Dissertations / Theses: 'Stuttering'

1

Swartz, Eric R. "COPING WITH STUTTERING." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1294387034.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

Karimi, Hamid. "Issues with Stuttering Measurement." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/9956.

Full text

Abstract:

Introduction Percent syllables stuttered (%SS) and severity rating (SR) scales are simple measures in common use by researchers and clinicians to quantify stuttering severity. This study aimed to investigate (1) whether a 10-minute unscheduled telephone call – in the form that have been frequently used in stuttering clinical trials – is representative of a whole day speech sample, (2) the variability of stuttering frequency across an entire day, (3) the relative and absolute reliability of %SS and SR scales, and (4) the relationship between %SS and SR scores. Method The speech of 10 adults who stutter (AWS) recorded for a 12-hour day during different speaking activities and during an unscheduled telephone call. %SS for the entire day was compared to the %SS of the unscheduled telephone call. The Statistical process control chart was used to explore the variability of %SS across the entire day. For the second study, 87 AWS received a 10 minute unscheduled telephone call and their %SS and SR were measured by three experienced judges. The absolute and relative reliability between judges for each of the measures were measured. Results No significant differences were found between %SS of the study day and the unscheduled telephone calls. According to control charts, the %SS scores of half the participants were indicative of unpredictable, out of control systems, and the %SS scores of the other half of the participants were not. Relative reliability was satisfactory for both %SS and SR scales, but absolute reliability was poor. Conclusion The appropriateness of measuring %SS from an unscheduled telephone call in stuttering clinical trials was approved. However, such a speech sample failed to reveal variations of stuttering frequency during different speech tasks. %SS and SR scales can be used in clinical research dealing with changes of participant groups. However, these measures are not capable of evaluating small changes within individual participants.

APA, Harvard, Vancouver, ISO, and other styles

4

Arnstein, Dan Lackey Brian. "Preverbal error-monitoring in stutterers an electrophysiological investigation of the vicious cycle hypothesis /." Diss., Connect to the thesis, 2009. http://hdl.handle.net/10066/3584.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Harrington, J. "The phonetic analysis of stuttering." Thesis, University of Cambridge, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377223.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Lau, Lai-yi Kitty. "Listeners' perception of stuttering in Cantonese." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B36208942.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

7

Paun, Dimitrie Octavian. "Closure under stuttering in temporal formulas." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0001/MQ46208.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Lee, Amanda Savio. "Communication Behaviour in Adults with Stuttering." Thesis, University of Canterbury. Department of Communication Disorders, 2014. http://hdl.handle.net/10092/9466.

Full text

Abstract:

Purpose: Adults with stuttering (AWS) commonly demonstrate verbal avoidance behaviours as a result of speech-related anxiety. This can result in an experience of ‘communication restriction’. By nature, verbal avoidance and communication restriction are difficult to evaluate objectively, and existing evidence consists primarily of self-report data from qualitative interviews. However, recent preliminary evidence indicates the potential utility of systemic functional linguistics (SFL; Halliday, 1985) to this area of research. The SFL framework provides quantitative analyses for the objective examination of language use in sociolinguistic contexts. Recent data also suggest that the confrontation naming paradigm may be a second possible means for quantitatively evaluating aspects of functional linguistic behaviour in AWS. The purpose of the present study was to identify specific patterns of conversational language and confrontation naming behaviour in AWS using an objective methodology, and to explore these behaviours within the context of stuttering intervention and with reference to the experience of communication restriction. Method: Twenty AWS (14 males, 6 females) and 20 matched controls (AWNS), aged between 16 and 56 years, were recruited for this study. All participants were native speakers of English with no cognitive, language, motor speech, or hearing impairment (with the exception of stuttering in AWS). All participants completed: (a) self-rating scales of general and communication-related attitudes and anxiety; (b) the UC Picture ID (O’Beirne, 2011) picture naming task, designed to objectively evaluate verbal avoidance behaviour; and (c) 10 minutes of spontaneous conversation with an examiner, loosely structured around a range of set topics. For the AWS participants, these procedures were completed pre- and post-attendance at either the Naturalness Intensive Programme in Christchurch, New Zealand (NZ), or the Intensive Stuttering Clinic (Blomgren, 2009) in Salt Lake City, USA (US). All conversational samples were analysed using both conventional and SFL-based analyses. Specifically, the quantity and complexity of verbal output, as well as the frequency of use of transitivity, modality, appraisal, and thematic resources, were examined. To identify group differences on all measures between AWNS and AWS at both pre- and post-treatment, two-tailed independent samples t-tests and Mann-Whitney U-tests were conducted. To compare the performance of AWS between pre- and post-treatment, two-tailed paired t-tests and Wilcoxon matched pairs signed ranks tests were used. Group comparisons were conducted for the full participant group, as well as separately for the NZ and US subgroups. Pearson correlation matrices were also constructed, to identify linear relationships between measures. Correlations between conventional and SFL analyses of linguistic behaviour were of particular interest. Results: Group differences for each subgroup were generally consistent with those for the full participant group. (a) AWS demonstrated higher social anxiety than AWNS at pre-treatment, but self-reported anxiety levels and stuttering impact decreased following treatment. (b) No differences were found across comparisons for confrontation naming performance on the UC Picture ID task. (c) In conversation, AWS produced consistently less language than AWNS, and produced less complex language than AWNS at pre-treatment, as shown by conventional and SFL indices. Specific SFL measures revealed fewer politeness-marking modal operators, more frequent comment adjuncts, and reduced expression of appraisal in the spontaneous language of AWS. Improvements in most of these areas were seen following treatment. The results of the correlational analyses showed that self-report scale outcomes were not linearly correlated to actual performance on any linguistic measures. However, positive correlations were observed between basic linguistic indices (i.e., language productivity and complexity) from the conventional and SFL approaches. An interesting negative correlation between language productivity and frequency of use of comment adjuncts was also seen. Conclusions: The current study extends available preliminary evidence on language use in AWS. Linguistic patterns identified in the conversational language of AWS suggest a reduced openness to interpersonal engagement within communication exchanges, which may restrict the experience of such exchanges. The data indicate that conventional and SFL analyses are interchangeable at a basic level, but also exemplify the unique utility of the SFL framework for examining specific aspects of language functionality within social context. Although AWS and AWNS were not found to differ in performance on the UC Picture ID task, the observations provide insight into the conditions under which verbal avoidance behaviours may be prone to occurring. Finally, the lack of straightforward correlations between self-reported anxiety and avoidance on the one hand, and various linguistic-behavioural indicators on the other, highlights the importance of a multidimensional, holistic approach to clinical stuttering evaluation.

