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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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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.
Full textAbstract:
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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Conture, Edward G., Linda J. Louko, and Mary Louise Edwards. "Simultaneously Treating Stuttering and Disordered Phonology in Children." American Journal of Speech-Language Pathology 2, no. 3 (September 1993): 72–81. http://dx.doi.org/10.1044/1058-0360.0203.72.
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The purpose of this article is to describe treatment designed to simultaneously treat disordered phonology and stuttering in children who exhibit both disorders and to compare changes in stuttering that result from this treatment to changes observed in treatment designed for children who exhibit stuttering but not disordered phonology. Subjects were eight monolingual, English-speaking children: 4 boys who exhibited both stuttering and disordered phonology (mean age=69.7 months) and who participated in a stuttering-phonology (SP) treatment group, as well as 3 boys and 1 girl who exhibited only stuttering (mean age=71.5 months) and who participated in a stuttering (S) treatment group. Both treatment groups met weekly in 1-hour group treatment sessions for one calendar year. Results indicate that stuttering behavior changed appreciably for 2 of the children in the SP treatment group and for 3 children in the S group. In addition, 3 of the children in the SP group made appreciable changes in their phonological processes. Findings are taken to suggest that simultaneously treating childhood stuttering and disordered phonology is both feasible and effective, but there remains a need for further refinement in the methods used to treat the two disorders when they co-occur in children.
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Shaheen, Elham Ahmed, Amr Abd-Elsalam Anter, and Nesreen Fathy Hussin. "Pragmatic assessment in Egyptian stuttering children." Egyptian Journal of Otolaryngology 28, no. 2 (May 2012): 127–35. http://dx.doi.org/10.7123/01.ejo.0000413416.75990.e2.
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EnAbstract Background Pragmatics, the use of language in context, has been investigated only recently in the language of children who stutter. Some investigators have begun to address how the language and fluency of stuttering are influenced in different communicative settings. Some recent data have suggested that there may be a propensity for a delay or differences in certain areas of language learning for children who stutter compared with normal fluent children, specifically in vocabulary, pragmatic, or syntax development. Aim The aim of this study was to assess pragmatic skills in Egyptian Arabic-speaking children who stutter and to determine the relation between stuttering and the pragmatic aspect of language for future planning of a pragmatic-focused rehabilitation program for children who stutter. Participants and methods The sample in this study included 20 Egyptian Arabic-speaking children diagnosed to have stuttering and 20 children with normally developed language who spoke fluently. Both groups were of average intelligence; their age ranged between 4 and 7 years. All were from the same socioeconomic strata and were selected from the outpatient clinic Kasr El-Aini Hospital. All participants were subjected to a pragmatic assessment and language assessment applied in the Phoniatric Unit, Kasr El-Aini hospital. Results Scores of pragmatic skills were significantly lower in the stuttering group than the control group, except in object function skills. Preverbal communication skills decreased with increasing degree of stuttering and with an increase in Bloodstein stages of stuttering. Otherwise, other pragmatic skills showed no linear correlation with increasing degree of stuttering severity or an increase in Bloodstein stages of stuttering Conclusion Scores of pragmatic skills were significantly deficient in the stuttering group. All this should be considered during planning of a rehabilitation program for stuttering.
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Walsh, Bridget, Anna Bostian, Seth E. Tichenor, Barbara Brown, and Christine Weber. "Disfluency Characteristics of 4- and 5-Year-Old Children Who Stutter and Their Relationship to Stuttering Persistence and Recovery." Journal of Speech, Language, and Hearing Research 63, no. 8 (August 10, 2020): 2555–66. http://dx.doi.org/10.1044/2020_jslhr-19-00395.
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Purpose The purpose of this study is to document disfluency behaviors expressed by 4- and 5-year-old children who stutter and to identify whether stuttering characteristics at this age are predictive of later stuttering recovery or persistence. Method We analyzed spontaneous speech samples from 47 children diagnosed with developmental stuttering when they were 4–5 years old. Based on their eventual diagnosis made the final year of participation in the longitudinal study when the children were 6–9 years old, the children were divided into two groups: children who eventually recovered from stuttering ( n = 29) and children who were persisting ( n = 18). We calculated a composite weighted stuttering-like disfluency (SLD) index of overall severity that considers the frequency, type, and number of repetition units of SLDs. The frequency and type of typical disfluencies were also examined. Results Higher weighted SLD scores at ages 4–5 years were associated with a higher probability of persistent stuttering. The weighted SLD also significantly discriminated between children who would eventually be diagnosed as persisting or recovered from stuttering. The frequency and type of typical disfluency did not distinguish the two groups of children; however, children who were persisting had significantly higher frequencies of part-word repetitions and dysrhythmic phonations (i.e., blocks, prolongations, and broken words) and maximum number of part-word repetitions compared to children who eventually recovered from stuttering. Conclusions Previous findings in younger, 2- to 3-year-old children who stutter did not suggest a relationship between the severity and type of children's SLDs and their eventual stuttering outcome. Yet, by the age of 4–5 years, we found that the weighted SLD, a clinically applicable tool, may be used to help identify children at greater risk for stuttering persistence. We propose that the weighted SLD be considered, along with other predictive factors, when assessing risk of stuttering persistence in 4- and 5-year-old children who are stuttering.
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Maxkamova Umida Abdusattarovna. "Technology of logopedic examination and fluid speech for children." International Journal on Integrated Education 3, no. 9 (September 26, 2020): 237–39. http://dx.doi.org/10.31149/ijie.v3i9.636.
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The article identifies the process of speech therapy for stuttering children's speech: the causes of stuttering, collection of anamnesis of children with stuttering speech defects, comprehensive examination of various aspects of speech, identification of the mechanism of developmental disorders and levels of stuttering using speech therapy-corrective technologies. Through this examination, the problems of speech defects in children in a timely manner were considered, and the purpose of the article was to reveal the concepts of stuttering, their comprehensive examination and methods of overcoming stuttering.
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Rocha, Mónica, J. Scott Yaruss, and Joana R. Rato. "Stuttering Impact: A Shared Perception for Parents and Children?" Folia Phoniatrica et Logopaedica 72, no. 6 (December 10, 2019): 478–86. http://dx.doi.org/10.1159/000504221.
