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Ehud Yairi - One of the best experts on this subject based on the ideXlab platform.
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Stuttering foundations and clinical applications
2014Co-Authors: Ehud Yairi, Carol Hubbard SeeryAbstract:Part I: Nature of Stuttering 1 What Is Stuttering? 2 Who and How Many Stutter? 3 When and How Does Stuttering Begin? How Does It Develop? 4 Where Does Stuttering End? What are its Advanced Characteristics? Part II: Explanations of Stuttering 5 Why Do People Stutter? Evaluating Theories and Models 6 Is Stuttering Psychological? Theories and Investigations 7 Is Stuttering Biological? Theories and Investigations Part III: Clinical Management of Stuttering 8 Assessment of Adults and School-Age Children 9 Assessment of Preschool-Age Children 10 Stuttering Therapy Overview: Issues and Directions 11 Therapy for Adults: Focus on Emotional Reactions 12 Therapy for Adults: Focus on Stuttering and Fluency 13 Therapy for School-Age Children 14 Therapy for Preschool-Age Children 15 Other Fluency Disorders Cultural and Bilingual Issues
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disfluency patterns and phonological skills near Stuttering onset
Journal of Communication Disorders, 2012Co-Authors: Brent Andrew Gregg, Ehud YairiAbstract:Abstract There is a substantial amount of literature reporting the incidence of phonological difficulties to be higher for children who stutter when compared to normally fluent children, suggesting a link between Stuttering and phonology. In view of this, the purpose of the investigation was to determine whether, among children who stutter, there are relationships between phonological skills and the initial characteristics of Stuttering. That is, close to the onset of Stuttering, there are differences in specific Stuttering patterns between children who exhibit minimal and moderate phonological deviations in terms of frequency of Stuttering and length of Stuttering events? Twenty-nine preschool children near the onset of Stuttering, ranging in age from 29 to 49 months, with a mean of 39.17 months, were divided into two groups based on the level of phonological ability: minimal phonological deviations and moderate phonological deviations. The children's level of Stuttering-like disfluencies was examined. Results revealed no statistically significant differences in the Stuttering characteristics of the two groups near onset, calling into the question the nature of the Stuttering–phonology link. Learning outcomes: The reader will be able to describe the relation between phonological skills and the initial characteristics of Stuttering. More specifically, following the completion of this manuscript, the reader should recognize whether or not, close to the onset of Stuttering, there are differences in frequency of Stuttering and length of Stuttering moments between children who exhibit minimal and moderate phonological deviations.
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characteristics of disfluency clusters over time in preschool children who stutter
Journal of Speech Language and Hearing Research, 2010Co-Authors: Jean Sawyer, Ehud YairiAbstract:Purpose Disfluency clusters in preschool children were analyzed to determine whether they occurred at rates above chance, whether they changed over time, and whether they could differentiate children who would later persist in, or recover from, Stuttering. Method Thirty-two children recruited near Stuttering onset were grouped on the basis of their eventual course of Stuttering and matched to 16 normally fluent children. Clusters were classified as Stuttering-like disfluencies (SLD), other disfluencies (OD), or mixed (SLD and OD combined). Cluster frequency and length were calculated for all children and again after 6 months for those who stuttered. Results Clusters occurred at rates greater than chance for both Stuttering and normally fluent children. Children who stuttered had significantly more and longer clusters than did normally fluent children. Close to Stuttering onset, clusters did not differentiate the course of Stuttering. Cluster frequency and length decreased over time for children in the per...
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predictive factors of persistence and recovery pathways of childhood Stuttering
Journal of Communication Disorders, 1996Co-Authors: Ehud Yairi, Nicoline Grinager Ambrose, Elaine Pagel Paden, Rebecca ThroneburgAbstract:This article presents broad preliminary findings from a longitudinal study of Stuttering pertaining to differentiation of developmental paths of childhood Stuttering, as well as possible early prediction of High Risk, Low Risk, and No Risk for chronic Stuttering. More than 100 preschool children who stutter have been closely followed for several years from near the onset of Stuttering using a multiple data collection system, with 45 nonStuttering children serving as controls. Thirty-two Stuttering and 32 control subjects who have progressed through several stages of the investigation were identified for the present indepth analyses. They represent four subgroups: I. Persistent Stuttering; II. Late Recovery; III. Early Recovery; IV. Control. Comparative data for the groups with special reference to differences in frequency of disfluency, acoustic features, phonologic skills, language development, nonverbal skills, and genetics are presented. The results suggest several promising predictors of recovery and chronicity.
