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PubMed2002

Diagnosing stuttering in the school environment.

School speech-language pathologists work in settings that present multiple challenges to diagnosing stuttering in students. Perceiving stuttering as a communication impairment allows integration of various issues with criteria from the Individuals with Disabilities Education Act 1997 into an effective diagnostic plan. Assessment from multiple perspectives reveals motor, linguistic, social, affective, and cognitive issues related to communication and educational competencies. Common sense and pragmatic communication concerns related to children who stutter are described. Clinical questions, observations, issues, and tasks are explored as parts of the assessment process. The multidimensional assessment of student-centered issues helps the clinician determine eligibility qualifications, develop individual education plans, and meet full-inclusion educational requirements.

Child↗
PubMed2002

Strategies for addressing bullying with the school-age child who stutters.

This article outlines basic principles for helping school-age children who stutter to deal with bullying. Bullying may affect children's school performance and feelings of self-worth and lead to depression and feelings of helplessness and loneliness. Bullying can also exacerbate stuttering behavior, increase negative emotions and negative thoughts, and reduce therapy progress. A variety of techniques can be implemented as part of the overall treatment process to help children deal with bullying. These techniques can improve children's overall success in treatment by helping them develop socially appropriate responses to bullying, reduce or prevent negative emotion that may result from stuttering, and feel more comfortable in applying speech management skills learned in treatment.

Child↗
PubMed2003

The role of stuttering specialists in the school setting.

The role of the fluency specialist, including how the school-based speech-language pathologist (SLP) and specialist can coordinate effective service for children who stutter is the primary focus of this article. The fluency specialist, who is either an employee of the school district or an outside consultant, addresses the needs of a particular child and/or clinician. Basic challenges of providing fluency intervention in a school setting and locating a fluency specialist with whom to work are addressed. The optimal skills that fluency specialists need to demonstrate are addressed in relation to their ability to assist professionals in their treatment of a stuttering disorder. To further clarify the coordination process between the fluency specialist and the school-based SLP, three models of collaboration are elaborated, all in pursuit of providing the highest quality of service possible for children who stutter in the school setting.

Child↗
PubMed1997

Parents as partners in the treatment of childhood stuttering.

Speech-language pathologists involved in treating childhood stuttering have increasingly emphasized the need for parental involvement in intervention. In this article, we review prevailing theoretical models of stuttering and illustrate various ways in which these models can be used to guide practitioners in determining how best to include parents in intervention. We argue that successful parental involvement depends upon the ability of parents and clinicians to reach consensus on issues such as the parents' role in the onset and development of stuttering, the rationale for including parents in fluency intervention, and the importance early intervention. The article concludes with a discussion of specific ways that parents can assist in intervention through modeling, managing conversational pace and complexity, and, in some cases, directly instructing their children.

Child↗
PubMed1997

The role of support groups and stuttering therapy.

Support groups for individuals who stutter provide an opportunity for consumers to incorporate emerging or newly learned fluency skills in speaking situations outside of the speech-language clinic. One major theme of this article is to promote the idea that support groups can be utilized by clinicians and consumers as an important adjunct to fluency therapy. In addition to addressing feelings and attitudes associated with stuttering, the supportive environment of such groups serves to provide individuals who stutter with opportunities to work on improved communication skills with several different communication partners. For many, this is an important step in the successful transfer of fluency skills from the clinic to the "real world."

Cooperative Behavior↗
PubMedDate not supplied

A preliminary investigation of the impact of stuttering on language use.

This paper reflects on the application of Systemic Functional Linguistics (SFL) to the field of stuttering. It is argued that the SFL theory may offer insight into the impact that stuttering has on language use. Two case studies are presented to illustrate the application of SFL theory. The two SFL analyses found to be of most use in this pilot study were the analysis of how language is modulated in response to interpersonal aspects of communication (modality) and the analysis of how information is foregrounded (theme). The implications of applying the SFL model to consideration of the utilisation of language resources in people who stutter are discussed.

Adult↗
PubMedDate not supplied

Novel speech patterns and the treatment of stuttering.

Variants of rhythmic speech and legato speech have been used for centuries to treat stuttering. Despite considerable empirical and theoretical inquiry, the reason for the effectiveness of these novel speech patterns in suppressing stuttering is unknown. Recent acoustic research conducted at the University of Sydney suggests that a reduction in the variability of syllabic stress is a critical feature of these two speech patterns, and that this reduction suppresses stuttering by stabilizing the speech motor system. This paper reviews what is known about rhythmic speech and legato speech from this perspective, and the theoretical and clinical implications of reconceptualizing them in this way are discussed.

History, 18th Century↗
PubMedDate not supplied

Developmental stuttering: manifestations, treatment and dental implications.

Developmental stuttering (DS) is a disturbance in the normal fluency and time patterning of speech resulting in involuntary repetition, prolongation, or cessation of sound. The scientific literature has implicated the lack of strong left cerebral dominance and abnormal levels of the neurotransmitters dopamine and possibly serotonin in regions of the brain controlling the coordination of language processing and motor activity of the vocal apparatus as possible causative factors in DS. Speech-language therapy is the most common form of treatment, but antipsychotic, antidepressant, and anxiolytic medications may be prescribed for some children and adults with persistent stuttering. These medications may cause xerostomia and adversely interact with certain antibiotics, analgesics, and sedatives routinely used in dentistry. Some people who stutter have sensory-motor and tactile-proprioceptive deficits that impede accurate and timely movements of the mandible, lips, and tongue, necessitating protection of the airway by staff during dental care.

Anti-Anxiety Agents↗
PubMed2003

Self-contained in-the-ear device to deliver altered auditory feedback: applications for stuttering.

The design and operating characteristics of the first self-contained in-the-ear device to deliver altered auditory feedback is described for applications with those who stutter. The device incorporates a microdigital signal processor core that reproduces the high fidelity of unaided listening and auditory self-monitoring while at the same time delivering altered auditory feedback. Delayed auditory feedback and frequency-altered feedback signals in combination or isolation can be generated to the user in a cosmetically appealing custom in-the-canal and completely-in-the-canal design. Programming of the device is achieved through a personal computer, interface, and fitting software. Researchers and clinicians interested in evaluating persons who stutter outside laboratory settings in a natural environment and persons who stutter looking for an alternative or adjunct to traditional therapy options are ideal candidates for this technology. In both instances an inconspicuous ear level alternative to traditional body worn devices with external microphones and earphones is offered.

Amplifiers, Electronic↗
PubMed1977

Neurological stuttering-a clinical entity?

Stuttering associated with neurological pathology in normal adult speakers is uncommon, has no consistent clinicopathological picture, and its significance is too easily dismissed. A case is reported showing that stuttering may be a presenting symptom of progressive neurological disease, and another case demonstrates that a speech disorder which is indistinguishable from common stuttering may follow cerebral follow injury in adulthood.

Adult↗
PubMed1999

Developmental stuttering and Parkinson's disease: the effects of levodopa treatment.

The effects of dopamine on developmental stuttering was studied in a 44 year old man with developmental stuttering and Parkinson's disease during three levodopa "on" periods and three "off" periods. When compared with the "off" periods, during the "on"' periods he demonstrated an increase of speech dysfluencies. These findings lend support to the dopamine hypothesis of developmental stuttering.

Adult↗
PubMed2005

Stuttering due to ischemic stroke.

Acquired stuttering is a disorder of the fluency of speech. The mechanism underlying stuttering is unknown. It may occur after bilateral and unilateral cortical or subcortical brain damage. We report two cases who had stuttering resulting from left parietal infarction.

Aged↗
PubMed1999

Public awareness of stuttering.

The results are reported of a questionnaire study into the awareness of stuttering of lay persons in part of Belgium. 1,362 subjects were interviewed. Questions pertained to various aspects of stuttering including prevalence, onset, gender distribution and occurrence in different cultures, cause, treatment, intelligence and hereditariness. Although most respondents were to some extent familiar with stuttering, their overall knowledge of the disorder appeared generally limited.

Adult↗
PubMedDate not supplied

[Reduction of stuttering frequency using frequency-shifted and delayed auditory feedback].

In 12 stuttering subjects the fluency enhancing effect of delayed auditory feedback (DAF) and frequency-shifted auditory feedback (FAF) was compared. The subjects had to read three passages consisting of 300 syllables under simultaneous auditory feedback, DAF (delay time: 53 ms) and FAF (frequency shift: -(1/2) octave). Stuttering frequency and percentage of discontinuous speech time were determined. Only under DAF a fluency enhancing effect in the mean values was observed, but not under FAF. However, in 4 subjects a reduction in stuttering frequency of 50% occurred. The conclusion is drawn that the use of FAF as a prosthetic device is limited. The relationship between prolonged speech and fluency enhancing is discussed.

Adult↗
PubMed1994

Of what value is a measure of the stutterer's fluency?

The fluency of the stutterer is discussed in terms of how this has contributed to information on stuttering, measurement of efficacy of therapy and possible therapeutic implications. Much research on physiological aspects of stuttering has relied on analysis of fluent tokens and the validity of this is questioned. Use of largely perceptual measures of the quality of fluency after therapy is evaluated and the therapeutic implications of these findings are discussed.

Humans↗
PubMed1994

Stuttering therapy in 1837 and a young boy's dramatic experience.

This is a historical account of the first known case of stuttering therapy in Norway. In his autobiography, school administrator and politician Nils Hertzberg relates how he in 1837 as a 10-year-old boy travelled on horseback, skis and by boat across Norway from west to east and back in order to receive therapy from a travelling German speech teacher C.F. Bansmann. The article provides extracts from the exciting and dramatic journey, describes Bansmann's method and offers some comments on stuttering and stuttering therapy.

History, 19th Century↗
PubMed1997

Effect of acoustical, visual and tactile reverberation on speech fluency of stutterers.

The study presents the comparison of the effects of reverberation transmitted via single and combined channels (auditory, visual and tactile) on the speech of stutterers. The dependence of stuttering intensity and speech velocity upon reverberation time was determined. For all transmission channels the stuttering intensities and the speech velocities decreased with the increase in reverberation time. The results were analyzed statistically by means of the ANOVA method. It was proven that the corrective effects of visual reverberation and tactile reverberation were comparable. Reverberation transmitted via the auditory channel was more effective than when transmitted via the visual or tactile channels. Connecting the visual and tactile channels with the auditory channel has no influence on the effectiveness of reverberation.

Adolescent↗
PubMedDate not supplied

Effects of alterations in auditory feedback and speech rate on stuttering frequency.

This study investigated the effects of altered auditory feedback on stuttering frequency during speech production at two different speech rates, Nine stutterers, who exhibited at least 5% dysfluency during a reading task, served as subjects. They read eight different passages (each 300 syllables in length) while receiving four conditions of auditory feedback: nonaltered, masking, delayed, and frequency altered. For each auditory feedback condition, subjects read at both a normal and a fast rate. Results indicated that stuttering frequency was significantly decreased during conditions of delayed and frequency altered auditory feedback at both speech rates (p < 0.05). These findings refute the notion that a slowed speech rate is necessary for fluency enhancement under conditions of altered auditory feedback. Considering previous research and the results of this study, it is proposed that there may be two interdependent factors that are responsible for fluency enhancement: alteration of auditory feedback and modification of speech production.

Adolescent↗