The present study traces changes in linguistic complexity in the context of fluency development in four preschool children treated with the Lidcombe Program for Early Stuttering Intervention. Standardized tests of language and phonology were administered pre-treatment. Spontaneous language samples were collected for each participant at 5 preset intervals during the treatment phase. Samples were analyzed for Mean Length of Utterance, Number of Simple and Complex Sentences, Number of Different Words, Morphosyntactic Accuracy, Percentage of Stuttered Syllables and Normal Speech Dysfluencies, and Loci of Stuttered Moments. Analysis of the data revealed that all participants presented with language skills in the average and above average range, and achieved an increase in stutter-free speech without decreasing their linguistic complexity. However, all children scored consistently below the average range in Number of Different Words. Theoretical implications, as well as clinical implications and directions for future research are discussed.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.19408 |
| Date | January 2003 |
| Creators | Lattermann, Christina |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Science (School of Communication Sciences and Disorders) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 002009002, Theses scanned by McGill Library. |
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