APA, Harvard, Vancouver, ISO, and other styles

9

Connally, Emily L. "The neurobiological underpinnings of developmental stuttering." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:249fc3eb-81a0-4cc6-a613-af6d9ba79860.

Full text

Abstract:

The aim of this thesis was to investigate the neural underpinnings of persistent developmental stuttering. We explored neural systems important for speech-motor integration and focused on subcortical control systems: the basal ganglia and cerebellum. A secondary aim of this work was to distinguish effects related to general traits of the disorder from those reflecting specific states of stuttered speech. To address these aims we used a variety of neuroimaging methodologies as well as an extensive neuropsychological and empirical test battery. Our examination of neural pathway microstructure using diffusion-tensor imaging replicated previous findings of widespread disorganisation of white matter in people who stutter. This disruption included all major white matter pathways leading in and out of the cerebellum. In our second, third, and fourth studies we examined functional activity at rest and during different types of speech. The brain networks used by people who stutter and controls largely overlapped. The brain regions that distinguished general traits and specific states of stuttering were somewhat task-specific. Subcortical activation in the basal ganglia and cerebellum was related to the frequency of dysfluent speech in the scanner. In our final study we examined performance on a variety of classical tasks of motor learning. We observed evidence of delayed learning in response to changes in environmental feedback in the stuttering group relative to controls. Within people who stutter, subgroups who differ according to heritability of the disorder may also differ in the balance of dopamine in the basal ganglia. Overall, we concluded that cerebellar alterations contribute to the general trait of stuttering, while basal ganglia disruption may reflect specific effects within stuttering. Our work supports a broader role of the subcortical system in speech production, generally.

APA, Harvard, Vancouver, ISO, and other styles

10

De, Nardo Thales. "Acceptance of Stuttering and its Correlates." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300738843.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Alm, Per A. "On the causal mechanisms of stuttering." Lund : Lund University, 2005. http://www.lu.se/o.o.i.s?id=12588&postid=544324.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Rodgers, Naomi Hertsberg. "Cognitive bias and stuttering in adolescence." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/7021.

Full text

Abstract:

Purpose: The tendency to prioritize negative or threatening social information, a cognitive process known as cognitive bias, has been linked to the development of social anxiety. Given the increased risk for social anxiety among adolescents who stutter (aWS), this project extended the research on cognitive bias to aWS to inform our understanding of the psychosocial factors associated with stuttering in adolescence – the period of development when social anxiety typically emerges. The purpose of this two-part study was to examine group and individual differences in two forms of cognitive bias among aWS and typically fluent controls (TFC) – attentional and interpretation biases. Methods: A sample of 102 adolescents (49 aWS and 53 TFC; 13- to 19-years-old) completed a self-report measure of social anxiety, a computerized attentional bias task, and a computerized interpretation bias task. To assess attentional bias, neutral-negative face pairs were presented in a modified dot-probe paradigm in which response times to engaging and disengaging from neutral, fearful, and angry expressions were measured. To assess interpretation bias, ambiguous verbal and nonverbal social scenarios were presented in a vignette-based recognition task, after which participants endorsed possible negative and positive interpretations of those scenarios. Results: The aWS and TFC reported comparable degrees of social anxiety, although female aWS reported higher levels than male aWS. For the attentional bias task, aWS were faster to engage with fearful faces than to maintain attention on neutral faces, and they were also faster to disengage from fearful and angry faces than to maintain attention on those negative faces. TFC did not demonstrate an attentional preference for any particular face type. For the interpretation bias task, while aWS and TFC rated negative and positive interpretations of verbal and nonverbal scenarios similarly, social anxiety moderated the effect of interpretation characteristics on endorsement of those interpretations; participants with greater social anxiety endorsed negative interpretations of verbal scenarios to a greater degree than those with lower social anxiety, and participants with lower social anxiety endorsed positive interpretations of verbal and nonverbal scenarios to a greater degree than those with higher social anxiety. Conclusions: This study contributes to the existing literature in several meaningful ways. First, this sample of aWS and TFC demonstrated comparable rates of social anxiety, which counters many other reports of group differences in social anxiety in this population. Second, it supports previous preliminary accounts of attentional bias among individuals who stutter. The present findings are novel in that aWS’ rapid engagement with and rapid disengagement from negative faces were observed in the absence of group differences in social anxiety. Third, the results challenge the speculation that stuttering is associated with negative interpretation bias – a relationship that has been proposed in the literature but never empirically investigated. Taken together, these findings provide the groundwork for continued investigation into the role of social information processing on psychosocial outcomes for aWS.

APA, Harvard, Vancouver, ISO, and other styles

13

Thomas, Kasey L. "Is There an Association between Anxiety and Stuttering in Adults?" Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/ThomasKL2007.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

15

Schaefer, Martina. "Stuttering characteristics of German-English bilingual speakers." Thesis, University of Canterbury. Communication Disorders, 2008. http://hdl.handle.net/10092/1508.

Full text

Abstract:

To date, limited research has been reported on stuttering and bilingualism. Existing data reports conflicting results on stuttering characteristics across languages of bilingual people who stutter (PWS). Investigations to date include language acquisition, language proficiency, cultural influence, and linguistic as well as phonetic aspects in bilinguals PWS. Thus, assumptions on causal factors of stuttering are plenty, but research is missing to either support or refute those assumptions. Small sample sizes have been an additional obstacle. The purpose of this study was to analyse stuttering characteristics in German - English bilingual PWS. 15 German - English bilingual PWS, ranging in age between 10 and 59 years (mean = 25) were investigated. For all of the participants, German was acquired first (L1) and English second (L2). L2 exposure ranged from 5 to 20+ years (mean = 10). 15 minute conversational speech samples were collected in each language. In addition, an English proficiency test (Cloze Test) and a post-conversational questionnaire were administered. Analysis focused on differences in stuttering severity across languages, the distribution of stuttered content and function words across languages, and possible relationships between L2 proficiency and stuttering. Results indicated significantly more stuttering in L1 compared to L2. In L1, stuttering occurred significantly more often on content words. In L2, no significant difference between stuttering on function and content words was observed. For percentage of syllables stuttered, across language analysis detected significantly more stuttering on content words in German (L1) and more stuttering on function words in English (L2). No direct correlations between stuttering and language proficiency have been found. Results are discussed in light of current theories of stuttering and relationships to past findings are drawn.

APA, Harvard, Vancouver, ISO, and other styles

16

Law, Thomas Ka Tung. "Stuttering in a Syllable-Timed Tone Language." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/22882.

