Relevant bibliographies by topics / Stuttering in children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Stuttering in children'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Stuttering in children"

1

Abutova, Sh O. "RULES FOR COMMUNICATING WITH PRESCHOOL CHILDREN WHO STUTTER." American Journal Of Social Sciences And Humanity Research 02, no. 12 (December 1, 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 further compliance with "the speech rules" are necessary to eliminate stuttering in children and to form a new fluent speech skill. Useful tips are also offered to teachers and parents who provide psychological and pedagogical help and support to children with stuttering during their complex remedial work.
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Gaines, Natalie D., Charles M. Runyan, and Susan C. Meyers. "A Comparison of Young Stutterers’ Fluent Versus Stuttered Utterances on Measures of Length and Complexity." Journal of Speech, Language, and Hearing Research 34, no. 1 (February 1991): 37–42. http://dx.doi.org/10.1044/jshr.3401.37.

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This investigation attempted to clarify the relationship between stuttering in young children and the language factors of length and grammatical complexity. Sentences containing stutterings within the first few words, as produced by 12 stutterers (4–6 years old) in spontaneous conversational dyads, were analyzed for length and grammatical complexity. Results indicated that sentences in which an episode of stuttering occurred within the first three words were significantly longer and more complex than sentences that were free of perceptible stuttering and all other forms of fluency failure. Implications of these findings for the clinician are presented and discussed.
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Costa, Julia Biancalana, Ana Paula Ritto, Fabiola Juste, Fernanda Chiarion Sassi, and Claudia Regina Furquim de Andrade. "Risk Factors for the Development of Persistent Stuttering: What Every Pediatrician Should Know." International Journal of Environmental Research and Public Health 19, no. 9 (April 25, 2022): 5225. http://dx.doi.org/10.3390/ijerph19095225.

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Early identification and adequate treatment of children who stutter is important, since it has an impact on speech development. Considering the importance of aiding pediatricians to recognize children at risk for developing persistent stuttering, the aim of the present study was to correlate speech fluency characteristics of children, whose parents reported stuttering behaviors, to the risk factors of persistent stuttering. The participants were 419 children aged 2:0 to 11:11 years, who were divided into two groups: children with stuttering complaints (CSC), composed of children whose parents reported the presence of stuttering behaviors; and children with no stuttering complaint (CNSCs), composed of children with no stuttering behaviors. Risk variables were gathered based on a questionnaire answered by parents involving the following variables: sex, presence of family history of stuttering, whether stuttering behaviors were observed for more than 12 months, whether stuttering behaviors began before 5 years of age, increased effort to speak (i.e., syllable and sound repetitions and fixed articulatory positions), negative family attitude towards the child’s speech, and negative attitude towards the child’s own speech. The diagnosis of stuttering was determined by a formal speech assessment by a pathologist (SLP). The risk analysis indicated that increased effort to speak, negative family attitude towards the child’s speech, and complaints of stuttering for more than 12 months were associated with a higher risk of stuttering in children. Therefore, when pediatricians are faced with complaints about the presence of stuttering behaviors and these factors are present, they should immediately refer the patient to an SLP for specific assessment.
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Costa, Julia Biancalana, Ana Paula Ritto, Fabiola Juste, Fernanda Chiarion Sassi, and Claudia Regina Furquim de Andrade. "Risk Factors for the Development of Persistent Stuttering: What Every Pediatrician Should Know." International Journal of Environmental Research and Public Health 19, no. 9 (April 25, 2022): 5225. http://dx.doi.org/10.3390/ijerph19095225.

