stutterers." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4208.

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This study investigated the advisability of utilizing parents to provide treatment for their dysfluent preschoolers. It involved the development, implementation and evaluation of a specific treatment program involving indirect language stimulation techniques. The primary question asked was whether or not parents can be successful in significantly reducing or eliminating dysfluent speech in their children. The secondary question was whether or not parents can be trained successfully to provide treatment.

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24

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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25

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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26

Fortier-Blanc, Julie. "Effects of listener requests for clarification on certain aspects of speech and language in stuttering and nonstuttering children." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70185.

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The purpose of this study was to investigate effects of listener requests for clarification on dysfluency behavior and information content of stutterers' and nonstutterers' responses. Subjects were 40 boys (20 stutterers and 20 nonstutterers) between the ages of 5;0-6;8 years and 8;5-10;0 years. Two listener requests, "What?" and "I don't understand" were delivered on a time contingent basis during a one-hour conversation with the subject. Fluency and dysfluency measures included frequency and duration of stuttered words, within-word dysfluencies, pauses, and speech rate. Repair strategies wer

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27

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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28

Cox, Mary B. "A longitudinal study of the disfluencies of four and six year old children." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3865.

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Investigations into the speech of normal children have indicated that disfluencies are common. It is important for the Speech Language Pathologist to have knowledge of normal disfluencies for differential diagnosis, parent counseling, and in order to plan strategies for intervention. The purpose of this study was to compare the frequency of disfluencies in 4 year old and 6 year old normal male children to the frequency of disfluencies when they were 3 years old and 5 years old respectively.

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29

Pires, Thais Inocêncio. "O efeito do processo terapêutico para problemas de fluência de fala no discurso de pais." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/11923.

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Made available in DSpace on 2016-04-27T18:11:55Z (GMT). No. of bitstreams: 1 Thais Inocencio Pires.pdf: 872835 bytes, checksum: b1e5cabfbe7f4c096f5191f7cd737d08 (MD5) Previous issue date: 2012-02-10<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>Introduction: Speech fluency can be viewed as a complex event involving the organic, psychic and social dimensions. From this perspective, complaints about problems of speech fluency brought to the clinic by the family, call for the development of a therapeutic process that involves the entire family unit. Objective: To study, th

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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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31

Backlund, Caroline, and Maria Wallner. "Stamningsbehandling enligt Lidcombeprogrammet : En långtidsuppföljning av svensktalande förskolebarn." Thesis, Linköpings universitet, Logopedi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-79249.

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The aim of this paper is to study the long-term effects of stuttering treatment according to the Lidcombe Program in Sweden and to answer questions whether underlying factors may have affected the treatment results. Participants were seven children, one girl and six boys aged 7:10-14:2, who all completed Stage 1 of the program approximately 2-7 years ago.The children were video recorded during a conversation with one of the authors and while reading aloud. Before the recording, their parents estimated the level of stuttering according to a Severity Range (SR) Scale. The evaluations were used a

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Gonçalves, Isabela Crivellaro. "Aspectos audiológicos da gagueira: evidências comportamentais e eletrofisiológicas." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/5/5162/tde-15082014-142113/.

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INTRODUÇÃO: A gagueira é um distúrbio da fluência multidimensional que resulta da interação de múltiplos processos fisiológicos, refletindo mais de um fator causal. Evidências científicas atuais sustentam a hipótese de que pessoas que gaguejam possuem conexões anômalas em regiões auditivas do hemisfério esquerdo, envolvidas no feedback sensorial dos sons da fala. Desta forma, é prudente pensar que déficits na sincronia neural, identificados por meio de alterações em testes comportamentais do processamento temporal e nos potenciais evocados auditivos (PEA), possam estar relacionados a este tipo

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Mullis, Anna Katherine. "The identification of stuttering in bilingual children." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2885.

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The purpose of the present study was to examine, based on audio samples in both languages, the accuracy of diagnosis of the presence or absence of stuttering in a bilingual Spanish English (SE) child who may or may not stutter by bilingual SE speech- language pathologists (SLPs) living in Texas (n=14). This study also aimed to determine what speech characteristics (if any) influenced SLPs’ judgment of whether or not a bilingual SE child was a stutterer, as well as to explore whether personal characteristics of the bilingual SLPs who completed the ratings (i.e., years experience, confidence in

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34

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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Chou, Fang-Chi, and 周芳綺. "Revised Stuttering Severity Instrument-3 for Mandarin Speaking Children." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/52164596223215921478.