Full text

Abstract:

Stuttering is a developmental speech disorder affecting the fluency of speech. The cause of stuttering is not fully understood. Evidence has suggested an underlying speech neural processing deficit that is influenced by linguistic and environmental factors. A number of studies have identified the factors in spoken language that are associated with stuttering. However, most studies are conducted in languages that have a stress-timed language rhythm or non-tone languages. There is a dearth of research in syllable-timed languages and tone languages. Cantonese is one of the seven dialects of Modern Chinese. It possesses two unique linguistic features that are of theoretical value to understanding any causal model of stuttering: syllable-timed language rhythm and lexical tone. Syllable-timed language rhythm contains properties of a powerful fluency-inducing condition, and lexical tone could be related to stuttering due to the established evidence on syllabic stress and stuttering. These two factors influence the speech motor demands of speech production, which may directly be responsible for triggering stuttering. This thesis begins with a brief overview of stuttering. The current evidence on the association of stuttering and features of spoken language is then reviewed, followed by an introduction to Cantonese. These form the foundation to understand the linguistic features of stuttering in Cantonese. This thesis contains three original studies on the nature of stuttering in Cantonese. These studies investigated the behavioural features of stuttering in Cantonese, the role of lexical tone in triggering stuttering, and the role of syllable-timed language rhythm and stuttering in Cantonese. The findings of these studies showed that stuttering in Cantonese consists of a range of behavioural features and complexity. Further, the results not only confirmed that the speech motor effort in varying syllabic stress is important to the triggering of stuttering, but also showed that the magnitude of speech motor demands may, in fact, play a more crucial role. In conclusion, this thesis contributes to the development of the multifactorial causal models of stuttering. It also extends our knowledge in understanding the nature of stuttering in a syllable-timed tone language.

APA, Harvard, Vancouver, ISO, and other styles

17

Franklin, Diane E. "Using time-out to treat advanced stuttering." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1425.

Full text

Abstract:

This study involved trialing an operant conditioning procedure known as time-out, as a treatment for adolescents and adults who stutter. Time-out requires individuals to pause briefly after stuttering and to resume talking after a pause in this case, of five seconds. A randomised control group design was used to evaluate the effectiveness of time-out treatment. Sixty participants were randomly assigned to either a time-out treatment or control group. The results demonstrated that individuals who stutter are highly responsive to time-out treatment. The impact of the severity of the stutter, a person's age, previous treatment, and the nature of the stutter on treatment outcome, were also investigated. Baseline severity was a strong predictor of treatment outcome, and to a lesser degree, previous treatment and speech rate were found to share some influence over treatment success. In addition, there was an unexpected change in the stuttering topography over the experiment conditions.

APA, Harvard, Vancouver, ISO, and other styles

18

Franklin, Diane E. "Using time-out to treat advanced stuttering." Curtin University of Technology, School of Psychology, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13321.

Full text

Abstract:

This study involved trialing an operant conditioning procedure known as time-out, as a treatment for adolescents and adults who stutter. Time-out requires individuals to pause briefly after stuttering and to resume talking after a pause in this case, of five seconds. A randomised control group design was used to evaluate the effectiveness of time-out treatment. Sixty participants were randomly assigned to either a time-out treatment or control group. The results demonstrated that individuals who stutter are highly responsive to time-out treatment. The impact of the severity of the stutter, a person's age, previous treatment, and the nature of the stutter on treatment outcome, were also investigated. Baseline severity was a strong predictor of treatment outcome, and to a lesser degree, previous treatment and speech rate were found to share some influence over treatment success. In addition, there was an unexpected change in the stuttering topography over the experiment conditions.

APA, Harvard, Vancouver, ISO, and other styles

19

Hwang, Kyu Won. "A selected annotated bibliography of the resources on the perceptions and attitudes in relation to people who stutter : covering the period from 1990 to the present day submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Library and Information Studies /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1280.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Azios, Michael. "The College Experience of Stuttering| An Ethnographic Study." Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10608465.

Full text

Abstract:

This dissertation focused on the impact of stuttering within the university setting. Data were gathered and examined using a qualitative research methodology. This research design used several data collection procedures including participant observation, ethnographic interviews, and artifact analysis. These procedures captured the use of communicative strategies and barriers as they unfolded in authentic interactions within the university. They also served to illustrate how other social partners perceived PWS (persons who stutter) in the classroom and other relevant university contexts.

The results of these data were examined using categorization of the context and culture of each environment, conversational strategies employed during social interactions, and the coping and supportive devices used during authentic interactions. The views, reactions, and affective reactions of PWS were also explored and discussed. Patterns emerged from the data that uncovered the types of strategies that PWS employed to overcome communicative barriers within the university setting. This study provides further evidence in support of strategies that consider the context within the university when examining PWS and the value in exploring the real-time behaviors that are implemented by PWS as they negotiate social action within these contexts. This study has important implications regarding the value of qualitative research paradigms in investigating social access and inclusion in PWS in the university setting and exploring the usefulness of partner and advocacy training in universities and other educational institutions.

APA, Harvard, Vancouver, ISO, and other styles

21

Granese, Angela M. "The Linguistic Construction of the Bilingual Stuttering Experience." Thesis, University of Louisiana at Lafayette, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687683.

Full text

Abstract:

Stuttering is a disorder that can be defined in terms of speech characteristics, physical concomitants, emotions, perceptions, and quality of life (Bloodstein & Bernstein Ratner, 2008; Tetnowski & Scaler Scott, 2009; Bennett, 2006). The current literature focuses on describing bilingual stuttering in terms of bilingualism being a cause; linguistic characteristics; and manifestations of stuttering across languages. While standardized measures and definitions of these factors will allow for generalization across studies (Roberts, 2011), they will not provide a holistic picture of the bilingual stuttering experience. This study uses analytic tools grounded in the theory of Systemic Functional Linguistics (Halliday & Matthiessen, 2004) to investigate how four bilingual people who stutter construct their stuttering experiences. Specifically, this study examines the linguistic choices participants made while engaged in conversations about their stuttering. Considering the highly individualistic and multidimensional nature of the phenomenon being examined, a case study approach was adopted to account for the diversity of characteristics and individualized experiences described by each of the four participants in this study. It is through the analysis of their talk that this study provides insight on the affective and cognitive aspects of the bilingual stuttering experience, which have clinical implications for the development of appropriate, meaningful and effective fluency intervention for the "whole" bilingual who stutters.

APA, Harvard, Vancouver, ISO, and other styles

22

De, Nardo Thales. "Listener Responses to Speech Modification Techniques for Stuttering." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10266951.

Full text

Abstract:

The purpose of this study was to explore how listeners perceived adults who use speech modification techniques for stuttering and how these techniques affect listener comfort. Eighty-nine university undergraduate students completed Likert-type scales and answered descriptive questions to rated four audio samples presenting stuttered speech, prolonged speech, speech with pull-outs, and speech with preparatory-sets.

