Pub Date : 2025-09-01Epub Date: 2025-08-15DOI: 10.1016/j.jfludis.2025.106149
Saeed Saeedi , Mehdi Bakhtiar
<div><h3>Objective</h3><div>This study aimed to examine how frequently asked questions regarding stuttering were comprehended and answered by ChatGPT.</div></div><div><h3>Methods</h3><div>In this exploratory study, eleven common questions about stuttering were asked in a single conversation with the GPT-4o mini. While being blind relative to the source of the answers (whether by AI or SLPs), a panel of five certified speech and language pathologists (SLPs) was requested to differentiate if responses were produced by the ChatGPT chatbot or provided by SLPs. Additionally, they were instructed to evaluate the responses based on several criteria, including the presence of inaccuracies, the potential for causing harm and the degree of harm that could result, and alignment with the prevailing consensus within the SLP community. All ChatGPT responses were also evaluated utilizing various readability features, including the Flesch Reading Ease Score (FRES), Gunning Fog Scale Level (GFSL), and Dale-Chall Score (D-CS), the number of words, number of sentences, words per sentence (WPS), characters per word (CPW), and the percentage of difficult words. Furthermore, Spearman's rank correlation coefficient was employed to examine relationship between the evaluations conducted by the panel of certified SLPs and readability features.</div></div><div><h3>Results</h3><div>A substantial proportion of the AI-generated responses (45.50 %) were incorrectly identified by SLP panel as being written by other SLPs, indicating high perceived human-likeness (origin). Regarding content quality, 83.60 % of the responses were found to be accurate (incorrectness), 63.60 % were rated as harmless (harm), and 38.20 % were considered to cause only minor to moderate impact (extent of harm). In terms of professional alignment, 62 % of the responses reflected the prevailing views within the SLP community (consensus). The means ± standard deviation of FRES, GFSL, and D-CS were 26.52 ± 13.94 (readable for college graduates), 18.17 ± 3.39 (readable for graduate students), and 9.90 ± 1.08 (readable for 13th to 15th grade [college]), respectively. Furthermore, each response contained an average of 99.73 words, 6.80 sentences, 17.44 WPS, 5.79 CPW, and 27.96 % difficult words. The correlation coefficients ranged between significantly large negative value (<em>r</em> = -0.909, <em>p</em> < 0.05) to very large positive value (<em>r</em> = 0.918, <em>p</em> < 0.05).</div></div><div><h3>Conclusion</h3><div>The results revealed that the emerging ChatGPT possesses a promising capability to provide appropriate responses to frequently asked questions in the field of stuttering, which is attested by the fact that panel of certified SLPs perceived about 45 % of them to be generated by SLPs. However, given the increasing accessibility of AI tools, particularly among individuals with limited access to professional services, it is crucial to emphasize that such tools are intended solely for educati
{"title":"Assessing the response quality and readability of ChatGPT in stuttering","authors":"Saeed Saeedi , Mehdi Bakhtiar","doi":"10.1016/j.jfludis.2025.106149","DOIUrl":"10.1016/j.jfludis.2025.106149","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to examine how frequently asked questions regarding stuttering were comprehended and answered by ChatGPT.</div></div><div><h3>Methods</h3><div>In this exploratory study, eleven common questions about stuttering were asked in a single conversation with the GPT-4o mini. While being blind relative to the source of the answers (whether by AI or SLPs), a panel of five certified speech and language pathologists (SLPs) was requested to differentiate if responses were produced by the ChatGPT chatbot or provided by SLPs. Additionally, they were instructed to evaluate the responses based on several criteria, including the presence of inaccuracies, the potential for causing harm and the degree of harm that could result, and alignment with the prevailing consensus within the SLP community. All ChatGPT responses were also evaluated utilizing various readability features, including the Flesch Reading Ease Score (FRES), Gunning Fog Scale Level (GFSL), and Dale-Chall Score (D-CS), the number of words, number of sentences, words per sentence (WPS), characters per word (CPW), and the percentage of difficult words. Furthermore, Spearman's rank correlation coefficient was employed to examine relationship between the evaluations conducted by the panel of certified SLPs and readability features.</div></div><div><h3>Results</h3><div>A substantial proportion of the AI-generated responses (45.50 %) were incorrectly identified by SLP panel as being written by other SLPs, indicating high perceived human-likeness (origin). Regarding content quality, 83.60 % of the responses were found to be accurate (incorrectness), 63.60 % were rated as harmless (harm), and 38.20 % were considered to cause only minor to moderate impact (extent of harm). In terms of professional alignment, 62 % of the responses reflected the prevailing views within the SLP community (consensus). The means ± standard deviation of FRES, GFSL, and D-CS were 26.52 ± 13.94 (readable for college graduates), 18.17 ± 3.39 (readable for graduate students), and 9.90 ± 1.08 (readable for 13th to 15th grade [college]), respectively. Furthermore, each response contained an average of 99.73 words, 6.80 sentences, 17.44 WPS, 5.79 CPW, and 27.96 % difficult words. The correlation coefficients ranged between significantly large negative value (<em>r</em> = -0.909, <em>p</em> < 0.05) to very large positive value (<em>r</em> = 0.918, <em>p</em> < 0.05).