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<b><i>Background/Aims:</i></b> Previous research has provided information about how school-aged children perceive their own stuttering; however, less is known about how stuttering is perceived by their parents. The ways that parents view their children’s stuttering could influence how the children themselves react to it. This study proceeds to assess how parents’ perceptions of the impact of stuttering relate to the perceptions of children. <b><i>Method:</i></b> Participants were 50 children who stutter aged 7–12 years (mean = 9.10; SD = 1.7) and their parents, recruited from different cities in Portugal. The European Portuguese version of the Overall Assessment of the Speaker’s Experience of Stuttering was administered to the children, and an adapted version of the tool was administered to their parents. <b><i>Results:</i></b> Both parents and children showed generally similar overall impact ratings, typically falling in the mild and moderate ranges. Differences were observed in families with a history of stuttering: for those families, a comparison of parents’ and children’s scores revealed, in some domains, that parents perceived the impact of stuttering to be greater than the children did, especially related with children’s reactions to stuttering and their quality of life. <b><i>Conclusion:</i></b> Knowledge about how parents perceive the impact of stuttering on their children is important because families can play a key role in helping children cope with stuttering. These findings highlight the benefits of using an individualized treatment approach for each child that focuses on their perceptions, as well as on those of the parents, in order to address negative attitudes toward children’s stuttering.
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Weidner, Mary E., Kenneth O. St. Louis, and Haley L. Glover. "Changing Nonstuttering Preschool Children's Stuttering Attitudes." American Journal of Speech-Language Pathology 27, no. 4 (November 21, 2018): 1445–57. http://dx.doi.org/10.1044/2018_ajslp-18-0019.
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PurposeNegative or uninformed stuttering attitudes proliferate among the general public, and bourgeoning research has shown that such attitudes might emerge as early as the preschool years. Much remains unknown about young children's stuttering attitudes, and conclusive recommendations to improve attitudes toward stuttering have yet to be advanced. This study sought to determine the effect of a new educational program on improving stuttering attitudes among preschool children using objective measures.MethodThirty-seven preschool children learned about stuttering and sensitive peer interactions by participating in the newly developed Attitude Change and Tolerance program. The program teaches children about human differences with an emphasis on stuttering and how to interact with people who stutter. Children's stuttering attitudes were measured using the Public Opinion Survey of Human Attributes–Stuttering/Child (Weidner & St. Louis, 2014) before and after the program.ResultsPre–post comparisons showed statistically significant improvements in children's overall stuttering attitudes. In particular, children demonstrated gains relative to their perceptions of and reactions toward people who stutter.ConclusionThis study provides empirical evidence that young children's stuttering attitudes can be improved using the Attitude Change and Tolerance program. In addition, it supports previous research that negative stuttering attitudes emerge as early as preschool.
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Druker, Kerianne, Trevor Mazzucchelli, Neville Hennessey, and Janet Beilby. "An Evaluation of an Integrated Stuttering and Parent-Administered Self-Regulation Program for Early Developmental Stuttering Disorders." Journal of Speech, Language, and Hearing Research 63, no. 9 (September 15, 2020): 2894–912. http://dx.doi.org/10.1044/2020_jslhr-19-00310.
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Purpose This study reports findings from a clinical trial that implemented an early stuttering treatment program integrated with evidence-based parenting support (EBPS) to children who stutter (CWS) with concomitant self-regulation challenges manifested in elevated attention-deficit/hyperactivity disorder (eADHD) symptoms and compared those outcomes to CWS receiving stuttering treatment without EBPS. Method Participants were 76 preschool CWS and their parent(s). Thirty-six of these children presented with eADHD and were quasirandomized into two groups: stuttering treatment only (eADHD standard ) or stuttering treatment integrated with EBPS (eADHD integrated ). The remaining children did not meet criteria for eADHD symptoms and received stuttering treatment only (No-eADHD standard ). Pre, post, and 3-month follow-up measures of stuttering treatment outcomes as well as treatment effects on measures of child behavior difficulties and parenting practices were examined. Results Significant reduction in stuttering was found for all groups. However, the eADHD integrated group showed a greater reduction in stuttering frequency than the eADHD standard group, and at follow-up, stuttering frequencies in the eADHD integrated group matched those of children in the No-eADHD standard group, while stuttering in the eADHD standard group remained significantly higher. Children with eADHD symptoms who received the integrated program also required significantly less stuttering intervention time than those children with eADHD symptoms who received stuttering treatment only. Families in the eADHD integrated group reported large and significant improvements in child behavior and parenting practices. Conclusion This study provides support for an early treatment program for CWS. The integrated stuttering and self-regulation management program for CWS with eADHD symptoms proved successful for fluency and behavioral improvements, which were sustained at follow-up.
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Malek, Ayyoub, Shahrokh Amiri, Issa Hekmati, Jaber Pirzadeh, and Hossein Gholizadeh. "A Comparative Study on Diadochokinetic Skill of Dyslexic, Stuttering, and Normal Children." ISRN Pediatrics 2013 (August 6, 2013): 1–7. http://dx.doi.org/10.1155/2013/165193.
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Objective. Previous studies have shown some motor deficits among stuttering and dyslexic children. While motor deficits in speech articulation of the stuttering children are among the controversial topics, no study on motor deficits of dyslexic children has been documented to date. Methods. 120 children (40 stuttering, 40 dyslexia, and 40 normal) 6–11 years old were matched and compared in terms of diadochokinetic skill. Dyslexia symptoms checklist, reading test, and diadochokinetic task were used as measurement instruments. Results. The data analysis showed that there are significant differences (P<0.001) in reaction time and the number of syllables in accomplishing diadochokinetic tasks among stuttering children, dyslexics, and the control group. This indicates that stuttering children and dyslexics have poor performance in reaction time and in the number of monosyllable articulation and long syllable articulation. Furthermore, there are significant differences (P<0.001) in these indices between stuttering children and dyslexics, so that the latter group have better performance than the former one. Conclusion. The findings indicate that stuttering children and dyslexics have deficits in diadochokinetic skill which suggests their low performance in the motor control of speech production and articulation. Such deficits might be due to the role of the tongue in the development of stuttering and dyslexia.