The results of the scales reveled that listeners perceived the use of preparatory-sets to be a significantly more natural and less handicapping form of speech than the other experimental conditions. No significant differences were found in personality judgments of the speaker. However, all four conditions were rated to have an overwhelmingly negative impression, which was primarily described with negative communication and personality attributes.

Listener comfort was significant more positive in the preparatory-set condition than the other conditions and in the stuttered speech condition compared to the prolonged speech condition. Most participants reported that listener comfort was influenced by the negative speech attributes of each condition, which varied across conditions. The participants were significantly less willing to socially interact with the speakers using prolonged speech.

The results of this investigation supported the use of preparatory-sets to increase perceived speech naturalness, listener comfort, and to decrease perceived handicap. The use of prolonged speech at reduced speech rates should be used with caution as it can lead to increased negative socially interaction and listener comfort. However, all the speech conditions were rated more negatively than the norms for fluent speech. Therefore, counseling and desensitization techniques should be incorporated in interventions for stuttering.

APA, Harvard, Vancouver, ISO, and other styles

23

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

24

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

25

Choo, Ai Leen. "An electromyographic examination of lip asymmetry during speech and non-speech oral movements in adults who stutter." Thesis, University of Canterbury. Psychology, 2008. http://hdl.handle.net/10092/1722.

Full text

Abstract:

Past research investigating stuttering has cited atypical cerebral lateralization in adults who stutter (AWS) during speech production. The purpose of this study was to measure cerebral activation in AWS as indicated by lip asymmetry. The study included five AWS (mean age = 26 years of age) and five adults who do not stutter (AWNS) (mean age = 25 years of age). The tasks included single-word productions, single-sentence readings and lip pursings. The peak electromyographic (EMG) amplitude was determined for the left upper, right upper, left lower and right lower lip quadrants around the mouth. Overall, EMG amplitudes were higher for the lower lip than the upper lip. Based on examination of peak EMG amplitude, significant differences were found between speaker groups. For both speech and non-speech tasks, the highest EMG amplitude for the AWS and AWNS groups were on the left lower and right lower sides of the mouth, respectively. The AWNS group showed strong correlations in EMG activity across the four lip sites (r>0.97), indicating an overall synchronous lip activity during speech and non-speech tasks. In contrast, the AWS group showed a strong correlation (r=0.97) only for the left upper and left lower lips while the other lip pairings were not strongly correlated (r<0.738) indicating otherwise reduced synchronous lip activity. While the small sample size suggests caution, clear differences in the pattern of lip EMG activity demonstrated in the present study provides evidence of differences between AWS and AWNS in the cerebral activation governing lip movement. The greater left lip activity observed in AWS was indicative of greater right hemisphere cerebral activation while increased right lip activity was indicative of greater left hemisphere participation in AWNS. The results of the present study provided support for the hypotheses of reversed lateralization for speech and non-speech processing and reduced coordination of speech musculature in AWS.

APA, Harvard, Vancouver, ISO, and other styles

26

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Freeman, Kathryn L. "Extent and stability of stuttering reduction during choral reading." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0003/MQ36442.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

James, Sarah. "Using the telephone : perspectives of people with stuttering impairment." Thesis, University of Sheffield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392737.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Dworzynski, Katharina. "German and English comparison of fluency development and stuttering." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/1446744/.

Full text

Abstract:

The thesis explored disfluencies in stuttering through linguistic contrasts between English and German. Part one focused on the analysis of speech samples of German speaking adults and children who stutter. Part two analysed bilingual German-English language development aiming to examine whether increased cognitive load of two languages is related to language errors. Since people who stutter do not speak disfluently all the time, but have stretches where speech is fluent, research has investigated whether there is a consistent pattern predicting fluency breakdown (Brown, 1937, 1938a, 1938b, 1938c, 1945; Johnson and Brown, 1939). Inconsistencies across different languages would weaken purely motoric accounts of stuttering. This was analysed with spontaneous speech samples of German speaking people who stutter, from a wide age range (2 years to adult). Previously, mainly in English, an exchange pattern of function and content word disfluencies with age was reported (see Au-Yeung, Howell and Pilgrim, 1998, and Rommel, 2000, for increased function word disfluencies in German children). This pattern was more prominent in German speakers changing from more function words in children to predominantly content word disfluencies in adults. Larger amounts of content word disfluencies in German adults were related to their higher phonetic complexity in comparison to English. Part two of the thesis dealt with factors affecting language development in bilingual infants (language onset to school age) based on the link, identified in the literature, between bilingualism and onset of disfluencies. This part aimed to explore differences in lexical and syntax development (both are influential in the onset of disfluencies in infants who stutter - Bernstein Ratner, 1997), naming errors, and lexical access. The results showed differences concerning the lexicon (i.e. compound nouns - complex content words) and syntax (i.e. word order).The last chapter highlighted aspects of findings that differentiate current models / theories of fluency failure.

APA, Harvard, Vancouver, ISO, and other styles

30

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

31

Young, Janice Kaye. "Temporal Characteristics of Words Surrounding a Moment of Stuttering." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4890.

Full text

Abstract:

Past theories have shown that stuttering results from a breakdown in the speaker's accurate timing of movement from one sound to the next. The efficacy of timing therapies is based on the proposal that stuttering diminishes as the amount of planning time for the phonetic voice-onset coordinations increases (Perkins, Bell, Johnson & Stocks, 1979). Acoustic information as to the parameters of the timing breakdown is critical to designing fluency facilitation and stuttering treatment programs. The present research investigated differences in word durations in the vicinity of the stuttered moment. Durations of words inunediately preceding and following the stutter were examined and compared to the exact words of a corresponding fluent sample from the same speaker. Stimulus material consisted of 83 phonetically balanced sentences read twice by each subject with an imposed 30 minute break between readings to minimize adaptation effects. Data analysis consisted of spectrographic measurement of durations of words (in msec.) inunediately preceding and following the stuttered word and comparison of durations of the same words from the same speaker's fluent production sample. Word durations before the stuttered sample (BSTUT) were compared to word durations before the nonstuttered sample (BNSTUT). A second comparison looked at the duration of a word after a stuttered word (ASTUT), and that of the nonstuttered sample (ANSTUT). One sample, two-tailed t-tests determined the existence of significant differences at the .OS level of confidence in word durations both preceding and following the stuttered moment when compared to word durations of the fluently produced corresponding match. Word duration patterns are consistent with those found by Viswanath (1989) and suggest that the anticipatory effect of the disruption on word duration is strong followed by a recovery period after the stuttered moment. In conclusion, this finding is consistent with theories suggesting that stuttering is a disorder of timing and supports the efficacy of timing therapies in the management of fluency programs (Andrews, Howie, Dosza & Guitar, 1982; Andrews, Guitar & Howie, 1980, Brayton & Conture, 1978, Ingham, Montgomery & Uliana, 1983). There is need for additional research to corroborate present findings.