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Early identification and adequate treatment of children who stutter is important, since it has an impact on speech development. Considering the importance of aiding pediatricians to recognize children at risk for developing persistent stuttering, the aim of the present study was to correlate speech fluency characteristics of children, whose parents reported stuttering behaviors, to the risk factors of persistent stuttering. The participants were 419 children aged 2:0 to 11:11 years, who were divided into two groups: children with stuttering complaints (CSC), composed of children whose parents reported the presence of stuttering behaviors; and children with no stuttering complaint (CNSCs), composed of children with no stuttering behaviors. Risk variables were gathered based on a questionnaire answered by parents involving the following variables: sex, presence of family history of stuttering, whether stuttering behaviors were observed for more than 12 months, whether stuttering behaviors began before 5 years of age, increased effort to speak (i.e., syllable and sound repetitions and fixed articulatory positions), negative family attitude towards the child’s speech, and negative attitude towards the child’s own speech. The diagnosis of stuttering was determined by a formal speech assessment by a pathologist (SLP). The risk analysis indicated that increased effort to speak, negative family attitude towards the child’s speech, and complaints of stuttering for more than 12 months were associated with a higher risk of stuttering in children. Therefore, when pediatricians are faced with complaints about the presence of stuttering behaviors and these factors are present, they should immediately refer the patient to an SLP for specific assessment.
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5

Costa, Julia Biancalana, Ana Paula Ritto, Fabiola Juste, Fernanda Chiarion Sassi, and Claudia Regina Furquim de Andrade. "Risk Factors for the Development of Persistent Stuttering: What Every Pediatrician Should Know." International Journal of Environmental Research and Public Health 19, no. 9 (April 25, 2022): 5225. http://dx.doi.org/10.3390/ijerph19095225.

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Abstract:
Early identification and adequate treatment of children who stutter is important, since it has an impact on speech development. Considering the importance of aiding pediatricians to recognize children at risk for developing persistent stuttering, the aim of the present study was to correlate speech fluency characteristics of children, whose parents reported stuttering behaviors, to the risk factors of persistent stuttering. The participants were 419 children aged 2:0 to 11:11 years, who were divided into two groups: children with stuttering complaints (CSC), composed of children whose parents reported the presence of stuttering behaviors; and children with no stuttering complaint (CNSCs), composed of children with no stuttering behaviors. Risk variables were gathered based on a questionnaire answered by parents involving the following variables: sex, presence of family history of stuttering, whether stuttering behaviors were observed for more than 12 months, whether stuttering behaviors began before 5 years of age, increased effort to speak (i.e., syllable and sound repetitions and fixed articulatory positions), negative family attitude towards the child’s speech, and negative attitude towards the child’s own speech. The diagnosis of stuttering was determined by a formal speech assessment by a pathologist (SLP). The risk analysis indicated that increased effort to speak, negative family attitude towards the child’s speech, and complaints of stuttering for more than 12 months were associated with a higher risk of stuttering in children. Therefore, when pediatricians are faced with complaints about the presence of stuttering behaviors and these factors are present, they should immediately refer the patient to an SLP for specific assessment.
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Jones, Mark, Mark Onslow, Elisabeth Harrison, and Ann Packman. "Treating Stuttering in Young Children." Journal of Speech, Language, and Hearing Research 43, no. 6 (December 2000): 1440–50. http://dx.doi.org/10.1044/jslhr.4306.1440.

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It is known that children may recover from stuttering without formal treatment during the first years after onset. Consequently, the timing of professional, early stuttering intervention is a pressing issue in speech-language pathology. This report presents data pertinent to this issue for 261 preschool-age children who received the Lidcombe Program of early stuttering intervention. Of these children, 250 completed the program and were considered by their clinicians to have been treated successfully. For the children who were treated successfully, logistical regression analyses were used to determine whether age, gender, period from onset to treatment, and stuttering severity related systematically to the time required for treatment. The present data confirmed previous reports that a median of 11 clinic visits was required to achieve zero or near-zero stuttering with the Lidcombe Program. Results were also consistent with a preliminary report of 14 children (C. W. Starkweather & S. R. Gottwald, 1993) showing a significant relation between stuttering severity and the time needed for treatment, with children with more severe stuttering requiring longer treatment times than children with less severe stuttering. However, results did not associate either increasing age or increased onset-to-treatment intervals with longer treatment times. This finding is not consistent with the Starkweather and Gottwald report, which linked advancing age with longer treatment time. In fact, the present data suggest that, for a short period after stuttering onset in the preschool years, a short delay in treatment does not appear to increase treatment time. An important caveat to these data is that they cannot be generalized to late childhood or early adolescence. The present findings are discussed in relation to natural recovery from stuttering.
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Aguirrebengoa, L. "Prevention of stuttering: Parents of stuttering children." Journal of Fluency Disorders 19, no. 3 (September 1994): 148–49. http://dx.doi.org/10.1016/0094-730x(94)90030-2.