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Farmani, Elahe. "Evaluation of the Effectiveness of Lidcomb Treatment Program on Reducing Stuttering in School-age Children." Jundishapur Journal of Medical Sciences 20, no. 2 (June 1, 2021): 120–27. http://dx.doi.org/10.32598/jsmj.20.2.3.
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Background and Objectives: One of the speech disorders of school age children is stuttering. It has a great impact on communication and self-esteem in these children. There have not been many studies on the efficacy of treatment programs, especially the Lidcomb treatment program, on the severity of stuttering in school-age children. The aim of this study was to evaluate the effectiveness of the Lidcomb treatment program on stuttering in school-age children. Subjects and Methods In this study, 15 children aged 7-11 years with stuttering were administered the Lidcomb treatment. Severity of stuttering was measured in three positions: the beginning of the study, at the end of the first phase and the end of the second phase of the Lidcomb program. Analysis of variance was performed with the SPSS software. Results Comparison of the results showed a significant decrease in stuttering severity in school-age children following the implementation of the Lidcomb program (P=0.000). Conclusion The Lidcomb treatment program is a structured and targeted program that can be effective in reducing stuttering in school-age children.
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İbrahim qızı Abduləliyeva, Yaqut. "Psychological and pedagogical characteristics of stutters." SCIENTIFIC WORK 15, no. 3 (March 24, 2021): 106–8. http://dx.doi.org/10.36719/2663-4619/64/106-108.
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The main cause of stuttering is a weakening of the central nervous system. Sometimes, with the weakening of the body, stuttering can occur even after a number of infectious diseases. Stuttering often occurs after some fear of the victim or with prolonged mental neuroticism-it can also be caused by the constant unfair, rough treatment of children by others. Any sudden change in living conditions (family environment, regime) can lead to stuttering. Stuttering is common in children with early speech development, as their parents read them extra poems, stories and constantly ask them: “Speak”, “repeat”, and children are forced to say that too much causes stuttering. Key words: stuttering, psycho-pedagogical features, speech disorders, psychological problem
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Lu, Airong. "Types of Symptoms and Their Orthopedic Treatment in Children With Stuttering." Asian Journal of Social Science Studies 7, no. 3 (March 28, 2022): 65. http://dx.doi.org/10.20849/ajsss.v7i3.1039.
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Stuttering is a speech fluency disorder. Childhood is a high incidence period of stuttering, which has an important impact on children's daily communication with others. According to Howell, stuttering can be divided into two types: advancing and stalling. It is very important to distinguish different types of stuttering in children and intervene and treat them in time, which will be conducive to the recovery and healthy growth of stuttering children.
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Yairi, Ehud, and Nicoline Ambrose. "Onset of Stuttering in Preschool Children." Journal of Speech, Language, and Hearing Research 35, no. 4 (August 1992): 782–88. http://dx.doi.org/10.1044/jshr.3504.782.
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This investigation provides updated information on the onset of stuttering, explores variations in the onset, and studies possible relationship of stuttering onset to the factors of age, gender, familial history, severity, and stress. Data were obtained for 87 preschool children through parent interviews, using a standardized questionnaire. Interviews were conducted within 12 months after the disorder was first diagnosed. Results for selected items indicated that onset tended to occur at an earlier age than was previously thought and was sudden and/or severe in a substantial number of cases. Physical or emotional stress and familial histories of stuttering were reported for many of the participating children. A significant gender factor was found. About twice as many boys as girls stuttered and girls began stuttering at a significantly earlier age. There was a positive relationship between severe stuttering and sudden onset. Several other tendencies for relationship between factors were either weak or not significant for the present sample size. The findings are discussed with special reference to the possible relationship between stuttering onset and maturational processes and the possible contribution of data on onset to the differentiation of stutterers.
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Clark, Chagit E., Victoria Tumanova, and Dahye Choi. "Evidence-Based Multifactorial Assessment of Preschool-Age Children Who Stutter." Perspectives of the ASHA Special Interest Groups 2, no. 4 (January 2017): 4–27. http://dx.doi.org/10.1044/persp2.sig4.4.
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This review summarizes extant findings supporting multifactorial models of stuttering within the context of preschool-age stuttering assessment. Evidence is given for a number of speech-language and associated factors/domains to consider when evaluating young children who stutter. Selected factors are presented in two parts: (1) Caregiver Interview and (2) Direct Child Assessment. Factors addressed during caregiver interviews include: gender, time since and age at stuttering onset, family history of stuttering, caregivers' perception/concerns about stuttering, and temperament. Factors addressed during direct child assessments include: stuttering behaviors, speech-associated attitudes/awareness, and speech rate, as well as speech sound and language development. Interactions/relations among factors are noted, showing their combined effects and contributions to childhood stuttering. Additionally, suggested clinical applications are provided wherever appropriate. Such evidence and practical applications bridge the gap between theory and clinical practice, thus advancing the abilities of speech-language pathologists to conduct well-informed, comprehensive stuttering evaluations.
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Abdul Waheed, Shaikh, Mohammed Abdul Matheen, Syed Hussain Hussain, Amairullah Khan Lodhi, and G. S. Maboobatcha. "Machine learning approach to analyze the impact of demographic and linguistic features of children on their stuttering." Journal of Autonomous Intelligence 6, no. 1 (May 24, 2023): 553. http://dx.doi.org/10.32629/jai.v6i1.553.
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<p>This study aims at analyzing the impact of gender and race on the linguistic abilities and stuttering of children. The current article also seeks to check whether children with stuttering disorder and normal children differ in linguistic skills. Parametric methods like t-tests and Analysis of Variance (ANOVA) have been applied to test hypotheses. The p-values that were generated in the parametric tests signify that the gender of the child has an impact on the onset of stuttering. However, the race of children did not affect the onset of stuttering. The regression results of the machine learning part have indicated many findings. The results indicated that a child’s race does not impact the onset of stuttering. Hence, the null hypothesis about race was accepted by signifying that children of any race can adopt stuttering. This finding also suggests that children can face linguistic difficulties irrespective of their race. Another finding is that children with stuttering (CWS) repeat more words than children with not stuttering (CWNS). In addition, CWS repeat more syllables than CWNS. It indicates that the null hypothesis can be accepted by stating that children can suffer from linguistic difficulties irrespective of their race. Another key finding is that there can be a significant difference in the linguistic abilities of male and female children. Another inference is that the p-values indicate a significant difference between linguistic skills among CWS and CWNS. In other words, CWS are more prone to repeat syllables than normal children.</p>
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Ambrose, Nicoline Grinager, and Ehud Yairi. "Normative Disfluency Data for Early Childhood Stuttering." Journal of Speech, Language, and Hearing Research 42, no. 4 (August 1999): 895–909. http://dx.doi.org/10.1044/jslhr.4204.895.