APA, Harvard, Vancouver, ISO, and other styles

32

Evans, David L. "The Adaptation Effect in Bilingual People who Stutter: An Examination of the Oral-Motor Rehearsal Theory." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/EvansDL2002.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Rezaei-Aghbash, Nasser. "Acoustic characteristics of dysfluent speech : a study of Persian and English." Thesis, University of Sheffield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274967.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Makauskienė, Vilma. "Logopedinės pagalbos mikčiojantiems moksleiviams modeliavimas į vaiką orientuoto ugdymo paradigmoje." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080926_122651-02197.

Full text

Abstract:

Sudėtinga mikčiojimo dinamika, skirtingas šio sutrikimo poveikis komunikacijai ir socialiniam dalyvavimui, aktualizuoja individualius mikčiojančio asmens poreikius atitinkančių pagalbos būdų ir jų derinimo galimybių, aktyvaus mikčiojančiojo ir jo šeimos narių dalyvavimo ugdymo(si) procese, logopedų kompetencijos tobulinimo, mokslinį diskursą. Naujos švietimo politikos, inkliuzinio ugdymo realybės kontekste, išryškėja teorinio ir metodinio pobūdžio, pagalbos mikčiojantiems vaikams, probleminiai klausimai. Disertaciniame tyrime siekiama išsiaiškinti kaip derinami skirtingi logopedinės pagalbos būdai, atsižvelgiant į individualius mikčiojančių moksleivių poreikius, emocinius, kognityvinius ir socialinius mikčiojimo struktūros komponentus, kaip teikiamos pagalbos veiksmingumą vertina ugdymo(si) proceso dalyviai, kuo pasižymi logopedinė pagalba mikčiojantiems moksleiviams taikant į vaiką orientuoto ugdymo principus. Remiantis mikčiojančių moksleivių jų tėvų, logopedų, mokytojų nuomone ir patirtimi, atskleidžiama iki šiol netyrinėta logopedinės pagalbos mikčiojantiems moksleiviams situacija Lietuvoje, apibrėžiami mikčiojimo įveikimo būdai ir metodinės kryptys, identifikuojami teorijos ir logopedinės praktikos prieštaravimai. Atlikto tyrimo tikslas – teorinėmis prielaidomis bei empirinio tyrimo rezultatais sukonstruoti į vaiką orientuoto ugdymo principais grįstą logopedinės pagalbos mikčiojantiesiems modelį, kuris padėtų plėtoti edukacinį teikiamos pagalbos veiksmingumą.
Statistical data shows that adults who stutter constitute 1% and children who stutter from 4–5% of the population. Stuttering therapy is based on the principles of a system of development in relation to other psychological processes, a holistic approach where individual features are emphasized. Thesis research is based on social constructivism, social participation, empowerment theories and child centered educational paradigm. Research aim – to design a model of therapy to pupils who stutter based on child centered educational paradigm. This research (theoretical analysis of stuttering therapy for the pupils who stutter and empirical research, appended with a discussion of foreign scientists) underlined a few essential conclusions, useful while solving problems related to the education of the pupils who stutter, and the potential of implementation of stuttering therapy based on child-oriented educational principles.

APA, Harvard, Vancouver, ISO, and other styles

35

Park, Veronica. "Treatment of Early Childhood Stuttering: Clinical Presentation and Predictors of Outcome." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19937.

Full text

Abstract:

Stuttering typically occurs during the pre-school years. Despite this, there is limited understanding about the profile of children who experience early stuttering. Large prospective studies have identified associated risk factors for onset; however, no studies have been designed specifically to comprehensively explore the profile of early stuttering. Moreover, at present there are no known predictors of treatment outcome. There is evidence to suggest that higher stuttering severity at pre-treatment and longer onsetto- treatment interval predict unfavourable treatment outcome. However, those findings have since been contradicted, and only a small percentage of variance has been explained by regression models. The present thesis aimed to contribute to the knowledge base by conducting two studies using a large clinical cohort. Study 1 aimed to develop a profile of early childhood stuttering by conducting descriptive analyses of predictor variables across multiple domains. Study 2 dealt with regression models using those variables as predictors of short-and medium-term treatment outcome. The present thesis did not reveal anything notable about the demography, speech and language, and psychological function of clinically presenting pre-school children with early stuttering. However, preliminary findings on psychological measures revealed the need to comprehensively explore the psychological function of parents of preschoolers who begin to stutter. Regression models revealed that pre-treatment language skills and temperament characteristics predicted short- and medium-term treatment outcome, respectively. However, the models only explained a small percentage of the variance. This thesis concludes that there is nothing notable about the profile of children who present to clinic for stuttering treatment. Additionally, while there are predictors of treatment outcome that are of theoretical interest, further research is needed to understand their clinical relevance.

APA, Harvard, Vancouver, ISO, and other styles

36

Moyer, Loni. "The role of personal epistemology in selection of stuttering treatment." Thesis, Wichita State University, 2012. http://hdl.handle.net/10057/5602.

Full text

Abstract:

Clinicians’ personal epistemology about stuttering and knowledge may directly affect their clinical decision-making process. The purpose of the current study was to obtain a better understanding of the relationship between clinicians’ epistemological beliefs and their selection of stuttering treatment – fluency shaping or stuttering modification. This study (a) examines the clinicians’ beliefs about the structure and complexity of knowledge and (b) investigates whether clinicians adapt a particular form of epistemological beliefs specific to their treatment preference with persons who stutter (PWS). Participants were 174 certified speech-language pathologists who responded to questionnaires that included a stuttering-specific epistemological beliefs scale and predominant ways of knowing. Results indicate that persons who have higher levels of separate knowing have a preference for the fluency shaping approach with PWS. People who believe knowledge is more complex and is always changing have a preference for the stuttering modification approach. The findings of the current study suggest that clinicians’ personal epistemology (rather than the tenets of evidence-based practice) may be playing a significant role in some clinical decisions.
Thesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders

APA, Harvard, Vancouver, ISO, and other styles

37

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

38

DEL, BEN GIOVANNI. "Brain dynamics of persistent developmental stuttering: a multimodal neurophysiological perspective." Doctoral thesis, Università degli Studi di Trieste, 2021. http://hdl.handle.net/11368/2998950.