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Avdji, Sumeyra Hussein. "Speech features of stuttering children." SCIENTIFIC WORK 62, no. 01 (February 8, 2021): 151–54. http://dx.doi.org/10.36719/2663-4619/62/151-154.

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To understand the nature of stuttering, it is important to clarify the speech characteristics of children who stutter. The level of development of language skills in stuttering children is almost the same as in normal-speaking children. They determine the reactions of individual characteristics to the influence of various situational factors. Research on the speech characteristics of stuttering children shows that they have difficulty using the means of communication in the communicative processes of speech, despite the richness of vocabulary and the ability to compose sentences. Stuttering is one of the most common speech disorders caused by convulsions in the muscles of the speech apparatus, and stuttering should be eliminated immediately when it occurs. Otherwise, it will get worse and worse over time and can do great damage to the child's mental development. Key words: stuttering, speech, motor skills, oral and written speech, articulation, convulsions
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Zebrowski, Patricia M. "Duration of Sound Prolongation and Sound/Syllable Repetition in Children Who Stutter." Journal of Speech, Language, and Hearing Research 37, no. 2 (April 1994): 254–63. http://dx.doi.org/10.1044/jshr.3702.254.

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The purpose of this study was to measure the duration of sound prolongations and sound/syllable repetitions (stutterings) in the conversational speech of school-age children who stutter. The relationships between duration and (a) frequency and type of speech disfluency, (b) number and rate of repeated units per instance of sound/syllable repetition, (c) overall speech rate, and (d) articulatory rate were also examined. Results indicated that for the children in this study the average duration of stuttering was approximately three-quarters of a second, and was not significantly correlated with age, length of post-onset interval, or frequency of speech disfluency. In addition, findings can be taken to suggest that part of the clinical significance of stuttering duration for children who stutter might lie in its relationship to the amount of sound prolongations these children produce, as well as their articulatory rate during fluent speech.
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Ertas, Iclal, Gönül Akçamete, and Mukaddes Sakallı Demirok. "Effectiveness of the Enriched Stuttering Intervention Program Used in Stuttering Children." American Journal of Health Behavior 46, no. 1 (January 31, 2022): 60–69. http://dx.doi.org/10.5993/ajhb.46.1.6.

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Objectives: In this study, we examined the effectiveness of the Enriched Stuttering Intervention Program (ESIP), developed by the researchers, on children with stuttering difficulties. More specifically, we examined the frequency of stuttering, duration of stuttering, behaviors accompanying stuttering, and whether there was a significant difference in the naturalness of speech. Methods: We used a quasi-experimental design. The study group study consisted of 5 boys admitted to a Special Education and Rehabilitation Centre during 2019-2020 and diagnosed by a pediatric psychiatrist with stuttering. The information forms prepared by the researchers were used to be completed by the family, the teacher, and the child to collect personal information about the children. We used the Stuttering Severity Instrument (SSI-4) to collect our research data. Results: When we compared pre-test and post-test data, we found a statistically significant difference in the severity of stuttering in the 5 children. Conclusion: The Enriched Stuttering Intervention Program improved stuttering in this group of children.
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Dissertations / Theses on the topic "Stuttering in children"