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Although the past 50 years of research on early childhood stuttering and normal disfluency have produced vital information on the general features of disfluent speech behavior of young children, an adequate normative reference for early stuttering does not exist. The purpose of this report is to provide such reference and to provide a basis for clinical needs of differential diagnosis of stuttering from normal disfluency. Data are presented from 90 stuttering children ages 2 to 5 within 6 months of stuttering onset and from 54 age-matched normally fluent children. Means for disfluency types are presented. No significant differences were found for gender or for age. Stuttering-like disfluencies (SLD) did differ significantly for the stuttering and fluent groups, but other disfluencies (OD) did not. A weighted SLD is defined to further clarify differences between the groups. The pattern of disfluency types for normally fluent and for mild, moderate, and severe stuttering is presented. Stuttering is shown to be qualitatively as well as quantitatively different from normal disfluency even at the earliest stages of stuttering. Clinical and research implications are discussed.
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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 (January 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 both content and function words. For school age children who stutter, results showed a significantly higher percentage of stuttering on function words compared to content words in the mild level of stuttering (p = .010). Taking severity as a continuous variable, results indicated a significant positive correlation between scores on the Stuttering Severity Instrument-4 (SSI-4) and loci of stuttering on both content and function words. The results also revealed a significant negative correlation between age (as a continuous variable) and loci of stuttering in the category of function words. The findings of the current study provide new information about the impact of word type (function vs. content words) on stuttering in Arabic-speaking children.
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Makhamova Umida Abdusattarovna. "The technology of improving fluid speech and mustering the stutter speaking childern." International Journal on Integrated Education 3, no. 8 (August 30, 2020): 218–21. http://dx.doi.org/10.31149/ijie.v3i8.568.
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The article identifies the process of speech therapy for stuttering children's speech: the causes of stuttering, collection of anamnesis of children with stuttering speech defects, comprehensive examination of various aspects of speech, identification of the mechanism of developmental disorders and levels of stuttering using speech therapy-corrective technologies. Through this examination, the problems of speech defects in children in a timely manner were considered, and the purpose of the article was to reveal the concepts of stuttering, their comprehensive examination and methods of overcoming stuttering.
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Singer, Cara M., Alison Hessling, Ellen M. Kelly, Lisa Singer, and Robin M. Jones. "Clinical Characteristics Associated With Stuttering Persistence: A Meta-Analysis." Journal of Speech, Language, and Hearing Research 63, no. 9 (September 15, 2020): 2995–3018. http://dx.doi.org/10.1044/2020_jslhr-20-00096.
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Purpose The purpose of this meta-analytic study was to identify clinical characteristics, defined as child factors that can be assessed by a speech-language pathologist as part of a routine speech-language evaluation that may differentiate children who persist in stuttering from children who eventually recover from stuttering. Clinical characteristics explored included sex, age at onset, family history of stuttering, stuttering frequency and severity, speech-language skills, and temperament. Method Studies were identified through electronic databases, journals, and reference lists of relevant reports (e.g., research articles). Eligible studies followed young children who stutter (i.e., under 6 years old) for at least 24 months, assessed a potential clinical marker at study entry, and determined talker group classification (i.e., persistent or recovered) at study completion. Sex and family history differences were estimated using risk ratios; all other differences were estimated using Hedges's g . Heterogeneity and methodological differences among studies were evaluated. Results Eleven studies (41 reports) met eligibility criteria. Persistent children were older at stuttering onset and exhibited higher frequencies of stuttering-like disfluencies, lower speech sound accuracy, and lower expressive and receptive language skills than recovered children. Males and children with a family history of stuttering were also more likely to persist. Conclusions Clinical characteristics were identified that are associated with increased risk for stuttering persistence. Future studies have the potential to translate these clinical characteristics into prognostic markers for stuttering persistence risk.
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Ratner, Nan. "Parents, Children, and Stuttering." Seminars in Speech and Language 14, no. 03 (August 1993): 238–50. http://dx.doi.org/10.1055/s-2008-1064174.
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Koenraads, Simone P. C., Pauline W. Jansen, Robert Jan Baatenburg de Jong, Marc P. van der Schroeff, and Marie-Christine Franken. "Bidirectional Associations of Childhood Stuttering With Behavior and Temperament." Journal of Speech, Language, and Hearing Research 64, no. 12 (December 13, 2021): 4563–79. http://dx.doi.org/10.1044/2021_jslhr-20-00252.
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Purpose: Behavior and temperament (e.g., emotional reactivity, self-regulation) have been considered relevant to stuttering and its developmental course, but the direction of this relation is still unknown. Knowledge of behavior difficulties and temperament in childhood stuttering can improve screening and intervention. The current study examined both directions of the relationship between stuttering and behavior difficulties and temperament and between persistent stuttering and behavior difficulties and temperament across childhood. Method: This study was embedded in the Generation R Study, a population-based cohort from fetal life onward in the Netherlands. We analyzed data from 145 children (4.2%) with a history of stuttering (118 recovered, 27 persistent) and 3,276 children without such a history. Behavior and temperament were repeatedly assessed using parental questionnaires (Child Behavior Checklist) and Infant/Child Behavior Questionnaire between 0.5 and 9 years of age. Multiple logistic and linear regression analyses were performed. Results: Six-month-old children who were less able to “recover from distress,” indicating poor self-regulation, were more likely to develop persistent stuttering later in childhood (odds ratio = 2.05, 95% confidence interval (CI) [1.03, 4.05], p = .04). In the opposite direction, children with a history of stuttering showed more negative affectivity (β = 0.19, 95% CI [0.02, 0.37], p = .03) at 6 years of age than children without such a history. Stuttering persistence was associated with increased internalizing behaviors (β = 0.38, 95% CI [0.03, 0.74], p = .04) and higher emotional reactivity (β = 0.53, 95% CI [0.09, 0.89], p = .02) at the age of 9 years. Conclusions: Behavior and temperament were associated with stuttering persistency—seemingly as both predictor and consequence—but did not predict a history of stuttering. We suggest that children who persist in stuttering should be carefully monitored, and if behavioral or temperamental problems appear, treatment for these problems should be offered. Supplemental Material https://doi.org/10.23641/asha.16869479
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Smith, Kylie A., Lisa Iverach, Susan O'Brian, Fiona Mensah, Elaina Kefalianos, Anna Hearne, and Sheena Reilly. "Anxiety in 11-Year-Old Children Who Stutter: Findings From a Prospective Longitudinal Community Sample." Journal of Speech, Language, and Hearing Research 60, no. 5 (May 24, 2017): 1211–22. http://dx.doi.org/10.1044/2016_jslhr-s-16-0035.