Full text

Abstract:

Nelle persone con balbuzie evolutiva, la normale fluenza del linguaggio è spesso interrotta da ripetizioni e prolungamenti involontari di sillabe, parole e suoni e/o da esitazioni e pause ricorrenti. La balbuzie evolutiva è un disturbo che compare nella prima infanzia e spesso scompare spontaneamente durante l’adolescenza tuttavia, in un certo numero di persone persiste nell’età adulta. Sebbene numerosi approcci terapeutici siano attualmente impiegati per il trattamento di questo disturbo, una terapia completamente efficace e risolutiva, specialmente per gli adulti, non è ancora disponibile. Negli ultimi decenni il sistema nervoso centrale di bambini e adulti con balbuzie evolutiva è stato ampiamente studiato in numerosi studi neurofisiologici e di neuroimaging. Tali studi hanno permesso l’identificazione di una serie di “marker neurali” del disturbo, i quali suggeriscono che la balbuzie possa essere il risultato di anomale dinamiche neurali tra network cerebrali coinvolti nella realizzazione di compiti motori, nell'elaborazione del linguaggio e nei processi cognitivi. In particolare, l’evidenza di una anomala attività delle strutture cerebrali coinvolte nella pianificazione, esecuzione e controllo dei movimenti, anche non in concomitanza con compiti di produzione linguistica, ha permesso di ipotizzare che le disfluenze possano essere solamente il sintomo manifesto di un disturbo motorio più generale. Sebbene sia evidente un ruolo cruciale del sistema motorio nella balbuzie, solamente una conoscenza di base dei suoi correlati neurali è attualmente disponibile. Attraverso un approccio neurofisiologico non invasivo e multimodale (TMS, EEG, co-registrazione TMS/EEG e MEG, in combinazione con MRI) questa tesi si prefigge di accrescere la conoscenza del substrato neurale che sottende il meccanismo fisiopatologico della balbuzie evolutiva in età adulta. Lo scopo degli studi presentati in questa tesi è quello di comprendere le dinamiche neurali della balbuzie, di studiare l’influenza reciproca tra diversi distretti muscolari durante l’esecuzione dei movimenti (anche in quelli non collegati al linguaggio) e di comprendere gli effetti dello stress sociale sulla manifestazione delle disfluenze e, perciò, sui meccanismi di preparazione motoria del linguaggio. I risultati evidenziano il ruolo cruciale dell’area supplementare motoria nei meccanismi fisiopatologici della balbuzie e dimostrano come le ridotte attivazioni delle aree motorie e di quelle deputate al controllo del linguaggio nell’emisfero sinistro vengano contrastate da una anomala reazione delle strutture corticali dell’emisfero destro, in un tentativo “tardivo” di compensazione. Evidenziano inoltre come la presentazione di segnali sensoriali esterni possa facilitare la regolazione dei comandi motori, proponendo l’esistenza di un meccanismo attraverso il quale il sistema nervoso può favorire la preparazione ed il controllo delle sequenze motorie. Infine, evidenziano come, nelle persone con balbuzie, lo stress sociale e cognitivo possa modulare negativamente l’attività dell’area supplementare motoria (e delle regioni collegate, come per esempio l’area del cingolo anteriore) interferendo ulteriormente con l’attività neurale dei network motori e del linguaggio che precede la produzione linguistica. L'approccio neurofisiologico multimodale adottato nella presente tesi permette di accrescere la comprensione del substrato neurale che sottende i meccanismi fisiopatologici della balbuzie evolutiva persistente in età adulta. I risultati potranno contribuire al miglioramento delle terapie attualmente disponibili, nonché favorire la realizzazione di nuove e più mirate strategie riabilitative per questo disturbo troppo spesso sottovalutato.
Speech fluency in people with developmental stuttering (DS) is frequently interrupted by involuntary repetitions and prolongations of syllables, words, and sounds and/or by recurrent hesitations and pauses. Usually, DS occurs for the first time in early childhood and often remits spontaneously during puberty. However, in many cases it persists in adulthood. The combination of different therapeutic approaches may result in decent stuttering severity improvements. Nevertheless, a decisive rehabilitative solution, especially for adults, is not yet available. In the last decades, the brain functioning of individuals with DS has been extensively investigated through numerous neuroimaging and neurophysiological studies. A series of “neural markers” suggests that stuttering may be the result of deficient neural dynamics in brain networks that support motor behavior, speech processing, and cognition. Dysfunctional activity within brain structures associated with motor planning, execution, and control is evident also in the absence of speech tasks, thus suggesting that dysfluencies may be only the overt symptom of a more general motor disorder. However, despite the crucial role of the motor system in DS, only a basic knowledge of its neural correlates is still available. By using a multimodal non-invasive neurophysiological approach (e.g. TMS, EEG, TMS/EEG co-registration, and MEG, also in combination with source imaging and structural MRI information), this dissertation intends to fill important research gaps in stuttering, such as those related to i) the dynamics of neural networks in DS, ii) the muscular interplay during movement execution, iii) the effects of “social” stress on dysfluencies and speech motor programs. The results highlight the critical role of the supplementary motor area (SMA) in the disturbance, and show that the often reported left hemisphere speech/motor under-activations may be counteracted by a mechanism in which cortical structures of the right hemisphere may react, in a “delayed” attempt of compensation. They also shed light on how external sensorial cues may help in improving the regulation of neural motor commands, proposing a mechanism by which the neural system may favor the preparation and control of motor sequences. Finally, they show that social and cognitive stress may negatively modulate the activity of the SMA “complex” and related regions, such as the anterior cingulate cortex, further contributing to perturb the neural exchange between speech and motor networks that precedes speech production. As a consequence, the multimodal non-invasive neurophysiological approach adopted in the present dissertation provides further contributions to the current understanding of the neural substrates that underlie the pathophysiological mechanisms of DS. Results may be useful to improve the available rehabilitation strategies, as well as to drive the realization of new and more tailored evidence-based interventions for this under-evaluated disturbance.

APA, Harvard, Vancouver, ISO, and other styles

39

Natarelli, Giulia. "Anxiety and stuttering: filling the research gaps in early adolescence." Doctoral thesis, Università degli studi di Padova, 2018. http://hdl.handle.net/11577/3426700.