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 concomitants. Riley (1972) first designed the SSI to not include monosyllabic word repetitions in the frequency count: however. he revised the SSI in 1980 to include monosyllabic word repetitions without providing new normative data nor standardization. It was questionable as to whether the SSI was a sufficiently sensitive means to determine stuttering severity for young children and to whether or not it was strengthened or weakened by the addition of whole monosyllabic words.
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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.
"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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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 further development (Nippold, 2011). The majority of current interventions revolve around the traditional methods of fluency shaping and stuttering management. While these approaches are widely used, there is limited evidence to support their efficacy with the school-aged population (Bothe, et al., 2006). In addition, there is disagreement about whether treatment of stuttering in children should focus exclusively on "building fluent speech" or, whether interventions should also include cognitive/emotional components (Yaruss, Coleman, & Quesal, 2012) as are often associated with interventions for stuttering in adults. As a solution to the need for a cognitive/emotional component, Michael Boyle (2011) suggested including mindfulness in school-aged stuttering intervention by pointing out the similarities between the advantages of mindfulness treatment and personality traits necessary for long-term fluency maintenance. Although there has not yet been any published research in direct support of this idea, the notion that these three elements influence the effects of fluency intervention provides a foundation for the proposed research questions.
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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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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 aged between 3;3 and 4;11 years, and seven sex and age-matched children who do not stutter (CWNS) provided salivary cortisol samples at three distinct sampling times across a one-week period. They additionally provided a conversational speech sample, and were administered the Communication Attitude Test for Preschool and Kindergarten Children Who Stutter (Vanryckeghem & Brutten, 2007). Parents were required to complete the Preschool Anxiety Scale (Spence & Rapee, 1999) to provide estimates of their child's anxiety level. Results revealed no significant differences between CWS and CWNS in generalized anxiety or communication apprehension. No relationships were found between stuttering severity and generalized anxiety or communication apprehension either. Thus, it is concluded that generalized anxiety and communication apprehension are not associated with early childhood stuttering. Any changes in anxiety levels are likely to occur with increased chronological age and stuttering chronicity.
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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 toward and less social acceptance of the child speaker with stuttering patterns than the normal-speaking child. Implications for the speech-language pathologist in treating the child stutterer are discussed.
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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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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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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 pathology clinics at which treatments are provided. This thesis investigates speech pathology services for children so isolated.
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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 intervention would affect the relationship between thechild and the parent in negative ways (Woods, Shearsby, Onslow & Burnham, 2002).The present study is a follow up of children and parents who have undergone treatment withLP. The aim was to investigate how childrens’ fluency of speech changed after treatmentand to examine how parents' experiences of the program can be characterized. Ten parents were included in the study, and they all answered a questionnaire about the experiences of thetreatment. Fluency of speech was documented and assessed in eight children.The results of the present study showed that all of the participating childrens’ stuttering was significantly reduced after treatment. A strong significant correlation between the time the child spent in treatment and the percentage of stuttered syllables at baseline was observed. The majority of the parents had positive experiences of the treatment, and would recommend the program to other families. However, parents also found it difficult to execute the therapy, mainly as regards finding the time in the everyday life of the family. In addition, four of the participating parents disregarded the treatment manual and shared the responsibility of implementing the treatment with their spouse, but this did not appear to influence the outcome of the treatment.
Lidcombe-programmet (LP) är ett empiriskt framtaget behandlingsprogram som grundar sig i beteendeterapi och som antar operant betingning som metod. Behandlingen är utformad för barn upp till sex års ålder och bedrivs huvudsakligen i hemmet av en förälder under handledningav logoped (Onslow, 2003a). I flera länder runt om i världen har uppföljningsstudier visat positiva effekter av programmet (Lincoln & Onslow, 1997). Behandlingsprogrammet bedrivs i Sverige, men ingen större långtidsuppföljning har utförts. Kritik som riktats mot LP avser att interventionsformen påverkar relationen mellan barn och förälder negativt (Woods et al., 2002).Föreliggande studie är en uppföljning av barn och föräldrar som genomgått stamningsbehandling enligt LP. Syftet var att undersöka hur barns talflyt förändrats efter avslutad behandling samt att undersöka hur föräldrars upplevelser av programmet kan karaktäriseras. I studien ingick tio föräldrar, vilka besvarade en enkät kring upplevelser av behandlingen, samt åtta barn vars talfly tdokumenterades och bedömdes.Resultatet visade att samtliga av de deltagande barnens stamning minskade signifikant efteravslutad behandling. Ett starkt signifikant samband mellan tiden barnet spenderade i behandling och andelen stammade stavelser i procent vid behandlingsstart kunde påvisas. Majoriteten av föräldrarna hade positiva upplevelser av behandlingen och samtliga skulle rekommendera behandlingsprogrammet till andra familjer. Dock upplevde föräldrarna vissa svårigheter kring implementeringen av behandlingen, främst avseende att finna tid i vardagen. Fyra av de deltagande föräldrarna frångick behandlingens manual och delade på ansvaret för utförandet medmake/maka eller motsvarande, men detta föreföll inte påverka utgången av behandlingen.
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Books on the topic "Stuttering in children"