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Purpose To examine if a community sample of 11-year-old children with persistent stuttering have higher anxiety than children who have recovered from stuttering and nonstuttering controls. Method Participants in a community cohort study were categorized into 3 groups: (a) those with persistent stuttering, (b) those with recovered stuttering, and (c) nonstuttering controls. Linear regression modeling compared outcomes on measures of child anxiety and emotional and behavioral functioning for the 3 groups. Results Without adjustment for covariates (unadjusted analyses), the group with persistent stuttering showed significantly increased anxiety compared with the recovered stuttering group and nonstuttering controls. The group with persistent stuttering had a higher number of children with autism spectrum disorder and/or learning difficulties. Once these variables were included as covariates in subsequent analysis, there was no difference in anxiety, emotional and behavioral functioning, or temperament among groups. Conclusion Although recognized to be associated with stuttering in clinical samples, anxiety was not higher in school-age children who stutter in a community cohort. It may be that anxiety develops later or is less marked in community cohorts compared with clinical samples. We did, however, observe higher anxiety scores in those children who stuttered and had autism spectrum disorder or learning difficulties. Implications and recommendations for research are discussed.
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Mushtaq, Zubia, Nazia Mumtaz, and Ghulam Saqulain. "TEMPERAMENTAL DIMENSIONS AMONG YOUNG STUTTERERS AND TYPICALLY DEVELOPING CHILDREN." PAFMJ 71, Suppl-3 (December 28, 2021): S471–75. http://dx.doi.org/10.51253/pafmj.v1i1.3758.
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Objective: To compare the temperamental characteristics of children who stutter with those who do not stutter.
Study Design: Comparative cross-sectional study.
Place and Duration of Study: Ayub Medical Complex, Abbottabad, from Jun to Nov 2018.
Methodology: We recruited 120 children of both genders aged 3-8 years. Sample recruited included two groups including 60 children with stuttering (CWS) and 60 children with no stuttering (CWNS), using consecutive sampling. After taking consent, data was gathered using demographic sheet and Children Behavioral Questionnaire (CBQ) from the sample population. Statistical analysis was done using SPSS-21.
Results: The sample included 82 (68.3% males and 38 (31.7%) female children. t-test results of children with stuttering and children with no stuttering showed statistically significant difference for effortful control (p<0.05) including dimension of inhibitory control, low intensity pleasure and perceptual sensitivity. However, the values for Surgency Extraversion and Negative affectivity were not statistically significant though results showed higher and lower mean scores respectively for stutterers compared to non-stutterers. However, the dimensions of anger, frustration, discomfort and falling reactivity showed statistically significant difference (p<0.05).
Conclusion: Children with stuttering and children with no stuttering differ in their temperamental characteristics with statistically significant difference for effortful control with lower control in stutterers.
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Simic-Ruzic, Budimirka, and Aleksandar Jovanovic. "Family characteristics of stuttering children." Srpski arhiv za celokupno lekarstvo 136, no. 11-12 (2008): 629–34. http://dx.doi.org/10.2298/sarh0812629s.
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INTRODUCTION Stuttering is a functional impairment of speech, which is manifested by conscious, but nonintentionally interrupted, disharmonic and disrhythmic fluctuation of sound varying in frequency and intensity. Aetiology of this disorder has been conceived within the frame of theoretical models, which tend to connect genetic and epigenetic factors. OBJECTIVE The goal of the paper was to study the characteristics of the family functioning of stuttering children in comparison to the family functioning of children without speech disorder, which confirmed the justification of the introduction of family orientated therapeutic interventions into the therapy spectrum of child stuttering. METHOD Seventy-nine nucleus families of 3 to 6 year-old children were examined; of these, 39 families had stuttering children and 40 had children without speech disorder. The assessment of family characteristics was made using the Family Health Scale, an observer-rating scale which according to semistructured interview and operational criteria, measures 6 basic dimensions of family functioning: Emotional State, Communication, Borders, Alliances, Adaptability & Stability, Family Skills. A total score calculated from the basic dimensions, is considered as a global index of family health. RESULTS Families with stuttering children compared to families with children without speech disorder showed significantly lower scores in all the basic dimension of family functioning, as well as in the total score on the Family Health Scale. CONCLUSION Our research results have shown that stuttering children in comparison with children without speech disorder live in families with unfavorable emotional atmosphere, impaired communication and worse control over situational and developmental difficulties, which affect children's development and well-being. In the light of previous research, the application of family therapy modified according to the child's needs is now considered indispensable in the therapeutic approach to stuttering children. The assessment of family characteristics with special reference to the ability of parents to recognize specific needs of children with speech disorder and adequate interaction, as well as readiness of parents for therapeutic collaboration are the necessary elements in legal custody evaluations.
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Lincoln, Michelle A., Mark Onslow, and Vicki Reed. "Social Validity of the Treatment Outcomes of an Early Intervention Program for Stuttering." American Journal of Speech-Language Pathology 6, no. 2 (May 1997): 77–84. http://dx.doi.org/10.1044/1058-0360.0602.77.