Full text

Abstract:

Stuttering is a neurodevelopmental disorder with early childhood onset, characterized by involuntary disruptions in the forward flow of speech as syllable repetitions, prolongations and blocking of sounds (Bloodstein & Ratner, 2008) and maladaptive emotional and behavioral reactions (Iverach, 2014). Stuttering during adulthood is associated with increased risk of anxiety disorders, especially social anxiety disorder (Craig & Tran (2014). The main purpose of this current study was to investigate if the presence of a chronic disorder such as stuttering is associated with an increased risk for development of psychopathological symptoms during the early adolescence. The study examines the relationship between anxiety and stuttering within the framework of the multidimensional interaction model of anxiety and stuttering, in which the behavioral, emotional, cognitive factors, although in a variable way, are all involved in the genesis and maintenance of these two phenomena, therefore, they deserve to be studied in order to design more effective integrated and multidisciplinary treatments. Specifically, we examined whether there is a differential effect of stuttering on anxiety levels and psychopathological symptoms. Furthermore, we examined which potential risk and protective factors may be able to moderate the link between stuttering and anxiety on youths’ socio-emotional functioning. Participants were pre-adolescents who stutter (11–14 years), and matched non-stuttering control pre-adolescents for gender, age and socioeconomic status. Linear regression models and correlation analysis were used to investigate the relationship between stuttering and anxiety, and to evaluate the overall impact of protective and risk psychological factors on this relationship. This study includes a multidimensional approach to the relationship between stuttering and anxiety also through a comprehensive assessment from multiple informants. In this regard, correlation analysis were computed between preadolescents and parents report to investigate possible differences across stuttering e control group.
La balbuzie è un disturbo del neurosviluppo con esordio nella prima infanzia, caratterizzato da involontarie alterazioni della normale fluenza dell’eloquio come ripetizoni di sillabe, prolungamenti e blocchi (Bloodstein & Ratner, 2008), e da reazioni emotive e comportamentali disadattive (Iverach, 2014). In età adulta la balbuzie si associa ad una maggiore rischio di disturbi d'ansia, e nello specifico disturbi d'ansia sociale (Craig & Tran (2014). Principale scopo del presente studio è stato quello di indagare se la presenza di un disturbo di natura cronica come la balbuzie si associ ad un aumentato rischio per lo sviluppo di sintomi psicopatologici durante l'età preadolescenziale. La cornice teorica nella quale si inserisce tale studio è fornita da una concezione multidimensionale e dinamica dei fenomeni, ansia e balbuzie, le cui variabili affettive, cognitive e comportamentali sono importanti mediatori non solo nello sviluppo, ma soprattutto nel mantenimento del disturbo; meritano, quindi, di essere oggetto di studio al fine di progettare trattamenti integrati e multidisciplinari più efficaci. Nello specifico, si è voluto indagare se esiste un effetto differenziale della balbuzie sui livelli d'ansia e sulla presenza di sintomi psicopatologici. Inoltre, si analizzato quali possibili fattori di rischio e di protezione potrebbero moderare la l'associazione tra ansia a balbuzie. I partecipanti dello studio sono stati preadolescenti che balbettano (11-14 anni) e un gruppo di controllo appaiati per genere, età e stato socioeconomico. Modelli di regressione lineare sono stati utilizzati per indagare la relazione tra ansia e balbuzie e per indagare l'impatto complessivo dei fattori di rischio e di protezione su tale relazione. Questo studio include un approccio multidimensionale alla relazione tra ansia e balbuzie attraverso una comprensiva valutazione che si avvale di informatori multipli. A questo riguardo, l'analisi delle correlazioni tra i report genitoriali e quelli dei preadolescenti ha permesso di investigare possibili differenze tra gruppo clinico e di controllo.

APA, Harvard, Vancouver, ISO, and other styles

40

Biondi, Giulia Maria Rosa. "Analisi strumentale della produzione verbale nella disfluenze locutorie." Thesis, Universita' degli Studi di Catania, 2011. http://hdl.handle.net/10761/322.

Full text

Abstract:

Gli studi di brain imaging piu' recenti hanno documentato: iperattivazione di aree motorie, anomala lateralizzazione destra o attivazione bilaterale di aree tipicamente coinvolte a sinistra nei parlatori fluenti, attivazione addizionale di aree motorie e non motorie, assenza di attivazione uditiva bilateralmente ed anomalie nel processamento uditivo, assenza di attivazione nei gangli basali, differenze morfologiche cerebrali tra balbuzienti e normofluenti con anomalie anatomiche nelle aree per la parola ed il linguaggio. L'analisi acustica della produzione verbale dei balbuzienti ha ricevuto negli ultimi anni un interesse crescente da parte di diversi gruppi di ricerca in conseguenza del consolidarsi delle ipotesi che considerano il disturbo di fluenza conseguente un disturbo dei processi motori o sensomotori sottostanti la produzione verbale. Dopo una breve rassegna degli studi relativi agli aspetti acustici della parola del balbuziente con particolare riguardo ai parametri temporali viene proposta una batteria di test strumentali applicabile in ambito clinico. La batteria comprende in particolare il rilevo del Voice Reaction Time, del Voice Onset time e la registrazione della Mismatch Negativity.

APA, Harvard, Vancouver, ISO, and other styles

41

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

Full text

Abstract:

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?

APA, Harvard, Vancouver, ISO, and other styles

42

Jumper, Andrea. "The Influence of Anticipation, Anxiety, and Avoidance on the Stuttering Experience." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10793971.

Full text

Abstract:

Stuttering is a speech disorder recognized in both speech pathology and psychology diagnostic manuals. Overt characteristics of the disorder include prolonged and disrupted speech while covert behaviors include anxiety and avoidance (American Speech-Language Hearing Association, n.d; American Psychiatric Association, 2013). The purpose of this study was to highlight the significant role covert characteristics play in the stuttering experience. Specifically, this study investigated anticipation, avoidance, anxiety, life interference, and self-reported stuttering severity. The data used for this study was archival data collected from 2012–2013 to investigate psychological traits within the stuttering population. The participants were adults who stuttered recruited from online and in-vivo stuttering support groups. Analysis of the data found 1) no significant difference in avoidant behavior between those who do and do not anticipate stuttering events 2) that anxiety and avoidance are positively correlated regardless of ability to anticipate, and 3) that anxiety and avoidance are greater predictors of life interference than self-reported stuttering severity. These finding provide further evidence of the impact of psychosocial traits on the stuttering experience and support the need for comprehensive stuttering interventions.

APA, Harvard, Vancouver, ISO, and other styles

43

Placencia, Nikki J. "Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397764560.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Yarzebinski, Charity Sue. "The Effect of Disclosure on Perceptions of Retail Employers Toward Stuttering." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522789102994694.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Forster, David C. (David Clarke) Carleton University Dissertation Psychology. "Speech-motor control and interhemispheric relations in recovered and persistent stuttering." Ottawa, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

46

Guntupalli, Vijaya K., (Guntupalli) Chaya D. Nanjundeswaran, Joseph Kalinowski, and Vikram N. Dayalu. "Past Speech Therapy Experiences of Individuals Exploring a New Stuttering Treatment." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1766.