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碩士<br>國立台北護理學院<br>聽語障礙科學研究所<br>92<br>The purpose of this study is to revise Riley’s (1994) Stuttering Severity Instrument-3 (SSI-3) for Mandarin speaking children, aged 3 to 13, with disfluency in Taiwan. The main tasks for revising Stuttering Severity Instrument-3 for Mandarin speaking Children included: (1) rewriting six reading materials in Chinese for the stuttering children who can read above the second grade, (2) redrawing and utilizing 4 colorful pictures as stimuli to induce the oral expression of the stuttering children who can not read(under the second grade), (3) calculat

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James, Bathea S. "Birth order, parenting and stuttering." Thesis, 1994. https://hdl.handle.net/10539/25416.

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A dissertation submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg. in fulfilment of the requirements for the degree of Master of Arts in Social Work.<br>The study sought to investigate the relationship of maternal and paternal attitudes and child-rearing practices towards children of different birth order positions. The research also investigated possible differences in the childrearing practices and attitudes toward" their children, of parents who had a child that stuttered, and of parents ill which there was no child wuo stuttered in the family. The resea

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Pushpavathi, M. "Interaction of speech motor and language processes in stuttering children." Thesis, 2005. http://hdl.handle.net/2009/3014.

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"Atypical anatomy in children and adults with persistent developmental stuttering." Tulane University, 2007.

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A larger right prefrontal and a larger left occipital lobe (lobar asymmetry) and a larger left planum temporale (PT) are consistent asymmetries found in the human brain. Reduced or reversed asymmetries from these typical configurations are considered atypical and may be markers of atypical function. Atypical lobar and PT asymmetries have been found in adults with persistent developmental stuttering (PDS). These atypical asymmetries may represent a neural risk for developing PDS. To further understand the development of these asymmetries; volumes, ratios and asymmetry quotients were investigate

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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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Gamez, Maya Inez. "Cross-cultural investigation of children’s awareness and perception of stuttering." Thesis, 2009. http://hdl.handle.net/2152/ETD-UT-2009-08-343.

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Stuttering is a universal phenomenon that has been identified in ethnic and cultural groups around the world. While it has been suggested that attitudes toward stuttering are different for various cultural groups, knowledge of, and attitudes toward stuttering have not been studied extensively across cultures. The purpose of the present study was twofold: (1) to investigate the awareness and perception of stuttering for American children age 3 to 7 from diverse cultures, and (2) to compare those to findings of awareness and perception of stuttering for children from Israel and America. Sixte

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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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Hartmann, Barbara Sheehy. "Word finding deficit and stuttering behaviors in a preschool child an investigation of the frequency of occurrence in conversational speech /." 1985. http://catalog.hathitrust.org/api/volumes/oclc/12150660.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 1985.<br>Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 64-68).

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Chen, Wei-lin, and 陳緯玲. "Comparing the Phonological and Articulation Abilities Between Stuttering and Nonstuttering Mandarin-Speaking Children." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/08914351880221463317.

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碩士<br>國立屏東教育大學<br>特殊教育學系<br>99<br>This study aimed to compare the phonological and articulation abilities between stuttering and nonstuttering school-age children who spoke Mandarin. All the subjects were assessed by the Revised Stuttering Severity Instrument-3 for children (SSI-3, Mandarin Edition), which resulted in 24 pairs of stuttering and nonstuttering children. For phonological abilities, the measures of the Phonological Awareness Inventory (PAI), and the Phonological Perception Inventory (PPI) were collected. In addition, all the children’s Nonword-Repetition (NR) performances includin

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"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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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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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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WU, JEI-YU, and 伍瑞瑜. "The Comparsion of Stuttering Children and Nonstuttering Children in the Elementary School in Commumication Attutide, Communication Anxiety, and School Adjustment." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/21382097892224245675.

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碩士<br>國立屏東師範學院<br>特殊教育學系碩士班<br>93<br>ABSTRACT The main purposes of this study were to investigate: (1) whether the differences existed in the communication attitude, the communication anxiety and the school adjustment among stuttering children according to their various background variables (stuttering severity, stuttering familial history, and receiving therapy or not), and whether the differences occurred in these three variables between stuttering and nonstuttering children according to their background variables (grade, family social economic status); (2) whether a high correlation existed

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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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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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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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