Speech disruptions in relation to language growth in children who stutter: An exploratory study

Wagovich, Stacy A.; Hall, Nancy E.; Clifford, Betsy A.

doi:10.1016/j.jfludis.2009.09.004

Cited by 31 publications

(29 citation statements)

References 46 publications

(69 reference statements)

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“…This trend could be explained by the relationship between speech disfluency and age of the children (5 to 6 years old). Indeed, the children in the study have high age considering language development, confirming that the occurrence of hesitation tends to broadly stable throughout the child development (1,3,5) . The tendency of nonoccurrence of hesitations in the beginning of utterances in children may also be due to the familiarity of the children with the issues brought up at the time of the interviews (which were previously worked in the educational workshops organized one week before the interviews) because fluency may depend also on the child's ability to understand the morphosyntactic structure of the utterances (5) .…”

Section: Discussionsupporting

confidence: 65%

“…Indeed, the children in the study have high age considering language development, confirming that the occurrence of hesitation tends to broadly stable throughout the child development (1,3,5) . The tendency of nonoccurrence of hesitations in the beginning of utterances in children may also be due to the familiarity of the children with the issues brought up at the time of the interviews (which were previously worked in the educational workshops organized one week before the interviews) because fluency may depend also on the child's ability to understand the morphosyntactic structure of the utterances (5) . Finally, although this investigation has prioritized only the analysis of the beginnings of utterances, the hesitations tend to not to cluster at the beginning, middle, or end of the spoken texts, but rather to distribute along the spoken production (13) .…”

Section: Discussionsupporting

confidence: 65%

“…In a first set of studies, the focus lies on how the aspects of fluency and/or disfluency of speech indicate what is considered as normal or pathological in language acquisition. Therefore, in this research, both the disfluencies considered common to all speakers and the ones seen as more typical of individuals diagnosed with stuttering were analyzed (1)(2)(3)(4)(5)(6)(7) . In a second set of studies, the analysis of hesitations is in the context of relationships between subjectivity and stuttering.…”

Section: Introductionmentioning

confidence: 99%

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Language acquisition: hesitations in the question/answer dialogic pair

Chacon

Villega

2015

CoDAS

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PURPOSE: (1) To verify the existence (or not) of hesitation marks in the beginning of utterances in children's discourse; and (2) to determine to what extent the presence/absence of these marks could be explained by retrievable facts in the production conditions of their discourses. METHODS: Interview situations with four children aged 5-6 years attending Kindergarten level II in a public preschool at the time of the data collection were analyzed. The interviews were recorded on audio and video, inside a soundproof booth, with high fidelity equipment. Afterwards, the recordings were transcribed by six transcribers that were specially trained for this task. Transcription rules that prioritized the analyses of hesitations were used. For the analysis of retrievable facts in the production conditions of children's discourse, the dialogic pair question-answer was adopted. RESULTS: A correlation between presence/absence of hesitation in the beginning of utterances in children and type of question (open/closed) made by the collocutor was observed. When the question was closed ended, the utterances were preferably initiated without hesitation marks, and when the question was open ended, the utterances were preferably initiated with hesitation marks. CONCLUSION: The presence/absence of hesitation marks in the beginning of utterances in children was found to be dependent on the production conditions of their discourses.

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Section: Discussionsupporting

confidence: 65%

Section: Discussionsupporting

confidence: 65%

Section: Introductionmentioning

confidence: 99%

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Language acquisition: hesitations in the question/answer dialogic pair

Chacon

Villega

2015

CoDAS

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“…Among these factors, it is important to highlight the age, gender, duration and typology of disfluency prenatal, natal, or neonatal morbid history, family history and physical and emotional stresses that occurred near the onset of the disorder (10) . The disfluencies generally begin between the ages of two and five years old (11)(12)(13)(14)(15) , with a mean age of 30 months (15) . Furthermore, the literature (16) indicates that most children who stutter manifest the disorder when they are around four years old.…”

Section: Introductionmentioning

confidence: 99%

Fatores de risco para gagueira em crianças disfluentes com recorrência familial

Oliveira

Cunha

Santos

2013

Audiol., Commun. Res.

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Purpose: To characterize the factors gender, age, duration and typology of the disfluencies; physical and emotional stresses in children with high risk for stuttering and with familial recurrence of the disorder. Methods:Sixty-five children with high risk for developmental familial stuttering of both genders, with ages between 3 and 11 years and 11 months. The data were gathered through the Protocol of Risk for the Developmental Stuttering. Results: In our findings the ratio male:female was 2.8:1, and the majority of the children were aged 3 years old. Significantly more children presented more than 12 months' duration of the disfluencies when compared to children that presented 6 to 12 months' duration. The majority showed some emotional stress and didn't show any physical stress. Conclusion: The results of this study suggest that children with familial recurrence of stuttering, male, with 3 years old, with stuttering--like disfluencies (SLD) lasting for more than 12 months and with the occurrence of emotional stresses are the children that present the higher risk for the development of the persistent stuttering.

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“…Therefore, considerable attention has been paid to the relation between speech-language development and childhood stuttering (e.g., Anderson, 2007;Hakim & Ratner, 2004;Ntourou, Conture, & Lipsey, 2011;Richels, Buhr, Conture, & Ntourou, 2010;Seery, Watkins, Mangelsdorf, & Shigeto, 2007;Wagovich, Hall, & Clifford, 2009). Findings generally have shown that speech-language characteristics are related to instances, distribution, and loci of stuttering (e.g., Howell & Au-Yeung, 1995;Logan & Conture, 1997;Natke, Sandrieser, van Ark, Pietrowsky, & Kalveram, 2004;cf.…”

mentioning

confidence: 99%

Speech-Language Dissociations, Distractibility, and Childhood Stuttering

Clark

Conture

Walden

et al. 2015

Am J Speech Lang Pathol

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Purpose: This study investigated the relation among speech-language dissociations, attentional distractibility, and childhood stuttering. Method: Participants were 82 preschool-age children who stutter (CWS) and 120 who do not stutter (CWNS). Correlationbased statistics (Bates, Appelbaum, Salcedo, Saygin, & Pizzamiglio, 2003) identified dissociations across 5 normbased speech-language subtests. The Behavioral Style Questionnaire Distractibility subscale measured attentional distractibility. Analyses addressed (a) between-groups differences in the number of children exhibiting speechlanguage dissociations; (b) between-groups distractibility differences; (c) the relation between distractibility and speech-language dissociations; and (d) whether interactions between distractibility and dissociations predicted the frequency of total, stuttered, and nonstuttered disfluencies.Results: More preschool-age CWS exhibited speechlanguage dissociations compared with CWNS, and more boys exhibited dissociations compared with girls. In addition, male CWS were less distractible than female CWS and female CWNS. For CWS, but not CWNS, less distractibility (i.e., greater attention) was associated with more speechlanguage dissociations. Last, interactions between distractibility and dissociations did not predict speech disfluencies in CWS or CWNS.Conclusions: The present findings suggest that for preschool-age CWS, attentional processes are associated with speech-language dissociations. Future investigations are warranted to better understand the directionality of effect of this association (e.g., inefficient attentional processes → speech-language dissociations vs. inefficient attentional processes ← speech-language dissociations).

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Speech disruptions in relation to language growth in children who stutter: An exploratory study

Cited by 31 publications

References 46 publications

Language acquisition: hesitations in the question/answer dialogic pair

Language acquisition: hesitations in the question/answer dialogic pair

Fatores de risco para gagueira em crianças disfluentes com recorrência familial

Speech-Language Dissociations, Distractibility, and Childhood Stuttering

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