Roger J Ingham - One of the best experts on this subject based on the ideXlab platform.
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The effect of Stuttering measurement training on judging Stuttering occurrence in preschool children who stutter.
Journal of fluency disorders, 2008Co-Authors: Johanna Einarsdottir, Roger J InghamAbstract:Abstract Purpose To evaluate the efficacy of a standardized training program to improve preschool teachers’ ability to identify occurrences of Stuttering accurately and reliably in preschool children who stutter (CWS). Method An Icelandic version of the Stuttering Measurement Assessment and Training (SMAAT) program [Ingham, R. J., Cordes, A. K., Kilgo, M., & Moglia, R. (1998). Stuttering measurement assessment and training ( SMAAT ). Santa Barbara, CA: University of California, Santa Barbara] was developed using 2-min audio-visual recordings of nine Icelandic-speaking CWS (3–5 years). Twenty preschool teachers from preschools in Iceland volunteered to participate and were randomly allocated to an experimental and control group. The preschool teachers judged Stuttering on nine pre-judged, interval-classified speech samples on two occasions 2–3 weeks apart; only the experimental group received judgment training between Occasion 1 and 2. Results The experimental and control groups displayed, on average, above 80% accuracy in identifying Stuttering in the sampled CWS, even prior to training. After training the experimental group showed significantly higher mean percent judgment accuracy ( p Conclusions The interval-based training program did improve the accuracy with which the judges identified Stuttering in preschool CWS. However, the findings also showed that the preschool teachers possessed relatively satisfactory Stuttering judgment skills, even without training. Educational objectives : The reader will be able to (a) explain the development of a procedure for establishing standardized training material for measuring and identifying Stuttering in preschool children, (b) evaluate whether preschool teachers are generally accurate judges of Stuttering in young children, and (c) describe how their Stuttering judgment accuracy can be improved through training.
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have disfluency type measures contributed to the understanding and treatment of developmental Stuttering
American Journal of Speech-language Pathology, 2005Co-Authors: Johanna Einarsdottir, Roger J InghamAbstract:Purpose: This article critically reviews evidence to determine whether the use of disfluency typologies, such as syllable repetitions or prolongations, has assisted the understanding or treatment of developmental Stuttering. Consideration is given to whether there is a need for a fundamental shift in the basis for constructing measures of Stuttering behavior. Method: The history of using specific types of disfluencies to assess Stuttering, including more recent developments such as counts of Stuttering-like disfluencies, is reviewed. The focus is on studies that have investigated the validity and reliability of these perceptually based assessment methods. Conclusion: The evidence from use of disfluency-type measures shows that the behavioral difference between Stuttering and normally fluent speakers is solely related to the amount of observable Stuttering; the differences are only partially realized within disfluency-type measures. Indeed, because disfluency-type measures show poor reliability and conflate stuttered and nonstuttered speech, they have only limited heuristic value for research and provide no obvious benefits for clinicians. At best, they should be regarded as imprecise descriptors of observable Stuttering and not a fundamental measure of Stuttering. A recommended solution to the problematic history of verbal-based definitions of Stuttering behavior is continued development and investigation of exemplar-based definition and measurement.