1

H, Perkins William. Stuttering prevented. San Diego, Calif: Singular Pub. Group, 1992.

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Tarkowski, Zbigniew. Stuttering in preschool age. Olsztyn: Wydawnictwo UWM, 2012.

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America, Stuttering Foundation of, ed. Stuttering therapy: Prevention and intervention with children. Memphis, Tenn: Stuttering Foundation of America, 1985.

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America, Stuttering Foundation of, ed. Stuttering therapy: Prevention and intervention with children. Memphis, Tenn: Speech Foundation of America, 1995.

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Treiber, Patricia M. Keys to dealing with stuttering. Hauppauge, NY: Barrons, 1993.

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Hulit, LLoyd M. Stuttering: Myth and mystery : a handbook for stutterers andthe parents of stutterers. Springfield, Ill: C.C. Thomas, 1985.

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Guitar, Barry. The child who stutters: To the family physian. Memphis: Stutering Foundation of America, 1992.

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Guitar, Barry. The child who stutters: To the pediatrician. 4th ed. Memphis: Stuttering Foundation of America, 2006.

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A, Alexandrou Kōn. Traulismos ē vattarismos: Hē pio odynērē diatarachē tēs homilias : symptōmata, aitia, therapeia : theōrētikē exetasē kai praktikē antimetōpisē tou provlēmatos. Athēna: Vyzantio, 1988.

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Guitar, Barry. The child who stutters: To the family physician. Memphis: Stuttering Foundation of America, 1992.

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Book chapters on the topic "Stuttering in children"

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Vandenberg, Steven G., Sandra Manes Singer, and David L. Pauls. "Stuttering." In The Heredity of Behavior Disorders in Adults and Children, 231–35. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-5071-2_16.

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Bray, Melissa A., and Thomas J. Kehle. "Stuttering." In Health-related disorders in children and adolescents: A guidebook for understanding and educating., 629–35. Washington: American Psychological Association, 1998. http://dx.doi.org/10.1037/10300-088.

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Waelkens, Veerle, and Sabine Van Eerdenbrugh. "Children Showing Signs of Stuttering." In Clinical Cases in Dysfluency, 32–43. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003179016-4.

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Bajaj, Gagan, and Divya Seth. "Management of stuttering in children." In Understanding and Managing Fluency Disorders, 114–39. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003367673-6.

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Lasan, Mirjana. "Multifactorial Treatment for Preschool Children." In The Science and Practice of Stuttering Treatment, 171–81. West Sussex, UK: John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118702796.ch13.