</div></div><div><h3>Conclusion</h3><div>The results revealed that the emerging ChatGPT possesses a promising capability to provide appropriate responses to frequently asked questions in the field of stuttering, which is attested by the fact that panel of certified SLPs perceived about 45 % of them to be generated by SLPs. However, given the increasing accessibility of AI tools, particularly among individuals with limited access to professional services, it is crucial to emphasize that such tools are intended solely for educati","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106149"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144885840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-01Epub Date: 2025-07-25DOI: 10.1016/j.jfludis.2025.106146
Cody W Dew, Rodney M Gabel
Purpose: Previous research has identified vocational stereotyping towards people who stutter. There continues to be a need to understand factors that might influence vocational stereotyping. This study aimed to understand if having a relationship with a person who stutters influences vocational stereotyping.
Method: Using an online survey, participants identified if they know a person who stutters as well as the type and closeness of that relationship. Then, participants completed the Vocational Advice Scale (VAS). Relationships between familiarity with a person who stutters and VAS scale ratings were investigated using multiple statistical analyses.
Results: Results indicate that knowing a person who stutters has no significant effect on VAS scores for any career, including high-communication careers that are typically less advised for a person who stutters. Results also indicate that the closeness or type of relationship with a person who stutters has no significant impact on scores.
Conclusion: Individuals who have a relationship with a person who stutters appear to demonstrate vocational stereotyping towards people who stutter. In other words, even those closest to people who stutter view careers requiring high communication demands as less appropriate for them. How these results contribute to understanding vocational stereotypes and role entrapment are discussed.
{"title":"Relationship between familiarity with a person who stutters and vocational stereotyping.","authors":"Cody W Dew, Rodney M Gabel","doi":"10.1016/j.jfludis.2025.106146","DOIUrl":"10.1016/j.jfludis.2025.106146","url":null,"abstract":"<p><strong>Purpose: </strong>Previous research has identified vocational stereotyping towards people who stutter. There continues to be a need to understand factors that might influence vocational stereotyping. This study aimed to understand if having a relationship with a person who stutters influences vocational stereotyping.</p><p><strong>Method: </strong>Using an online survey, participants identified if they know a person who stutters as well as the type and closeness of that relationship. Then, participants completed the Vocational Advice Scale (VAS). Relationships between familiarity with a person who stutters and VAS scale ratings were investigated using multiple statistical analyses.</p><p><strong>Results: </strong>Results indicate that knowing a person who stutters has no significant effect on VAS scores for any career, including high-communication careers that are typically less advised for a person who stutters. Results also indicate that the closeness or type of relationship with a person who stutters has no significant impact on scores.</p><p><strong>Conclusion: </strong>Individuals who have a relationship with a person who stutters appear to demonstrate vocational stereotyping towards people who stutter. In other words, even those closest to people who stutter view careers requiring high communication demands as less appropriate for them. How these results contribute to understanding vocational stereotypes and role entrapment are discussed.</p>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"106146"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144805161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-01Epub Date: 2025-07-05DOI: 10.1016/j.jfludis.2025.106145
S.P.C. Koenraads , P.W. Jansen , J.E. Labuschagne , M.P. van der Schroeff , M.C. Franken
Background
Although linguistic factors are considered relevant to stuttering onset and its developmental course, the exact relationship between language and childhood stuttering remains unclear. Low, average and above-average expressive and receptive language skills have been associated with childhood stuttering. This study aimed to evaluate whether early language skills in children are associated with the risk of stuttering onset and persistence, using population-level data.