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Roadblocks revisited : Neural change, Stuttering treatment, and recovery from Stuttering
Journal of fluency disorders, 2005Co-Authors: Roger J Ingham, Patrick Finn, Anne K. BotheAbstract:Abstract In light of emerging findings concerning untreated recovery and neural plasticity, this paper re-examines the viability of an NIH conference recommendation [Cooper, J. A. (1990). Research directions in Stuttering: Consensus and conflict. In Cooper, J. A. (Ed.), Research needs in Stuttering: Roadblocks and future directions (pp. 98–100). Rockville, MD: American Speech-Language-Hearing Association.] that adults who have recovered from Stuttering might inform our understanding of the nature and treatment of persistent Stuttering. It is suggested that those who have recovered could constitute a behavioral, cognitive, and neurophysiologic benchmark for evaluating Stuttering treatment for adolescents and adults, while helping to identify the limits of recovery from a persistent disorder. This possibility seems especially promising because of findings from recent studies investigating untreated recovery during childhood and adulthood, the emerging evidence concerning neural plasticity and reorganization, and reports of neural system changes during Stuttering treatment. Potential obstacles to applying findings from unassisted recovery to treatment do exist, but the benefits of attempts to fully understand Stuttering certainly outweigh the difficulties. Educational objectives: After completing this activity, the learner will be able to: (1) describe two complexities involved in determining whether recovery from Stuttering was assisted or unassisted; (2) discuss the implications for Stuttering research of two neural plasticity research findings from areas other than Stuttering; and (3) evaluate the possible implications for Stuttering treatment of a coordinated research program that addresses behavioral, cognitive, and neurological characteristics of assisted and unassisted recovery from Stuttering.
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Is overt stuttered speech a prerequisite for the neural activations associated with chronic developmental Stuttering
Brain and language, 2000Co-Authors: Roger J Ingham, Peter T. Fox, Janis C. Ingham, Frank ZamarripaAbstract:Four adult right-handed chronic stutterers and four age-matched controls completed H(2)(15)O PET scans involving overt and imagined oral reading tasks. During overt stuttered speech prominent activations occurred in SMA (medial), BA 46 (right), anterior insula (bilateral), and cerebellum (bilateral) plus deactivations in right A2 (BA 21/22). These activations and deactivations also occurred when the same stutterers imagined they were Stuttering. Some parietal regions were significantly activated during imagined Stuttering, but not during overt Stuttering. Most regional activations changed in the same direction when overt Stuttering ceased (during chorus reading) and when subjects imagined that they were not Stuttering (also during chorus reading). Controls displayed fewer similarities between regional activations and deactivations during actual and imagined oral reading. Thus overt Stuttering appears not to be a prerequisite for the prominent regional activations and deactivations associated with Stuttering.
Mark Onslow - One of the best experts on this subject based on the ideXlab platform.
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The Topography of Stuttering in Cantonese
Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP), 2017Co-Authors: Thomas Law, Mark Onslow, Ann Packman, Michael C. F. Tong, Kathy Y. S. LeeAbstract:Objective: This is the first study to investigate the behavioral nature (topography) of Stuttering in Cantonese. Cantonese, a Sino-Tibetan language, is both tonal and syllable-timed. Previous studies of Stuttering topography have mainly been in Western languages, which are mainly stress-timed. Methods: Conversational speech samples were collected from 24 native Cantonese-speaking adults who stuttered. Six consecutive Stuttering moments from each participant were analyzed using the Lidcombe behavioral data language (LBDL). A complexity analysis based on the LBDL was developed to indicate the proportion of multiple-behavior Stuttering moments for each participant. Results: There was no significant difference in the frequency of the 7 LBDL behaviors. Almost half the Stuttering moments across participants were reported as complex, containing more than 1 Stuttering behavior, and Stuttering complexity correlated significantly with Stuttering severity. Conclusions: These preliminary findings require replication because of their important theoretical and clinical implications. Differences in topography across languages have the potential to contribute to our understanding of the nature of Stuttering. Clinically, the recognition of such differences may assist practitioners in identifying Stuttering, for example when screening for early Stuttering. The LBDL complexity score developed in this study has the potential to be used in other languages.