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This research was designed to provide a socially valid evaluation of the posttreatment speech of children who received an operant treatment for early stuttering (The Lidcombe Program). Part A compared the posttreatment percent syllables stuttered (%SS) for preschool and school-age children with nonstuttering control children matched for age and sex. This study found that both groups attracted similar measures of %SS. Part B compared the number of "stuttering" versus "not stuttering" judgments made by experienced clinicians and unsophisticated listeners on the same speech samples. Control children were identified as "stuttering" significantly more than the treated children. The clinician listeners identified significantly more control samples and posttreatment samples as stuttering than the unsophisticated listeners. The implications of these results are discussed. It is concluded that The Lidcombe Program resulted in socially valid modifications in the participant's speech.
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Chun, Regina Yu Shon, Carina Dantas Mendes, J. Scott Yaruss, and Robert W. Quesal. "The impact of stuttering on quality of life of children and adolescents." Pró-Fono Revista de Atualização Científica 22, no. 4 (December 2010): 567–70. http://dx.doi.org/10.1590/s0104-56872010000400035.
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BACKGROUND: understanding the experience of people who stutter, both in and out treatment, will lead to improved outcomes. AIM: to investigate how stuttering affects the quality of life of children and adolescents who stutter. METHOD: the Overall Assessment of the Speaker's Experience of Stuttering - School-Age (OASES-S) was used to assess the impact of stuttering and the Fluency Profile Protocol was used to stuttering severity. RESULTS: these age groups do experience moderate negative impact as measured by the OASES-S. The results showed a tendency toward a positive correlation between severity and the impact of stuttering on quality of life. CONCLUSION: a better understanding of the impact of stuttering in these age groups provides a needed guide for the development of stuttering treatments and treatment outcomes research.
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Arenas, Richard M., Elizabeth A. Walker, and Jacob J. Oleson. "Developmental Stuttering in Children Who Are Hard of Hearing." Language, Speech, and Hearing Services in Schools 48, no. 4 (October 5, 2017): 234–48. http://dx.doi.org/10.1044/2017_lshss-17-0028.
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Purpose A number of studies with large sample sizes have reported lower prevalence of stuttering in children with significant hearing loss compared to children without hearing loss. This study used a parent questionnaire to investigate the characteristics of stuttering (e.g., incidence, prevalence, and age of onset) in children who are hard of hearing (CHH). Method Three hundred three parents of CHH who participated in the Outcomes of Children With Hearing Loss study (Moeller & Tomblin, 2015) were sent questionnaires asking about their child's history of stuttering. Results One hundred ninety-four parents of CHH responded to the survey. Thirty-three CHH were reported to have stuttered at one point in time (an incidence of 17.01%), and 10 children were still stuttering at the time of survey submission (a prevalence of 5.15%). Compared to estimates in the general population, this sample displayed a significantly higher incidence and prevalence. The age of onset, recovery rate, and other characteristics were similar to hearing children. Conclusions Based on this sample, mild to moderately severe hearing loss does not appear to be a protective factor for stuttering in the preschool years. In fact, the incidence and prevalence of stuttering may be higher in this population compared to the general population. Despite the significant speech and language needs that children with mild to moderately severe hearing loss may have, speech-language pathologists should appropriately prioritize stuttering treatment as they would in the hearing population. Supplemental Material https://doi.org/10.23641/asha.5397154
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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 (August 4, 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 probed stuttering identification and referral practices via responses to experimental case vignettes. Each vignette featured a 4-year-old boy with a family history of stuttering whose mother reported signs of stuttering and manipulation of two factors: stuttering during the pediatrician visit (or not) and negative communication attitude (or not). Results Our findings suggest pediatricians' identification and referral of children who may stutter is largely prompted by observation of overt speech behaviors and/or negative communication attitude. Participants' gender, years in practice, and experience working with children who stutter did not influence likelihood of referral. Conclusions Results indicate pediatricians are less likely to implement a “wait and see” approach with young children who stutter today than in the past. Unlike other common child onset diagnoses, however, parent report of atypical behavior does not yield pediatrician referral to a specialist. Future education and advocacy efforts directed toward pediatricians should emphasize inclusion of factors other than direct observation of stuttering behavior that may warrant referral (e.g., parent report).
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Mohajeri Aval, Nastaran. "https://jpcp.uswr.ac.ir/article-1-747-en.html." Practice in Clinical Psychology 9, no. 3 (July 1, 2021): 227–36. http://dx.doi.org/10.32598/jpcp.9.3.761.1.
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Objective: Stuttering is a neurodevelopmental condition affecting 5% of children. Developmental stuttering disrupts the smooth flow of speech, resulting in characteristic speech disfluencies. Anxiety is one of the most widely observed and extensively studied psychological concomitants of stuttering. Recently, it has been shown that noninvasive brain stimulation may be useful in enhancing the results of fluency interventions in people who stutter. The present study aimed to examine whether the severity of stuttering and anxiety was affected by transcranial direct current stimulation in children who stutter. Methods: This study is a clinical trial study in which the statistical community includes school-aged children in Tehran who were referred to psychological clinics for treatment. Twenty-two children with stuttering were randomly assigned in two groups. Eleven children in the experimental group would receive real transcranial direct current stimulation, and 11 children in the control group were exposed to sham stimulation. The experimental group received 20 min of 2-mA anodal stimulation in 15 sessions in three weeks. The severity of stuttering and anxiety was assessed before and after the last session and then 1 and 6 weeks after the intervention. Results: The severity of stuttering and anxiety in both groups were similar before the intervention (P>0.05). A significant decrease in the severity of stuttering and anxiety at the end of the intervention and 1 and 6 weeks after the intervention occurred in the experimental group (P<0.05), while the control group did not show any significant change. Conclusion: The results indicated that stuttering severity and anxiety were ameliorated by transcranial direct current stimulation immediately after the intervention and at 1 and 6 weeks follow-up.
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Paden, Elaine Pagel, Ehud Yairi, and Nicoline Grinager Ambrose. "Early Childhood Stuttering II." Journal of Speech, Language, and Hearing Research 42, no. 5 (October 1999): 1113–24. http://dx.doi.org/10.1044/jslhr.4205.1113.