Methods
In a prospective, population-based cohort, we analyzed early-childhood language data from 123 nine-year-old with a history of stuttering (22 persistent, 101 recovered) and 2819 children without such a history. Expressive and receptive language skills were assessed at five time points using parental-reported questionnaires between 18 and 48 months of age. Multiple logistic regression analyses were performed.
Results
Higher expressive and receptive language skills at 24 months were significantly associated with a decreased risk of stuttering (Odds Ratio (OR), 0.78, 95 % Confidence Interval (CI) [0.65, 0.93], p-value < 0.01). Language assessments at 18, 30, 36 and 48 months showed no evidence of any association with stuttering (persistence).
Conclusion
These findings support previous studies indicating that lower language skills in early childhood add to the risk of stuttering onset, but not with the persistence of stuttering. This association does not imply causality, it only demonstrates the association. Therefore, clinicians are advised to screen language skills in pre-school children referred shortly after stuttering onset. Early language assessment may also reveal concomitant, clinically relevant language disorders, which are more prevalent in children already identified with one developmental concern.
{"title":"Risk of stuttering onset and persistence linked to early language skills: Results from the Generation R Study","authors":"S.P.C. Koenraads , P.W. Jansen , J.E. Labuschagne , M.P. van der Schroeff , M.C. Franken","doi":"10.1016/j.jfludis.2025.106145","DOIUrl":"10.1016/j.jfludis.2025.106145","url":null,"abstract":"<div><h3>Background</h3><div>Although linguistic factors are considered relevant to stuttering onset and its developmental course, the exact relationship between language and childhood stuttering remains unclear. Low, average and above-average expressive and receptive language skills have been associated with childhood stuttering. This study aimed to evaluate whether early language skills in children are associated with the risk of stuttering onset and persistence, using population-level data.</div></div><div><h3>Methods</h3><div>In a prospective, population-based cohort, we analyzed early-childhood language data from 123 nine-year-old with a history of stuttering (22 persistent, 101 recovered) and 2819 children without such a history. Expressive and receptive language skills were assessed at five time points using parental-reported questionnaires between 18 and 48 months of age. Multiple logistic regression analyses were performed.</div></div><div><h3>Results</h3><div>Higher expressive and receptive language skills at 24 months were significantly associated with a decreased risk of stuttering (Odds Ratio (OR), 0.78, 95 % Confidence Interval (CI) [0.65, 0.93], p-value < 0.01). Language assessments at 18, 30, 36 and 48 months showed no evidence of any association with stuttering (persistence).</div></div><div><h3>Conclusion</h3><div>These findings support previous studies indicating that lower language skills in early childhood add to the risk of stuttering onset, but not with the persistence of stuttering. This association does not imply causality, it only demonstrates the association. Therefore, clinicians are advised to screen language skills in pre-school children referred shortly after stuttering onset. Early language assessment may also reveal concomitant, clinically relevant language disorders, which are more prevalent in children already identified with one developmental concern.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106145"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144655741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-01Epub Date: 2025-07-08DOI: 10.1016/j.jfludis.2025.106143
Michael Azios , Farzan Irani , Teyara Watson-Love , Anne Williams
Purpose
The aim of this exploratory study was to determine whether a school-based bibliotherapy intervention will change the attitudes of school-aged children who do not stutter toward children who stutter (CWS). A secondary purpose was to determine the ease of implementation in a school.
Method
Twenty-six fourth-grade children who do not stutter participated in an intervention consisting of graduate student clinicians using a bibliotherapy framework and guided discussions over the course of four weeks to educate and shift their attitudes about stuttering and peers who stutter. All participants completed the Peer Attitudes Toward Children who Stutter (PATCS) scale pre- and post-intervention to determine if there was a change in attitudes toward CWS. The graduate student clinicians completed the System Usability Scale (SUS) at the end of the intervention to rate the ease of implementing the novel bibliotherapy intervention.
Results
There was a significant, positive effect of bibliotherapy intervention on the attitudes of fourth-grade children towards CWS as measured by the PATCS. Graduate student clinicians who administered the intervention in the school rated it as “good” to “excellent” in terms of ease of implementation on the SUS.
Conclusions
The bibliotherapy-based classroom intervention was effective at modifying peer attitudes toward stuttering in just four weeks and was easy to implement, making it a feasible approach for clinicians who desire to transition to a social model of intervention that targets the environment.
{"title":"Let’s read: Building allies through a bibliotherapy stuttering intervention","authors":"Michael Azios , Farzan Irani , Teyara Watson-Love , Anne Williams","doi":"10.1016/j.jfludis.2025.106143","DOIUrl":"10.1016/j.jfludis.2025.106143","url":null,"abstract":"<div><h3>Purpose</h3><div>The aim of this exploratory study was to determine whether a school-based bibliotherapy intervention will change the attitudes of school-aged children who do not stutter toward children who stutter (CWS). A secondary purpose was to determine the ease of implementation in a school.</div></div><div><h3>Method</h3><div>Twenty-six fourth-grade children who do not stutter participated in an intervention consisting of graduate student clinicians using a bibliotherapy framework and guided discussions over the course of four weeks to educate and shift their attitudes about stuttering and peers who stutter. All participants completed the Peer Attitudes Toward Children who Stutter (PATCS) scale pre- and post-intervention to determine if there was a change in attitudes toward CWS. The graduate student clinicians completed the System Usability Scale (SUS) at the end of the intervention to rate the ease of implementing the novel bibliotherapy intervention.</div></div><div><h3>Results</h3><div>There was a significant, positive effect of bibliotherapy intervention on the attitudes of fourth-grade children towards CWS as measured by the PATCS. Graduate student clinicians who administered the intervention in the school rated it as “good” to “excellent” in terms of ease of implementation on the SUS.</div></div><div><h3>Conclusions</h3><div>The bibliotherapy-based classroom intervention was effective at modifying peer attitudes toward stuttering in just four weeks and was easy to implement, making it a feasible approach for clinicians who desire to transition to a social model of intervention that targets the environment.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106143"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144588748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-01Epub Date: 2025-06-06DOI: 10.1016/j.jfludis.2025.106133
Susanne Cook
Purpose
This study aimed to assess teachers' existing knowledge of cluttering and to identify strategies they can use to support students who clutter.
Method
Ten high school teachers, including both general education and special education teachers, participated in the study. A mixed-methods approach was used to explore their awareness, knowledge and needs related to supporting students who clutter.
Result
Teachers already implement some effective strategies for students who clutter but expressed a clear need for more information about cluttering. Both quantitative and qualitative analyses indicated that teachers are open to collaborating with SLPs. They expressed a preference for having an SLP observe the student, demonstrate strategies, and provide a concise handout with information about cluttering and practical classroom strategies.
Conclusion
There is an ongoing need to raise awareness and knowledge about cluttering among teachers. A handout has been developed which serves as a valuable resource for SLPs and teachers to address this need.