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parent perceptions of the impact of Stuttering on their preschoolers and themselves
Journal of Communication Disorders, 2010Co-Authors: Marilyn Langevin, Ann Packman, Mark OnslowAbstract:Abstract Speech-language pathologists (SLPs) are advised to consider the distress of preschoolers and parents along with the social consequences of the child's Stuttering when deciding whether to begin or delay treatment. Seventy-seven parents completed a survey that yielded quantitative and qualitative data that reflected their perceptions of the impact of Stuttering on their children and themselves. Sixty-nine (89.6%) parents reported between 1 and 13 types of negative impact (modal = 2). The most frequently reported reactions of children were frustration associated with their Stuttering, withdrawal, reduced or changed verbal output, making comments about their inability to talk, and avoidances. The most frequently reported peer reaction was teasing (27.3%). Seventy parents (90.9%) reported that they were affected by their child's Stuttering. Their most frequently reported reactions were worry/anxiety/concern, uncertainty about what to do, frustration, upset (parent term), self-blame (fear that they had caused the Stuttering), taking time to listen, waiting for the child to finish talking, modifying their own speech, and asking the child to modify speech. Findings support calls for SLPs to consider the distress of preschool children and their parents and the social consequences of the children's Stuttering when making the decision to begin or delay treatment. Learning outcomes: Readers will be able to describe parents’ perceptions of the impact of Stuttering on their children and themselves. In particular, readers will learn about (1) parents’ perceptions of young children's awareness and reactions to their Stuttering, (2) parents’ perceptions of the social consequences of Stuttering for young children; and (2) the emotional effect of Stuttering on parents.
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predicting Stuttering onset by the age of 3 years a prospective community cohort study
Pediatrics, 2009Co-Authors: Sheena Reilly, Mark Onslow, Ann Packman, Melissa Wake, Edith L Bavin, Margot Prior, Patricia Eadie, Eileen Cini, Catherine Bolzonello, Obioha C UkoumunneAbstract:OBJECTIVES.Our goals were to document (1) the onset of Stuttering and (2) whether specific child, family, or environmental factors predict Stuttering onset in children aged up to 3 years. METHODS.Participants included a community-ascertained cohort of 1619 2-year-old Australian children recruited at 8 months of age to study the longitudinal development of early language. The main outcome measure was parental telephone report of Stuttering onset, verified by face-to-face expert diagnosis. Preonset continuous measures of the child’s temperament (approach/withdrawal) and language development were available. Information on a range of predictor measures hypothesized to be associated with Stuttering onset was obtained (maternal mental health and education levels, gender, premature birth status, birth weight, birth order, twinning, socioeconomic status, family history of Stuttering). RESULTS.By 3 years of age, the cumulative incidence of Stuttering onset was 8.5%. Onset often occurred suddenly over 1 to 3 days (49.6%) and involved the use of word combinations (97.1%). Children who stuttered were not more shy or withdrawn. Male gender, twin birth status, higher vocabulary scores at 2 years of age, and high maternal education were associated with Stuttering onset. The multivariable model, however, had low predictive strength; just 3.7% of the total variation in Stuttering onset was accounted for. CONCLUSIONS.The cumulative incidence of Stuttering onset was much higher than reported previously. The hypothesized risk factors for Stuttering onset together explained little of the variation in Stuttering onset up to 3 years of age. Early onset was not associated with language delay, social and environmental factors, or preonset shyness/withdrawal. Health professionals can reassure parents that onset is not unusual up to 3 years of age and seems to be associated with rapid growth in language development. Pediatrics 2009;123:270‐277
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telehealth adaptation of the lidcombe program of early Stuttering intervention five case studies
American Journal of Speech-language Pathology, 2004Co-Authors: Linda Wilson, Mark Onslow, Michelle LincolnAbstract:This article describes and reports databased outcomes of a low-tech telehealth adaptation of the Lidcombe Program of Early Stuttering Intervention. Participants were 5 children with early stutterin...
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Stuttering and lexical retrieval
Clinical Linguistics & Phonetics, 2001Co-Authors: Ann Packman, Mark Onslow, Tanya Coombes, Angela GoodwinAbstract:A number of models of Stuttering suggest that a problem with lexical retrieval is fundamental to the disorder. Such models predict, then, that lexical retrieval is a necessary condition for Stuttering to occur. To investigate this prediction, this study looked at the effects of having persons who stutter speak in a way that does not involve lexical retrieval. If Stuttering is a lexical retrieval problem, then Stuttering should not occur under such conditions. In this study, three adults who stutter read aloud a standard English passage and two passages consisting of non-words, which were matched for length and initial sound to the words in the English passage. Stuttering occurred in all three subjects at significant levels during the reading of the non-word passages. This finding is inconsistent with the idea that Stuttering is caused by a problem with lexical retrieval.
Peter Howell - One of the best experts on this subject based on the ideXlab platform.
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Hay Fever is Associated with Prevalence, Age of Onset and Persistence of Stuttering
Advances in Neurodevelopmental Disorders, 2019Co-Authors: Vladeta Ajdacic-gross, C. Vandeleur, Stephanie Rodgers, Mario Müller, Marie-pierre F. Strippoli, Erich Seifritz, Enrique Castelao, Roland Känel, Martin Preisig, Peter HowellAbstract:ObjectivesAtopic diseases and adverse childhood experiences are associated with neurodevelopmental disorders including developmental Stuttering. This study examined the associations between these factors and lifetime prevalence, age of onset, and persistence of developmental Stuttering.MethodsData from 4874 participants (2264 men and 2610 women) from the PsyCoLaus study were used. Prevalence, age of onset, and persistence of Stuttering were investigated through univariate, bivariate, and regression analyses.ResultsRegression analyses indicated that hay fever, gender, familial aggregation, and fear of punishment by parents were associated with Stuttering onset in childhood with odds ratios (OR) of 2–3. Hay fever was associated with an earlier onset of Stuttering (difference of 1.5 years, p = .001). Moreover, early onset of Stuttering (OR = 0.8, p = .009) and hay fever (OR = 9.2, p = .002) predicted whether Stuttering persisted.ConclusionsThis study suggests that immunological imbalances related to atopic diseases such as hay fever and adverse childhood experiences are also related to Stuttering. The importance of this link is emphasized by the fact that hay fever is also associated with age of onset and persistence of Stuttering.
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Children’s and Parents’ Perspectives about the Psychosocial Impact of Stuttering and Stuttering-Related Bullying
2015Co-Authors: Peter Howell, Susanne CookAbstract:Psychosocial impact and bullying were assessed in 15 children who stutter and their parents using two newly-developed German questionnaires. The Speech Questionnaire measured the psychosocial impact of Stuttering on the child’s life; the Bullying Assessment measured Stuttering-related bullying. Factors measured in the Speech Questionnaire were perspectives on Stuttering in general, feelings about Stuttering, different speaking situations, and impact of Stuttering. Factors measured in the Bullying Assessment were bullying, frequency, and types of bullying. There were significantly different perspectives between children and their parents in the areas “Impact of Stuttering” and “Bullying.” The clinical implications of the results are discussed.
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Recovery from Stuttering
2010Co-Authors: Peter HowellAbstract:Part 1. General Aspects of Developmental Stuttering. 1. Definitions, Stuttering Severity, and Categorization Instruments. 2. Epidemiology. 3. Symptomatology. Part 2. Factors Related to Developmental Stuttering Based on Experimental Studies. 4. Genetic Factors and Their Impact on Onset and Recovery of Stuttering. 5. CNS Factors in Investigations into Persistent and Recovered Stuttering. 6. Cognitive Factors. 7. Language Factors. 8. Motor Factors. 9. Environmental, Personality, and Emotional Factors. Part 3. Theoretical Frameworks on Developmental Stuttering. 10. Models that Attribute Stuttering to Language Factors Alone. 11. Theories that Explain Why Altered Feedback Improves the Speech Control of Speakers Who Stutter and General Theories of Speech Production that Include Accounts of Stuttering. 12. Model that Proposes an Interaction Between Language and Motor Factors: EXPLAN. Part 4. Practical Issues in Developmental Stuttering. 13. Early Diagnosis of Stuttering and Its Prognosis to Teenage and Beyond. 14. Subtyping. 15. Application to Treatment and General Issues About Recovery.
Ann Packman - One of the best experts on this subject based on the ideXlab platform.