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Research on the relation between stuttering and phonological/articulation deficits has been reported in the literature over several decades. Yet virtually none of these investigations has taken into account that “children who stutter” includes a large number who spontaneously recover within a few months or years after onset. Thus, little attention has been given to differences between the phonological abilities of children whose stuttering persists and those who recover. This investigation compares these two groups soon after stuttering onset, before it was possible to classify them as members of either group, on a number of phonological characteristics, including mean percentage of error, relative levels of severity of phonological impairment, error on specific phonological patterns, progress in development of key patterns, and the children's strategies for coping with unmastered patterns. The results indicate that the children whose stuttering would be persistent had poorer mean scores on each of our measures than did the children who would recover from stuttering. Both groups, however, showed progression in phonological development that followed the expected order, and they used typical strategies when patterns had not yet been acquired. The persistent group was moving more slowly, however, so phonological development was more delayed than in the children who would recover from stuttering. Our findings support the assumption that most previous studies probably have compared children with persistent stuttering to normally fluent children, and that those who recovered early were not considered differentially.
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Onslow, Mark. "Treatment of Stuttering in Preschool Children." Behaviour Change 21, no. 4 (December 1, 2004): 201–14. http://dx.doi.org/10.1375/bech.21.4.201.66104.
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AbstractStuttering is a speech motor disorder that begins in the first years of life and if not treated effectively can have catastrophic effects on the individual. This article briefly describes the disorder, and overviews treatment of stuttering in preschool children. Such treatment is considered far preferable to treatment in adolescence and adulthood. Evidence of the effectiveness of early stuttering treatment from clinical trials is overviewed, along with clinical benchmarks for such treatment. Epidemiological data showing considerable natural recovery are reviewed, and the implications of those data for the timing of early stuttering intervention are considered.
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Ratner, Nan Bernstein, and Stacy Silverman. "Parental Perceptions of Children's Communicative Development at Stuttering Onset." Journal of Speech, Language, and Hearing Research 43, no. 5 (October 2000): 1252–63. http://dx.doi.org/10.1044/jslhr.4305.1252.
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There has been clinical speculation that parents of young stuttering children have expectations of their children's communication abilities that are not well-matched to the children's actual skills. We appraised the language abilities of 15 children close to the onset of stuttering symptoms and 15 age-, sex-, and SES-matched fluent children using an array of standardized tests and spontaneous language sample measures. Parents concurrently completed two parent-report measures of the children's communicative development. Results indicated generally depressed performance on all child speech and language measures by the children who stutter. Parent report was closely attuned to child performance for the stuttering children; parents of nonstuttering children were less accurate in their predictions of children's communicative performance. Implications for clinical advisement to parents of stuttering children are discussed.
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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 (May 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 support their children and themselves and to gain information regarding stuttering. Parents were most concerned that stuttering would impact their children's future and hoped that their children would become happy, confident, and effective communicators. New attendees were less comfortable answering a question regarding the cause of stuttering than were returning parents, and fathers were less likely than mothers to work on therapy homework with their child. Conclusions This is the first study of parents who attend stuttering support groups. The results indicated these parents were comfortable and knowledgeable about stuttering. More research regarding feelings and attitudes of parents of children who stutter, and the impact of support groups on parents, is needed.
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Aboalola, Nawal A. "Socio-demographic variables related to self-concept among school-aged children who stutter and their normal peers." International Journal of ADVANCED AND APPLIED SCIENCES 10, no. 5 (May 2023): 28–32. http://dx.doi.org/10.21833/ijaas.2023.05.004.
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The aim of this study is to compare levels of self-concept among school-aged children who stutter and their normal peers according to Socio-demographic variables. Sixty school-aged children (30 stuttering children, and 30 non-stuttering peers) were purposively sampled through the snowball approach. 10 persons out of the 70 were subsequently pulled out of the study because of their history of hearing difficulties. Hence, 30 stuttering children, and 30 non-stuttering peers were finally selected for the study. A descriptive study was designed to compare levels of self-concept among school-aged children who stutter and their normal peers according to Socio-demographic variables. Using IBM SPSS v.26, the study utilized a t-test to determine the difference between the two groups. A p-value level of statistical significance of<.05 was likewise considered. Results showed that there was a statistically significant difference at the significance level of 0.01 between the mean scores of the stuttering (M= 19.57, SD=4.54) and normal children (M=24.37, SD=1.92) with higher rates for the normal. There was no statistically significant difference between the mean score of the male (n=15, M=19.57, SD=1.54) and female (n=15, M=19.67, SD=1.03) stuttering children.
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Eggers, Kurt, Sharon Millard, and Elaine Kelman. "Temperament and the Impact of Stuttering in Children Aged 8–14 Years." Journal of Speech, Language, and Hearing Research 64, no. 2 (February 17, 2021): 417–32. http://dx.doi.org/10.1044/2020_jslhr-20-00095.
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Purpose The goal of this study was to evaluate possible associations between child- and mother-reported temperament, stuttering severity, and child-reported impact of stuttering in school-age children who stutter. Method Participants were 123 children who stutter (94 boys and 29 girls) who were between 9;0 and 14;10 (years;months) and their mothers. Temperament was assessed with the revised child and parent version of the Early Adolescent Temperament Questionnaire–Revised ( Ellis & Rothbart, 2001 ). The Overall Assessment of the Speaker's Experience of Stuttering (Yaruss & Quesal, 2006) was used to evaluate the stuttering impact. Results Child- and mother-reported Early Adolescent Temperament Questionnaire–Revised temperament factors correlated moderately. No statistically significant associations were found between temperament and stuttering severity. The temperament factors of Surgency (both child- and mother-reported) and Negative Affect (only child-reported) correlated moderately with the Overall Impact and several subsections (i.e., Speaker's Reactions, Daily Communication, and/or Quality of Life) of the Overall Assessment of the Speaker's Experience of Stuttering. Conclusions More extraverted and less fearful/shy children experience a lower overall impact of their stuttering. Children with higher levels of irritability and frustration experience a higher overall impact of their stuttering. Since children's ratings of temperament were more sensitive to these associations than mothers, this study supports the inclusion of child-reported temperament questionnaires in future research.