{"title":"Supporting teachers of students who clutter: Development of a handout for effective classroom strategies","authors":"Susanne Cook","doi":"10.1016/j.jfludis.2025.106133","DOIUrl":"10.1016/j.jfludis.2025.106133","url":null,"abstract":"<div><h3>Purpose</h3><div>This study aimed to assess teachers' existing knowledge of cluttering and to identify strategies they can use to support students who clutter.</div></div><div><h3>Method</h3><div>Ten high school teachers, including both general education and special education teachers, participated in the study. A mixed-methods approach was used to explore their awareness, knowledge and needs related to supporting students who clutter.</div></div><div><h3>Result</h3><div>Teachers already implement some effective strategies for students who clutter but expressed a clear need for more information about cluttering. Both quantitative and qualitative analyses indicated that teachers are open to collaborating with SLPs. They expressed a preference for having an SLP observe the student, demonstrate strategies, and provide a concise handout with information about cluttering and practical classroom strategies.</div></div><div><h3>Conclusion</h3><div>There is an ongoing need to raise awareness and knowledge about cluttering among teachers. A handout has been developed which serves as a valuable resource for SLPs and teachers to address this need.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106133"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144263688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-01Epub Date: 2025-06-25DOI: 10.1016/j.jfludis.2025.106136
Chengqi He , Kazunori Takeda , Yu-an Chen , Xinyi Yang , Jinfeng Huang , Mizuki Aoki , Shoko Miyamoto
Purpose
This qualitative study explored students’ stuttering experiences in Chinese and Japanese universities, highlighting and comparing the unique challenges faced by Chinese and Japanese students who stutter (SWS) in higher education settings.
Method
A total of 11 Chinese and 11 Japanese undergraduate SWS participants were involved in this study. Data were collected through semi-structured interviews grounded in the ICF model, focusing on the functional aspects of stuttering, personal and environmental factors, and student activities and participation in university life. Interviews were analyzed using reflexive thematic analysis with NVivo software to identify overarching themes and subthemes.
Results
Reflexive thematic analysis revealed five overarching themes: communication barriers, psychological experiences and coping strategies, public attitudes on campus, limitations of university support services, and expectations regarding university support. Both groups faced communication barriers across academic, social, and career development contexts. Regarding personal factors, both groups expressed negative emotional reactions, particularly challenges in accepting their stuttering. Both groups reported limited university support, with Chinese SWS seeking more specialized counseling, and Japanese SWS expressing a desire for increased awareness of stuttering.
Conclusion
This study highlights how cultural and societal norms shape the stuttering experiences of university students in China and Japan, which were often described in negative terms. These findings underscore the need for culturally responsive, individualized interventions that move beyond the simplistic 'individualism–collectivism' dichotomy and more effectively address the complex needs of SWS in East Asian contexts.
{"title":"Qualitative comparison of stuttering experiences in Chinese and Japanese higher education","authors":"Chengqi He , Kazunori Takeda , Yu-an Chen , Xinyi Yang , Jinfeng Huang , Mizuki Aoki , Shoko Miyamoto","doi":"10.1016/j.jfludis.2025.106136","DOIUrl":"10.1016/j.jfludis.2025.106136","url":null,"abstract":"<div><h3>Purpose</h3><div>This qualitative study explored students’ stuttering experiences in Chinese and Japanese universities, highlighting and comparing the unique challenges faced by Chinese and Japanese students who stutter (SWS) in higher education settings.</div></div><div><h3>Method</h3><div>A total of 11 Chinese and 11 Japanese undergraduate SWS participants were involved in this study. Data were collected through semi-structured interviews grounded in the ICF model, focusing on the functional aspects of stuttering, personal and environmental factors, and student activities and participation in university life. Interviews were analyzed using reflexive thematic analysis with NVivo software to identify overarching themes and subthemes.</div></div><div><h3>Results</h3><div>Reflexive thematic analysis revealed five overarching themes: communication barriers, psychological experiences and coping strategies, public attitudes on campus, limitations of university support services, and expectations regarding university support. Both groups faced communication barriers across academic, social, and career development contexts. Regarding personal factors, both groups expressed negative emotional reactions, particularly challenges in accepting their stuttering. Both groups reported limited university support, with Chinese SWS seeking more specialized counseling, and Japanese SWS expressing a desire for increased awareness of stuttering.</div></div><div><h3>Conclusion</h3><div>This study highlights how cultural and societal norms shape the stuttering experiences of university students in China and Japan, which were often described in negative terms. These findings underscore the need for culturally responsive, individualized interventions that move beyond the simplistic 'individualism–collectivism' dichotomy and more effectively address the complex needs of SWS in East Asian contexts.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106136"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-01Epub Date: 2025-08-13DOI: 10.1016/j.jfludis.2025.106147
Christian A. Kell , Nils Warneke , Verena Zentsch , Johannes Kasper , Melanie Vauth-Weidig , Tobias Warnecke , Katrin Neumann
Background and purpose
Persistent developmental stuttering is a frequent speech fluency disorder that can considerably reduce quality of life. Because available therapies do not always provide satisfying results, new therapeutic approaches are needed. The anomalous cerebral speech network in persons who stutter provides substrate for neuromodulation. We report here the effectiveness of deep brain stimulation (DBS) used for the first time to treat stuttering.
Methods
A 24-year-old male who stuttered severely since childhood received chronic left ventral intermediate thalamic nucleus electrical stimulation following a patient- and examiners-blinded two-year stimulation protocol. Stuttering frequency was determined as percent stuttered syllables and stuttering severity using the Stuttering Severity Instrument – 4th edition (SSI-4). The Overall Assessment of the Speaker's Experience of Stuttering – Adults (OASES-A) questionnaire quantified the patient’s self-evaluated experience of stuttering and quality of life.
Results
The average stuttering frequency decreased by 46 % postoperatively and the stuttering severity by 29 %. The maximal achieved reduction of stuttering frequency was 62 % and of stuttering severity 39 %; self-assessment of stuttering improved by 38 %. Stuttering frequency was negatively associated with DBS stimulation frequency, demonstrating a biological stimulation effect beyond any potential placebo effects. Stuttering responded to stimulation parameter changes with a lag of several weeks, pointing to a rather slow modulatory than direct suppressive effect of deep brain stimulation on stuttering.
Conclusion
These results suggest deep brain stimulation as a new treatment option for severe stuttering and warrant further systematic exploration in a series of people who stutter.
{"title":"Left thalamic deep brain stimulation for persistent developmental stuttering","authors":"Christian A. Kell , Nils Warneke , Verena Zentsch , Johannes Kasper , Melanie Vauth-Weidig , Tobias Warnecke , Katrin Neumann","doi":"10.1016/j.jfludis.2025.106147","DOIUrl":"10.1016/j.jfludis.2025.106147","url":null,"abstract":"<div><h3>Background and purpose</h3><div>Persistent developmental stuttering is a frequent speech fluency disorder that can considerably reduce quality of life. Because available therapies do not always provide satisfying results, new therapeutic approaches are needed. The anomalous cerebral speech network in persons who stutter provides substrate for neuromodulation. We report here the effectiveness of deep brain stimulation (DBS) used for the first time to treat stuttering.</div></div><div><h3>Methods</h3><div>A 24-year-old male who stuttered severely since childhood received chronic left ventral intermediate thalamic nucleus electrical stimulation following a patient- and examiners-blinded two-year stimulation protocol. Stuttering frequency was determined as percent stuttered syllables and stuttering severity using the Stuttering Severity Instrument – 4th edition (SSI-4). The Overall Assessment of the Speaker's Experience of Stuttering – Adults (OASES-A) questionnaire quantified the patient’s self-evaluated experience of stuttering and quality of life.</div></div><div><h3>Results</h3><div>The average stuttering frequency decreased by 46 % postoperatively and the stuttering severity by 29 %. The maximal achieved reduction of stuttering frequency was 62 % and of stuttering severity 39 %; self-assessment of stuttering improved by 38 %. Stuttering frequency was negatively associated with DBS stimulation frequency, demonstrating a biological stimulation effect beyond any potential placebo effects. Stuttering responded to stimulation parameter changes with a lag of several weeks, pointing to a rather slow modulatory than direct suppressive effect of deep brain stimulation on stuttering.</div></div><div><h3>Conclusion</h3><div>These results suggest deep brain stimulation as a new treatment option for severe stuttering and warrant further systematic exploration in a series of people who stutter.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106147"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144860644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-01Epub Date: 2025-06-02DOI: 10.1016/j.jfludis.2025.106126
Manal Alatawi, Judith Good
While numerous therapeutic approaches have been developed to assist people who stutter (PWS) in managing their condition, these interventions have been shaped by researchers’ and speech-language pathologists’ perspectives, showing limited effectiveness and long-term impact. Moreover, they often overlook PWS’ lived realities, including their challenges, priorities, and values. This study explores the lived experiences of adults who stutter, providing insights into their priorities, needs, challenges, and perspectives to inform person-centred therapeutic practices. Nineteen adults who stutter, from diverse countries and cultural backgrounds, and with varying experiences with stuttering management, participated in this study. Using convenience and purposive sampling, in-depth semi-structured interviews were conducted. The collected data were analysed through reflexive thematic analysis. The findings revealed the self-perpetuating cycle of fear and avoidance as the core disabling experience of stuttering, restricting meaningful engagement across emotional, cognitive, social, and professional domains. Participants emphasised that breaking this cycle requires proactive self-acceptance, integrating stuttering modification, desensitisation, and non-verbal communication strategies to foster effective communication. However, sustaining progress was hindered by time limitations, inadequate support, and the misalignment of therapy models with real-world needs—particularly those that overlook the fluency trap. Many participants viewed avoidance, rather than stuttering disfluency, as their main concern, thereby highlighting the need for therapeutic approaches that prioritise psychological resilience over fluency. These findings underscore the need for a person-centred approach in stuttering research and therapy, ensuring tailored interventions that are holistic yet structured, goal-oriented, and coherent, where different therapeutic goals complement rather than contradict each other, aligning with PWS’ lived realities.
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Pub Date : 2025-09-01Epub Date: 2025-07-04DOI: 10.1016/j.jfludis.2025.106144
Sandra Merlo , Patrick M. Briley
Purpose
Previous studies have suggested that sleep problems are common among children who stutter (CWS). However, the influence of mental health concerns on the sleep of CWS has yet to be investigated.
Method
American data from the 2012 National Health Interview Survey were analyzed. The sample included 155 CWS and 8547 controls from 6 to 17 years of age. Parents/caregivers reported whether or not children frequently had depression, felt anxious/nervous/worried, or felt stressed in the past 12 months. In addition, parents/caregivers answered if children regularly had insomnia/trouble sleeping, excessive sleepiness during the day, or fatigue during the day in the past 12 months.
Results
Mental health concerns were prevalent among CWS, with 38.4 % having at least one concern, compared to 13.1 % of controls (p < .001). Sleep problems were also prevalent among CWS, with 28.0 % having at least one problem, compared to 11.4 % of controls (p < .001). The subgroup of CWS with at least one mental health concern was at greater odds of sleep problems (p < .001), with a large effect size, controlling for demographic, neurodevelopmental, and allergies/asthma variables.
Discussion
The bidirectional relationship between mental health concerns and sleep problems is discussed. Current population-based findings on sleep in CWS are integrated with those previously reported regarding neurodevelopmental disorders and allergies/asthma.
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Pub Date : 2025-09-01Epub Date: 2025-08-15DOI: 10.1016/j.jfludis.2025.106148
Jessica Smith , Charlotte King , Nathan D. Maxfield
Purpose
From 1981–1999, Pat Richard Sacco directed a residential, highly intensive, group, hybrid speech-focused treatment program for stuttering, five weeks in duration, which yielded significant reductions in stuttering and improved communication attitude. However, this model is costly, which may be a barrier to treatment. The aim of this study was to document preliminary outcomes of a three-week, non-residential, semi-intensive version of the program.
Method
Using a single subject, multiple-baseline, stacked AB design featuring three participants who stutter (two adults, one adolescent), baseline speech (monologue, read-aloud) was compared with speech following three treatment phases (stuttering exposure, stuttering modification, speech stabilization) for frequency of primary and secondary stuttering behaviors and speech rate. Ratings of speech naturalness were collected from listeners with no training in speech-language pathology. Finally, participant impressions of the treatment program and treatment impacts were gathered from graduation speeches.
Results
Relative to baseline speech, by the end of treatment: a) frequency of primary and secondary stuttering behaviors decreased to zero or near-zero for all participants, b) speech rate increased for one participant and decreased in one or both speaking tasks for two participants, and c) speech was produced with near-typical naturalness. Participants endorsed increased knowledge and confidence, sense of community, and speech-related behavioral changes.
Conclusions
The treatment reduced stuttering and changed speech rate, improved speech naturalness, and drove other acute perceived benefits in all participants. Additional research is warranted to document outcomes more comprehensively, on a larger scale, over the longer term, possibly with refinements for improving outcomes.
目的：从1981年到1999年，帕特·理查德·萨科（Pat Richard Sacco）指导了一个以住校、高强度、小组、混合语言为重点的口吃治疗项目，持续了五周，显著减少了口吃，改善了沟通态度。然而，这种模式是昂贵的，这可能是治疗的障碍。这项研究的目的是记录为期三周，非住宿，半密集版本的程序的初步结果。方法采用单受试者、多基线、堆叠AB设计，对3名口吃患者（2名成人、1名青少年）进行基线言语（独白、朗读）与经过3个治疗阶段（口吃暴露、口吃矫正、言语稳定）的言语进行主次口吃行为频率和言语率的比较。从没有接受过语言病理学培训的听者那里收集语音自然度评分。最后，从毕业演讲中收集参与者对治疗方案和治疗效果的印象。结果：相对于基线言语，到治疗结束时：a)所有参与者的原发性和继发性口吃行为频率降至零或接近零；b)一名参与者的言语率增加，两名参与者的一个或两个言语任务的言语率下降；c)言语产生接近典型的自然程度。参与者赞成增加知识和信心，社区意识和与语言相关的行为改变。结论：治疗减少了口吃和言语率的改变，提高了语言的自然度，并在所有参与者中带来了其他急性获益。有必要进行更多的研究，以更全面、更大规模、更长期地记录结果，并可能对结果进行改进。
{"title":"A Stage-1 trial of a hybrid speech-focused treatment for stuttering delivered in a non-residential semi-intensive format","authors":"Jessica Smith , Charlotte King , Nathan D. Maxfield","doi":"10.1016/j.jfludis.2025.106148","DOIUrl":"10.1016/j.jfludis.2025.106148","url":null,"abstract":"<div><h3>Purpose</h3><div>From 1981–1999, Pat Richard Sacco directed a residential, highly intensive, group, hybrid speech-focused treatment program for stuttering, five weeks in duration, which yielded significant reductions in stuttering and improved communication attitude. However, this model is costly, which may be a barrier to treatment. The aim of this study was to document preliminary outcomes of a three-week, non-residential, semi-intensive version of the program.</div></div><div><h3>Method</h3><div>Using a single subject, multiple-baseline, stacked AB design featuring three participants who stutter (two adults, one adolescent), baseline speech (monologue, read-aloud) was compared with speech following three treatment phases (stuttering exposure, stuttering modification, speech stabilization) for frequency of primary and secondary stuttering behaviors and speech rate. Ratings of speech naturalness were collected from listeners with no training in speech-language pathology. Finally, participant impressions of the treatment program and treatment impacts were gathered from graduation speeches.</div></div><div><h3>Results</h3><div>Relative to baseline speech, by the end of treatment: a) frequency of primary and secondary stuttering behaviors decreased to zero or near-zero for all participants, b) speech rate increased for one participant and decreased in one or both speaking tasks for two participants, and c) speech was produced with near-typical naturalness. Participants endorsed increased knowledge and confidence, sense of community, and speech-related behavioral changes.</div></div><div><h3>Conclusions</h3><div>The treatment reduced stuttering and changed speech rate, improved speech naturalness, and drove other acute perceived benefits in all participants. Additional research is warranted to document outcomes more comprehensively, on a larger scale, over the longer term, possibly with refinements for improving outcomes.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106148"},"PeriodicalIF":2.1,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144865269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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