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The Topography of Stuttering in Cantonese
Folia phoniatrica et logopaedica : official organ of the International Association of Logopedics and Phoniatrics (IALP), 2017Co-Authors: Thomas Law, Mark Onslow, Ann Packman, Michael C. F. Tong, Kathy Y. S. LeeAbstract:Objective: This is the first study to investigate the behavioral nature (topography) of Stuttering in Cantonese. Cantonese, a Sino-Tibetan language, is both tonal and syllable-timed. Previous studies of Stuttering topography have mainly been in Western languages, which are mainly stress-timed. Methods: Conversational speech samples were collected from 24 native Cantonese-speaking adults who stuttered. Six consecutive Stuttering moments from each participant were analyzed using the Lidcombe behavioral data language (LBDL). A complexity analysis based on the LBDL was developed to indicate the proportion of multiple-behavior Stuttering moments for each participant. Results: There was no significant difference in the frequency of the 7 LBDL behaviors. Almost half the Stuttering moments across participants were reported as complex, containing more than 1 Stuttering behavior, and Stuttering complexity correlated significantly with Stuttering severity. Conclusions: These preliminary findings require replication because of their important theoretical and clinical implications. Differences in topography across languages have the potential to contribute to our understanding of the nature of Stuttering. Clinically, the recognition of such differences may assist practitioners in identifying Stuttering, for example when screening for early Stuttering. The LBDL complexity score developed in this study has the potential to be used in other languages.
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parent perceptions of the impact of Stuttering on their preschoolers and themselves
Journal of Communication Disorders, 2010Co-Authors: Marilyn Langevin, Ann Packman, Mark OnslowAbstract:Abstract Speech-language pathologists (SLPs) are advised to consider the distress of preschoolers and parents along with the social consequences of the child's Stuttering when deciding whether to begin or delay treatment. Seventy-seven parents completed a survey that yielded quantitative and qualitative data that reflected their perceptions of the impact of Stuttering on their children and themselves. Sixty-nine (89.6%) parents reported between 1 and 13 types of negative impact (modal = 2). The most frequently reported reactions of children were frustration associated with their Stuttering, withdrawal, reduced or changed verbal output, making comments about their inability to talk, and avoidances. The most frequently reported peer reaction was teasing (27.3%). Seventy parents (90.9%) reported that they were affected by their child's Stuttering. Their most frequently reported reactions were worry/anxiety/concern, uncertainty about what to do, frustration, upset (parent term), self-blame (fear that they had caused the Stuttering), taking time to listen, waiting for the child to finish talking, modifying their own speech, and asking the child to modify speech. Findings support calls for SLPs to consider the distress of preschool children and their parents and the social consequences of the children's Stuttering when making the decision to begin or delay treatment. Learning outcomes: Readers will be able to describe parents’ perceptions of the impact of Stuttering on their children and themselves. In particular, readers will learn about (1) parents’ perceptions of young children's awareness and reactions to their Stuttering, (2) parents’ perceptions of the social consequences of Stuttering for young children; and (2) the emotional effect of Stuttering on parents.
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predicting Stuttering onset by the age of 3 years a prospective community cohort study
Pediatrics, 2009Co-Authors: Sheena Reilly, Mark Onslow, Ann Packman, Melissa Wake, Edith L Bavin, Margot Prior, Patricia Eadie, Eileen Cini, Catherine Bolzonello, Obioha C UkoumunneAbstract:OBJECTIVES.Our goals were to document (1) the onset of Stuttering and (2) whether specific child, family, or environmental factors predict Stuttering onset in children aged up to 3 years. METHODS.Participants included a community-ascertained cohort of 1619 2-year-old Australian children recruited at 8 months of age to study the longitudinal development of early language. The main outcome measure was parental telephone report of Stuttering onset, verified by face-to-face expert diagnosis. Preonset continuous measures of the child’s temperament (approach/withdrawal) and language development were available. Information on a range of predictor measures hypothesized to be associated with Stuttering onset was obtained (maternal mental health and education levels, gender, premature birth status, birth weight, birth order, twinning, socioeconomic status, family history of Stuttering). RESULTS.By 3 years of age, the cumulative incidence of Stuttering onset was 8.5%. Onset often occurred suddenly over 1 to 3 days (49.6%) and involved the use of word combinations (97.1%). Children who stuttered were not more shy or withdrawn. Male gender, twin birth status, higher vocabulary scores at 2 years of age, and high maternal education were associated with Stuttering onset. The multivariable model, however, had low predictive strength; just 3.7% of the total variation in Stuttering onset was accounted for. CONCLUSIONS.The cumulative incidence of Stuttering onset was much higher than reported previously. The hypothesized risk factors for Stuttering onset together explained little of the variation in Stuttering onset up to 3 years of age. Early onset was not associated with language delay, social and environmental factors, or preonset shyness/withdrawal. Health professionals can reassure parents that onset is not unusual up to 3 years of age and seems to be associated with rapid growth in language development. Pediatrics 2009;123:270‐277
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Theoretical Issues in Stuttering
2004Co-Authors: Ann Packman, Joseph S. AttanasioAbstract:Chapter 1: The Search for Understanding. Seeking Explanation. Causality and Stuttering. Causality: Issues of Logic. A Realist View of Causality. Establishing Cause: Necessary and sufficient conditions. Distal and Proximal cause.Definitions. Fallacies of Causal Reasoning. Chapter 2: The Role of Theory in the Sciences. Theory in the Physical Sciences. Theory in the Human Sciences. Chapter 3: Evaluating Theories. Testability and Falsifiability. Explanatory Power. Parsimony. Heuristic Value. Summary and Discussion. Chapter 4: Historical Perspectives on Selected Past and Present Theories of Stuttering: Influences of the Zeitgeist. Psychology: A Very Brief History. L.E Travis: Cerebral Dominance and Stuttering. Psychoanalysis and Stuttering. W. Johnson: Culture, Language and Stuttering. Chaos Theory and Stuttering. Conclusion. Chapter 5: What Should a Theory of Stuttering Explain? The Problem of Definition. The Topography of Stuttering. Onset and Development. Natural Recovery. Genetics. Variability. Chapter 6: Theories of Stuttering: Speech Motor Control The Interhemispheric Interference Model. Chapter 7: Theories of Stuttering: Systems Control Modelling. Sensory-motor Modelling Theory. The Neuroscience Model. The Variability Model (Vmodel). Chapter 8: Theories of Stuttering: Cognitive and Linguistic Processing. The Neuropsycholinguistic Theory. The Covert Repair Hypothesis. Suprasegmental Sentence Plan Alignment Model. Chapter 9: Theories of Stuttering: Multifactorial Models. The Demands and Capacities Model. Dynamic Multifactorial Models. Chapter 10: Theories of Stuttering: Anticipatory Struggle. Anticipatory Struggle Hypothesis. Chapter 11: Theories and Treatment. Introduction: Discussion of Review of Theories.Therapy Based on Theory. Effective Therapy as Confirmation of Theory. The Proof of the Pudding is in the Eating: The Primacy of Evidence. The Necessity of Theory for Treatment. A theoretical Treatment: An Example. Theories as Potential Sources of Error in the Selection of Treatment. From Treatment to Theory. Postscript Chapter 12: Final Comments. References.
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Stuttering and lexical retrieval
Clinical Linguistics & Phonetics, 2001Co-Authors: Ann Packman, Mark Onslow, Tanya Coombes, Angela GoodwinAbstract:A number of models of Stuttering suggest that a problem with lexical retrieval is fundamental to the disorder. Such models predict, then, that lexical retrieval is a necessary condition for Stuttering to occur. To investigate this prediction, this study looked at the effects of having persons who stutter speak in a way that does not involve lexical retrieval. If Stuttering is a lexical retrieval problem, then Stuttering should not occur under such conditions. In this study, three adults who stutter read aloud a standard English passage and two passages consisting of non-words, which were matched for length and initial sound to the words in the English passage. Stuttering occurred in all three subjects at significant levels during the reading of the non-word passages. This finding is inconsistent with the idea that Stuttering is caused by a problem with lexical retrieval.