Full text

Abstract:

Perceptions of benefits of speech therapy, success of therapy across clinical settings, reasons for returning to therapy, client-clinician relationships, and clinicians' competency were assessed in 57 participants (47 men, 10 women; M age = 34 yr.) trying a new therapy. A majority of respondents had cumulatively five or more years in therapy and at least two stuttering therapies. Respondents rated university or hospital settings as more successful than services in public schools. 70% of the respondents noted difficulty communicating basic needs; they blamed themselves for inability to maintain posttherapeutic gains while perceiving their clinicians to be competent and attentive ? although 47% of the respondents had minimal to no contact with their therapist after therapy.

APA, Harvard, Vancouver, ISO, and other styles

47

Guntupalli, Vijaya K., (Guntupalli) Chaya D. Nanjundeswaran, Joseph Kalinowski, and Vikram N. Dayalu. "The Effect of Static and Dynamic Visual Gestures on Stuttering Inhibition." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1765.

Full text

Abstract:

The aim of the study was to evaluate the role of steady-state and dynamic visual gestures of vowels in stuttering inhibition. Eight adults who stuttered recited sentences from memory while watching video presentations of the following visual speech gestures: (a) a steady-state /u/, (b) dynamic production of /a-i-u/, (c) steady-state /u/ with an accompanying audible 1kHz pure tone, and (d) dynamic production of /a-i-u/ with an accompanying audible 1kHz pure tone. A 1kHz pure tone and a no-external signal condition served as control conditions. Results revealed a significant main effect of auditory condition on stuttering frequency. Relative to the no-external signal condition, the combined visual plus pure tone conditions resulted in a statistically significant reduction in stuttering frequency. In addition, a significant difference in stuttering frequency was also observed when the visual plus pure tone conditions were compared to the visual only conditions. However, no significant differences were observed between the no-external signal condition and visual only conditions, or the no-external signal condition and pure tone condition. These findings are in contrast to previous findings demonstrated by similar vowel gestures presented via the auditory modality that resulted in high levels of stuttering inhibition. The differential role of sensory modalities in speech perception and production as well as their individual capacities to transfer gestural information for the purposes of stuttering inhibition is discussed.

APA, Harvard, Vancouver, ISO, and other styles

48

Haley, James Thomas. "Stuttering, emotional expression, and masculinity: fighting out words, fighting back tears." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/239.

Full text

Abstract:

Stuttering is a developmental disorder which may adversely affect the individual on many functional and emotional levels. Common sequelae of speech disfluency include powerful emotions such as anxiety, shame, and anger, as well as speech-avoidant behaviors. For males, the influence of gender role socialization may present an additional burden. From a traditional perspective of masculinity, emotional expression and exposing one's flaws are strongly discouraged in most forms and contexts and may be seen as signs of weakness. While expression of emotions is a common developmental milestone for many who stutter, it is unclear what impact awareness, repression, and avoidance of emotions have on the well-being of people who stutter. This study explored the effects of disruptions in emotional expression and the influence of masculinity on the impact of disfluency for adult males who stutter (n=65). It was hypothesized that masculine-type emotional restriction would mediate the relationship between disruptions in emotional expression and the perceived impact of stuttering. Regression analysis revealed disruptions in emotional expression accounted for 25% of the variance in self-reported perceptions of stuttering, and self-regulation of emotion was negatively correlated with perceived impact of stuttering. Contrary to hypothesis, masculine-type emotional restriction was not significantly correlated with perceived impact of stuttering and thus invalidated impetus for mediation analysis. Implications and suggestions for further exploration are discussed.

APA, Harvard, Vancouver, ISO, and other styles

49

Januškevičiūtė, Deimantė. "Bendrojo lavinimo mokyklos mokinių kiekybinis ir kokybinis mikčiojimo sunkumo įvertinimas." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110802_155117-89697.

Full text

Abstract:

Bakalauro darbe analizuojami išoriniai ir vidiniai mikčiojimo požymiai, mokinių požiūrio į mikčiojimą ir emocijų įvertinimo metodikos, mikčiojimo požymių įvertinimo metodikos, analizuojamas mikčiojimo sunkumo laipsnių nustatymas. Suformuluotas tyrimo tikslas, kuriuo buvo siekiama kiekybiškai ir kokybiškai įvertinti mikčiojančių mokinių užsikirtimų dažnumą, pobūdį, įvertinti lydimuosius judesius, remiantis metodiniais Mikčiojimo sunkumo metodikos (SSI) nurodymais ir atskleisti kiekybinio mikčiojimo požymių įvertinimo galimybes. Tyrimas atliktas stebėjimo metodu, o stebėjimo duomenims papildyti atliktas interviu. Tyrime dalyvavo 27 mikčiojantys moksleiviai, kurie atliko nurodytas skaitymo ir spontaniško bei pasakojimo pagal paveikslėlius užduotis. Stebėjimo metodu buvo siekiama įvertinti moksleivių mikčiojimo ypatumus, o interviu metodas papildė tyrimą atskleisdamas mikčiojančių mokinių požiūrį į savo mikčiojimą, emocines reakcijas, problemos įveikimo galimybes. Tyrimu nustatyta, jog daugumai mikčiojančių moksleivių būdingiausi išoriniai mikčiojimo požymiai yra: skiemenų ir garsų kartojimas, garsų tęsimas, blokai. Stipresnis mikčiojimas, didesnis užsikirtimų dažnumas būdingas berniukams labiau negu mergaitėms. Taip pat berniukų tarpe pastebėti žymesni lydimieji judesiai. Mikčiojančiųjų požiūris į savo kalbėjimo problemą ir emociniai išgyvenimai skirtingi kiekvieno mokinio atveju. Nors pastebėta tendencija, kad mokiniai linkę neigiamai apibūdinti mikčiojimą. Nepaisant to... [toliau žr. visą tekstą]
The present Bachelor Thesis analyses external and internal features of stuttering, pupils' attitude towards stuttering and emotional assessment techniques, stuttering symptoms assessment methodology and analysis of degree of severity of stuttering. A research aim has been formulated in order to assess quantitatively and qualitatively stuttering events frequency, nature, to asses physical concomitants, stuttering severity on the basis of methodological procedures (SSI) directives and reveal the quantitative assessment of potential stuttering evidence. The study was conducted the monitoring method and monitoring data to supplement an interview. The study involved 27 stuttering students who have done the reading and spontaneous images and narrative in accordance with the task. Observation method was used to assess students' characteristics of stuttering and interview method completed a study revealing about students' views of their stuttering, emotional reactions to overcome problems of access. The study found that most typical stuttering students external signs of stuttering: the repetition of sounds and syllables, sound extension, blocks. Might stuttering, increased stuttering events frequency is characterized by more boys than girls. Also, boys reported more significant among the physical concomitants. Stuttering student’s approach to his speech problem, and different emotional experiences of each student's case. Although the observed trend that students tend to negatively... [to full text]

APA, Harvard, Vancouver, ISO, and other styles

50

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Stuttering'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles