Developmental trends of early childhood stuttering: Recovery and chronicity

Yairi, Ehud; Ambrose, Nicoline Grinager

doi:10.1016/0094-730x(94)90215-1

Cited by 65 publications

(185 citation statements)

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“…As noted above, reliance on parental report without priming parents for which speech features to monitor for may have resulted in cases of mild stuttering being missed. Nonetheless, parental report of stuttering is usually highly accurate (Einarsdottir & Ingham, 2009;Reilly et al, 2009;Yairi & Ambrose, 2005), and the validity of the present study is further supported by the fact that the male:female ratio is consistent with that found in other studies where stuttering has been diagnosed by a clinician (Yairi & Ambrose, 2013).…”

Section: Discussionsupporting

confidence: 81%

Behavioural, emotional and social development of children who stutter

McAllister

2016

Journal of Fluency Disorders

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Purpose: Developmental stuttering may be associated with diminished psychological wellbeing which has been documented from late childhood onwards. It is important to establish the point at which behavioural, emotional and social problems emerge in children who stutter. Methods:The study used data from the Millennium Cohort Study, whose initial cohort comprised 18,818 children. Analysis involved data collected when the cohort members were 3, 5 and 11 years old. The association between parent-reported stuttering and performance on the Strengths and Difficulties Questionnaire was determined in regression analyses which controlled for cohort members' sex, verbal and non-verbal abilities, maternal education, and family economic status. Results:Compared with typically-developing children, those who stuttered had significantly higher Total Difficulties scores at all three ages; in addition, scores on all of the sub-scales for 5-year-olds who stuttered indicated poorer development than their peers, and 11-year-olds who stuttered had poorer development than peers in all areas except prosocial skills. At ages 5 and 11, those who stuttered were more likely than peers to have scores indicating cause for clinical concern in almost all areas. Conclusion:Children who stutter may begin to show impaired behavioural, emotional and social development as early as age 3, and these difficulties are well established in older children who stutter. Parents and practitioners need to be aware of the possibility of these difficulties and intervention needs to be provided in a timely fashion to such difficulties in childhood and to prevent the potential development of serious mental health difficulties later in life.

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Section: Discussionsupporting

confidence: 81%

Behavioural, emotional and social development of children who stutter

McAllister

2016

Journal of Fluency Disorders

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“…The advantage of using preschool CWS as participants is that they are closer to the median age of onset of stuttering, which is approximately 30 to 38 months of age (Yairi & Ambrose, 2005). As they age, children who continue to stutter tend to develop more negative feelings and attitudes about themselves and their stuttering, increase their level of awareness, and produce more avoidance behaviors and tense physical struggles or body movements during stuttering (Guitar, 2006).…”

Section: Discussionmentioning

confidence: 99%

Age of acquisition and repetition priming effects on picture naming of children who do and do not stutter

Anderson

2008

Journal of Fluency Disorders

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The effects of age of acquisition and repetition priming on picture naming latencies and errors were studied in 22 children who stutter (CWS) and 22 children who do not stutter (CWNS) between the ages of 3;1 and 5;7. Children participated in a computerized picture naming task where they named pictures of both early and late acquired (AoA) words in two consecutive stages. Findings revealed that all children's picture naming latencies and errors were reduced following repetition priming and in response to early AoA words relative to late AoA words. AoA and repetition priming effects were similar for children in both talker groups, with one exception. Namely, CWS benefitted significantly more, in terms of error reduction, than CWNS from repetition priming for late AoA words. In addition, CWNS exhibited a significant, positive association between linguistic speed and measures of vocabulary, but CWS did not. These findings were taken to suggest that the (a) semanticphonological connections of CWS may not be as strong as those of CWNS, and (b) lexical measures may not be sensitive enough to differentiate CWS from CWNS in lexically-related aspects of language production.

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“…Ambrose and Yairi [3] described other kinds of disfluencies as 'other disfluencies' (OD), for example, interjections (e.g., 'um'), revision or abandoned utterances (e.g., 'Mon ate/ Mon fixed dinner', 'I want/Hey look at that') and multisyllable or phrase repetitions (e.g., 'because because', 'I want I want to go'). Conture [1] and Yairi and Ambrose [4] suggested a criterion of 3% SLD per total number of words as one useful means to help distinguish stuttering from nonstuttering children.…”

Section: Introductionmentioning

confidence: 99%

“…The types of speech disfluencies most frequently associated with stuttering are: within-word disfluencies (i.e., prolongations, blocks and sound and syllable repetitions) and monosyllabic repetitions [1,[3][4][5] . Betweenword disfluencies (i.e., short monosyllabic whole-word repetitions, polysyllabic whole-word repetitions, revisions, interjections) occur in the speech of both stuttering and normally fluent individuals [6][7][8] .…”

Section: Introductionmentioning

confidence: 99%

“…Several studies suggested that instances of stuttering or SLD are more frequent in the speech samples of individuals diagnosed as stutterers compared to individuals considered fluent speakers [1,[3][4][5][9][10][11][12] . In general, the mean frequency of SLD in the speech of stuttering children reported varies between 9.6 and 16.9%, while in normally fluent controls the mean frequency varies between 1.2 and 3.02% [4] .…”

Section: Introductionmentioning

confidence: 99%

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Speech Disfluency Types of Fluent and Stuttering Individuals: Age Effects

Juste

Andrade²

2010

Folia Phoniatr Logop

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Objective: The purpose of the present study was to quantify and compare the typology of speech disruptions presented by stuttering and fluent Brazilian Portuguese-speaking children, adolescents and adults. Subjects and Methods: Participants were 150 individuals, with ages between 4.0 and 49.11 years, who were divided into six groups: children who stutter (n = 25), children who do not stutter (n = 25), adolescents who stutter (n = 25), adolescents who do not stutter (n = 25), adults who stutter (n = 25) and adults who do not stutter (n = 25). For each participant, the frequency of stuttering-like disfluencies (SLD) and other disfluencies was calculated based on the video recordings of spontaneous speech samples. Results: The results obtained for SLD were significant when comparing stuttering and fluent individuals. In children who stutter, adolescents who stutter, and adults who stutter, a higher frequency of SLD was found. Other disfluencies did not differentiate the groups. Conclusion: The age factor did not qualify quantitatively any of the groups, but indicated qualitative differences (in terms of the type of speech disfluencies) between groups. The results revealed similarities when compared with studies carried out in different languages.

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Developmental trends of early childhood stuttering: Recovery and chronicity

Cited by 65 publications

References 0 publications

Behavioural, emotional and social development of children who stutter

Behavioural, emotional and social development of children who stutter

Age of acquisition and repetition priming effects on picture naming of children who do and do not stutter

Speech Disfluency Types of Fluent and Stuttering Individuals: Age Effects

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