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Shenker, Rosalee C., and Sarita Koushik. "Lidcombe Program With School-Age Children." In The Science and Practice of Stuttering Treatment, 57–70. West Sussex, UK: John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118702796.ch5.

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Jo, HyunJin, YeonJi Kim, and JaeYoung Yun. "Tingling Cast: Broadcasting Platform Service for Stuttering Children." In HCI International 2019 – Late Breaking Posters, 155–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-30712-7_21.

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Cardell, Elizabeth A. "Intensive Speech Restructuring Treatment for School-Age Children." In The Science and Practice of Stuttering Treatment, 71–85. West Sussex, UK: John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118702796.ch6.

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Alharbi, Sadeen, Madina Hasan, Anthony J. H. Simons, Shelagh Brumfitt, and Phil Green. "Detecting Stuttering Events in Transcripts of Children’s Speech." In Statistical Language and Speech Processing, 217–28. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68456-7_18.

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Opiyo, Atieno Rose. "Stuttering’s Hidden Side: The Need for an Empathetic School Climate for Disfluent School-Age Children in Public Primary Schools in Kakamega, Kenya." In Handbook of Speech-Language Therapy in Sub-Saharan Africa, 687–703. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-04504-2_34.

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Conference papers on the topic "Stuttering in children"

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Borisova, Elena A. "Speech Therapy Work To Eliminate Stuttering In Preschool Children." In International Scientific Conference. European Publisher, 2022. http://dx.doi.org/10.15405/epsbs.2022.06.16.

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Vithana, K. C. D., D. N. N. Weerarathne, H. A. S. Krishan, M. R. M. Wijesiri, Samantha Thelijjagoda, J. A. D. T. Jayawickrama, and Nethmini T. Weerawarna. "MiMi: Sinhala Language Speech Assistive Learning Bot to Support Children with Stuttering." In 2022 International Conference on Automation, Computing and Renewable Systems (ICACRS). IEEE, 2022. http://dx.doi.org/10.1109/icacrs55517.2022.10029139.

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Demidova, Anna, Valentina Zinovieva, and Natalya Babushkina. "Art therapy as a means of correcting the psychoemotional state of primary school children with stuttering." In IFTE 2021 - VII International Forum on Teacher Education. Pensoft Publishers, 2022. http://dx.doi.org/10.3897/ap.5.e0309.

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Alharbi, Sadeen, Anthony J. H. Simons, Shelagh Brumfitt, and Phil Green. "Automatic recognition of children's read speech for stuttering application." In WOCCI 2017: 6th International Workshop on Child Computer Interaction. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/wocci.2017-1.

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Alharbi, Sadeen, Madina Hasan, Anthony J H Simons, Shelagh Brumfitt, and Phil Green. "A Lightly Supervised Approach to Detect Stuttering in Children's Speech." In Interspeech 2018. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/interspeech.2018-2155.

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Reports on the topic "Stuttering in children"

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Teich, Brenda. Differentially diagnosing stuttering in young children using the Stuttering severity instrument. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6018.

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Kimball, Carol. Recovery from Stuttering in a Sample of Elementary School Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2253.

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Lilly, Gregory. Temporal Characteristics of Words Surrounding a Moment of Stuttering in Preschool-age Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7127.

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Larina, E. Speech therapy examination of children with impaired violation disorder, rate of speech, stutterinq: еducational methodical manual. SIB-Expertise, December 2022. http://dx.doi.org/10.12731/er0662.15122022.

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Abstract:
Еducational methodical manual guide is intended for full-time and part-time students enrolled in special (defectological) education 44.03.03, training profile Speech therapy. The manual consists of theer sections, they contain a description of the sequence of stages of speech therapy examination of children with violation disorder, rate of speech, stutterinq, the structure of drawing up a speech therapy opinion, a summary on the topic, questions and control tasks for independent work, a list of references and a glossary. The educational-methodical is intended for students of the defectology department of the university, practicing speech therapists, specialists in the field of speech pathology.
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