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Thesis (Ph.D.)--Boston University / The Problem. Theories concerning the origin and treatment of stuttering have varied widely. Older theories have been highly speculative, while a more systematic clinical and experimental approach has been prevalent lately. A major weakness of research studies has been the lack of adequate conceptual schemes for systematizing the data and the absence of specific hypotheses to be tested. In this study recent findings in genetic psychology, in the psychology of language, and in the psychoanalytic study of ego development have been utilized for the formulation of a "developmental crisis" theory of stuttering. The onset of stuttering has been interpreted as the result of a crisis in language learning coincident with a crisis in the relationship between mother and child. [TRUNCATED]

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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.

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]

Stuttering is a universal phenomenon that has been identified in ethnic and cultural groups around the world. While it has been suggested that attitudes toward stuttering are different for various cultural groups, knowledge of, and attitudes toward stuttering have not been studied extensively across cultures. The purpose of the present study was twofold: (1) to investigate the awareness and perception of stuttering for American children age 3 to 7 from diverse cultures, and (2) to compare those to findings of awareness and perception of stuttering for children from Israel and America. Sixteen children in four different age groups were asked to complete three different types of experimental tasks after watching a video of fluent and disfluent identical seal puppets. The participant’s awareness of disfluency was assessed through discrimination between fluent and disfluent speech and identification of the puppet who spoke like them. Perception was addressed through labeling and evaluation of fluent and disfluent speech. Results revealed that at as young as age 3 some children began to demonstrate accurate awareness of disfluent speech. However, the highest level of accuracy was not demonstrated in the majority of participants until age 7. In addition, results further revealed across all age groups that children were more accurate when discriminating between fluent and disfluent speech than identifying it. Similarities and differences between previous studies that have used the same experimental stimuli (i.e., Ambrose & Yairi, 1994; Ezrati-Vinacour et al., 2001) are discussed. The lack of diverse cultural participants and its resulting effects on the present study’s recruitment methodologies are also discussed. / text

Previous research has indicated that the use of self-disclosure statements may be beneficial in improving listener’s perceptions of a speaker who stutters. While some research to this point is available concerning the perceptions of adults, this theory has not been studied in school-age populations. In addition, information about the perceptions of listeners who are also stutterers is unexplored. This study seeks to address these voids in the literature and also to explore the impact of gender bias in the context of self-disclosure. This study seeks to bolster the evidence-based practice for the technique of self-disclosure and to better understand the perceptions of school-age listeners. Such information could improve treatment delivery and outcomes as part of a comprehensive intervention program for individuals who stutter. Research objectives were explored by exposing participants to two of four possible videos of a speaker who stutters (a male who self-discloses, male who does not self-disclose, female who self-discloses, and a female who does not self-disclosure). Directly after viewing the videos the participant completed a survey probing for perceptions of the speaker, information about their experience with and knowledge of stuttering, and allowing for additional comments to be reported. Results indicated a preference for the speaker who self-disclosed. However, some differences were noted between then listener groups (stutterers versus. non-stutterers). The participants who stuttered tended to be less impacted by the presence or absence of a self-disclosure; they more often reported perceiving “no difference” between the speakers across a variety of traits in comparison to the participants who do not stutter. These results indicate that individuals who stutter and individuals who do not stutter may perceive the use of self-disclose differently. Results, in regards to gender bias, were inconclusive. In summary, results from the current study add to the body of research supporting the use of self-disclosure statements and suggest that individuals who stutter may perceive their use differently than individuals who do not stutter. / text

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This research examined the relationship between the degree of maintained fluency improvement and the type of language used to respond to questions directly and indirectly related to speaking behavior. The subjects included sixteen former Portland State University stuttering clients who had participated in the Ginter (1979) study on fluency maintenance. The subjects responded to a thirteen item questionnaire dealing with themselves and their speaking behavior. Responses were recorded on the Modified Thematic Analysis Form developed by this examiner and analyzed according to guidelines set down by Stone and Casteel (1975) and this examiner.

Development of fluency has always been an important focus of stuttering research. However, to date there are no standardized norms on the development of fluency. Reliable and valid information regarding the normal development of fluency is necessary in order to deferentially diagnose normal disfluency from incipient stuttering. Establishment of norms for part-word repetitions is especially important since this type of disfluency has traditionally been considered an indicator of early stuttering. The present study sought to contribute to the investigation of the development of fluency by examining the frequency of occurrence of repetitions in 30- to 36-month-old males.