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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 (October 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 of frame-by-frame analysis of the audio-video recordings. Results indicate that (a) young stutterers produce significantly more nonspeech behaviors during stuttered words than do normally fluent children during comparable fluent words, (b) young stutterers produce significantly more head turns left, blinks, and upper lip raising during stuttered words than do normally fluent children during comparable fluent words, and (c) talker group membership could be significantly determined on the basis of certain types of nonspeech behaviors despite considerable overlap in frequency and type of nonspeech behavior between the two talker groups. Findings suggest that children can be classified as stutterers on the basis of their nonspeech behaviors and that these behaviors may reflect a variety of cognitive, emotional, linguistic, and physical events associated with childhood stuttering.
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Samochis, L., S. Lazar, B. Andreica, and F. Iftene. "P01-341-Socialization aspects in children with stuttering." European Psychiatry 26, S2 (March 2011): 343. http://dx.doi.org/10.1016/s0924-9338(11)72052-1.
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Stuttering, as a communication disorder, is a field of great interest, with many hypothesis regarding its nature and appropriate treatment. Many studies tried to emphasize the bond between stuttering and anxiety. Frequently, stuttering is associated with strong emotional reaction, as anxiety, emphasized by negative consequences of “not being able to talk accurately”. This turns in avoidance of speak and social problems as school difficulties.The aim of this study is anxiety evaluation in children with stuttering through specialized psychological intervention.We applied MASC (Multidimensional Anxiety Scale for Children) and CDI (Child Depression Inventory) to 20 children diagnosed with stuttering, aged 6–16, from Cluj -Napoca, both at the beginning and at the end of the study. Psychological intervention consisted of two evaluation sessions (one with the parent and one with the child) and ten group sessions (psychodrama and cognitive-behavioral techniques).The results showed a significant decrease of anxiety (p < 0.05), and no difference in depression symptoms (for statistical data we used SPSS 16.0 Program).
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Rocha, Mónica Soares, Joana R. Rato, and J. Scott Yaruss. "Teachers’ perceptions of the impact of stuttering on the daily life of their students who stutter." Revista Portuguesa de Educação 35, no. 1 (June 30, 2022): 132–49. http://dx.doi.org/10.21814/rpe.18383.
Full textAbstract:
Stuttering is a neurodevelopmental disorder involving interruptions in the flow of speech. The reactions of listeners and others in a child’s environment could affect how children perceive their stuttering. Children experience many of their everyday social situations in the school context. Because it might be hard for children who stutter to deal with communication in the school setting, it is essential to know how teachers perceive the impact of stuttering on their students. In this study, we collected data about teachers’ perceptions of the impact of stuttering on Portuguese children who stutter using an adaptation of the European Portuguese translation of Overall Assessment of the Speaker’s Experience of Stuttering (OASES-S-PT). Participants were 27 teachers and their students who stutter (n=27; mean age=9.0 mos., SD=1.8 mos.), recruited from different cities in Portugal. In general, teachers perceived the overall impact of stuttering in their students’ lives as mild-to-moderate. Our results did not reveal any statistically significant differences between the teachers’ perceptions of the impact of stuttering and the students’ self-reports. Still, there was no statistically significant correlation between the students’ impact scores and the teachers’ impact scores. Teachers were unable to rate several items on the instrument, which indicates that they were unfamiliar with some aspects of the children’s experiences with stuttering. This finding highlights the need to integrate teachers into therapy programs to increase support within the environment of for children who stutter.
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Ratner, Nan Bernstein, and Catherine Costa Sih. "Effects of Gradual Increases in Sentence Length and Complexity on Children's Dysfluency." Journal of Speech and Hearing Disorders 52, no. 3 (August 1987): 278–87. http://dx.doi.org/10.1044/jshd.5203.278.
Full textAbstract:
To systematically evaluate the task demands of changes in utterance length and complexity, 8 normal and 8 stuttering children, ages 3:11–6:4, were administered an elicited imitation task in which the variables of syntactic complexity (as determined by normative age of acquisition) and length were manipulated to appraise their effects upon fluency and accuracy of sentence reproduction. Our findings suggest that fluency breakdown is significantly well correlated with gradual increases in syntactic complexity for both stuttering and normal children, as is sentence replication ability. Length does not appear to be as strong a predictor of fluency characteristics of elicited output. Additionally, we were unable to support a growing clinical impression of subtle language differences between normal and stuttering children; our stuttering subjects did not differ significantly from the normal children in their ability to accurately reproduce a variety of sentence types. The data suggest ways in which task complexity in stuttering therapy for young children might be ordered.
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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 (February 11, 2022): 87–95. http://dx.doi.org/10.1044/2021_persp-21-00053.
Full textAbstract:
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. Results: There were no significant differences between mothers' and fathers' stuttering attitudes; however, an unexpected trend for more positive attitudes of fathers was observed. Weak relationships between children's stuttering severity and their parents' attitudes existed, with slightly higher correlations for the fathers. Conclusion: Nonsignificant trends for slightly more positive attitudes for fathers than mothers should be explored in larger sample sizes in order to answer the question “Should information provided for parents of children who stutter be different or differently presented to mothers versus fathers?”
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Onslow, Mark, Ann Packman, Sally Stocker, Jan van Doorn, and Gerald M. Siegel. "Control of Children's Stuttering With Response-Contingent Time-Out." Journal of Speech, Language, and Hearing Research 40, no. 1 (February 1997): 121–33. http://dx.doi.org/10.1044/jslhr.4001.121.
Full textAbstract:
Many stuttering treatments incorporate contingencies for stuttering that are thought to contribute to treatment effectiveness. One contingency used in a number of treatment programs for children is time-out (TO) from speaking. However, although TO has been shown to control stuttering in adults there are no clear demonstrations of this effect in children. One aim of the present study was to demonstrate in the laboratory that TO reduces stuttering in children. Three school-age children spoke in a single-subject ABA experiment. In the B phase, a red light was illuminated for 5 seconds when the subject stuttered, during which time the subject stopped talking. Two of the three children showed clear reductions in stuttering in response to TO. The second aim of the study was to detect whether the children who responded to TO adopted an unusual speech pattern in order to control their stuttering. Listeners did not detect any differences between the perceptually stutter-free speech of baseline conditions and that of TO conditions, and a subsequent acoustic analysis revealed a reduction in the variability of vowel duration during TO in one subject and no changes in the other. The theoretical and clinical implications of the findings are discussed.