Pub Date : 2023-06-01DOI: 10.1016/j.jfludis.2023.105974
Lesley Wolk , Lisa LaSalle
The purpose of this paper is to present a tutorial on a diagnostic framework developed to assess children who stutter and exhibit co-existing disorders. While we have guidelines for treating these children, there are no specific guidelines for assessing them. We provide a rationale for the development of T-PALS with support from the literature. The T-PALS framework assesses 5 foundational key elements for the child: Temperament (T), Pragmatics (P), Articulation/phonology (A), Language (L), and Stuttering (S). Both qualitative and quantitative measures are used within each dimension. This framework is discussed with reference to using two clinical case examples. T-PALS observation data are presented as well as treatment suggestions for each case. We conclude that T-PALS may be a useful framework for both clinicians and researchers, working with children who present with stuttering and comorbid conditions. Clinicians are encouraged to reach beyond the traditional focus on solely assessing the stuttering behavior, even when that is the main concern for referral, and to consider a broader view of the child. It is hoped that this more integrative approach to assessment may yield a more holistic diagnostic picture of a dual diagnosis child from which treatment goals can be derived.
{"title":"T-PALS framework to assess children who stutter with coexisting disorders: A tutorial","authors":"Lesley Wolk , Lisa LaSalle","doi":"10.1016/j.jfludis.2023.105974","DOIUrl":"10.1016/j.jfludis.2023.105974","url":null,"abstract":"<div><p>The purpose of this paper is to present a tutorial on a diagnostic framework developed to assess children who stutter and exhibit co-existing disorders. While we have guidelines for treating these children, there are no specific guidelines for assessing them. We provide a rationale for the development of T-PALS with support from the literature. The T-PALS framework assesses 5 foundational key elements for the child: Temperament (T), Pragmatics (P), Articulation/phonology (A), Language (L), and Stuttering (S). Both qualitative and quantitative measures are used within each dimension. This framework is discussed with reference to using two clinical case examples. T-PALS observation data are presented as well as treatment suggestions for each case. We conclude that T-PALS may be a useful framework for both clinicians and researchers, working with children who present with stuttering and comorbid conditions. Clinicians are encouraged to reach beyond the traditional focus on solely assessing the stuttering behavior, even when that is the main concern for referral, and to consider a broader view of the child. It is hoped that this more integrative approach to assessment may yield a more holistic diagnostic picture of a dual diagnosis child from which treatment goals can be derived.</p></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9992911","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 : 2023-06-01DOI: 10.1016/j.jfludis.2023.105972
Ryan A. Millager , Mary S. Dietrich , Robin M. Jones
Purpose
The purpose of this study was to investigate associations among behavioral and cognitive-affective features of stuttering in preschool-age children who stutter, and the extent to which participants may or may not cluster together based on multiple indices of stuttering.
Methods
Participants were 296 preschool-age children who stutter (mean age 47.9 months). Correlation and regression analyses, as well as k-means cluster analyses were conducted between and among several indices of stuttering: frequency of stuttering- and non-stuttering-like disfluencies (SLDs and NSLDs), ratios of repetitions and prolongations/blocks out of total number of SLDs, associated nonspeech behaviors, duration of stuttering events, KiddyCAT scores (Vanryckeghem & Brutten, 2007), and a TOCS parent-rated scale (Gillam et al., 2009).
Results
For preschool-age children who stutter, most indices of overt stuttering behaviors were intercorrelated (e.g., more SLDs were associated with higher ratio of repetitions). Self-reported KiddyCAT scores (Vanryckeghem & Brutten, 2007) were largely not significantly associated with stuttering. Cluster analyses yielded two participant groupings: a larger group with less prominent stuttering features and a smaller group with more prominent features.
Conclusions
This study contributes to an increasingly comprehensive and nuanced understanding of the heterogeneous features of stuttering and their development in preschool-age children. Findings show strong intercorrelations between measures of stuttering behaviors, but more tenuous relationships between behaviors and cognitive-affective reactions to stuttering. Exploration of clusters of characteristics within this population revealed potential opportunities for future research.
目的:本研究的目的是调查学龄前儿童口吃的行为和认知情感特征之间的关系,以及参与者根据多种口吃指数可能聚集在一起或不聚集在一起的程度。方法:参与者为296名学龄前口吃儿童(平均年龄47.9个月)。在口吃的几个指标之间进行了相关和回归分析,以及k均值聚类分析:口吃和非口吃样障碍(SLD和NSLD)的频率、重复和延长/阻塞占SLD总数的比率、相关的非口吃行为、口吃事件的持续时间,KiddyCAT评分(Vanryckeghem&Brutten,2007)和TOCS父母评分量表(Gillam et al.,2009)。自行报告的KiddyCAT评分(Vanryckeghem&Brutten,2007)在很大程度上与口吃无关。聚类分析产生了两个参与者分组:一个较大的口吃特征不太突出的组和一个较小的口吃特征更突出的组。结论:这项研究有助于更全面、更细致地了解学龄前儿童口吃的异质性特征及其发展。研究结果表明,口吃行为的测量之间有很强的相互关联,但行为和对口吃的认知情感反应之间的关系更为脆弱。对这一群体特征集群的探索揭示了未来研究的潜在机会。
{"title":"Behavioral and cognitive-affective features of stuttering in preschool-age children: Regression and exploratory cluster analyses","authors":"Ryan A. Millager , Mary S. Dietrich , Robin M. Jones","doi":"10.1016/j.jfludis.2023.105972","DOIUrl":"10.1016/j.jfludis.2023.105972","url":null,"abstract":"<div><h3>Purpose</h3><p>The purpose of this study was to investigate associations among behavioral and cognitive-affective features of stuttering in preschool-age children who stutter, and the extent to which participants may or may not cluster together based on multiple indices of stuttering.</p></div><div><h3>Methods</h3><p>Participants were 296 preschool-age children who stutter (mean age 47.9 months). Correlation and regression analyses, as well as k-means cluster analyses were conducted between and among several indices of stuttering: frequency of stuttering- and non-stuttering-like disfluencies (SLDs and NSLDs), ratios of repetitions and prolongations/blocks out of total number of SLDs, associated nonspeech behaviors, duration of stuttering events, KiddyCAT scores (Vanryckeghem & Brutten, 2007), and a TOCS parent-rated scale (Gillam et al., 2009).</p></div><div><h3>Results</h3><p>For preschool-age children who stutter, most indices of overt stuttering behaviors were intercorrelated (e.g., more SLDs were associated with higher ratio of repetitions). Self-reported KiddyCAT scores (Vanryckeghem & Brutten, 2007) were largely not significantly associated with stuttering. Cluster analyses yielded two participant groupings: a larger group with less prominent stuttering features and a smaller group with more prominent features.</p></div><div><h3>Conclusions</h3><p>This study contributes to an increasingly comprehensive and nuanced understanding of the heterogeneous features of stuttering and their development in preschool-age children. Findings show strong intercorrelations between measures of stuttering behaviors, but more tenuous relationships between behaviors and cognitive-affective reactions to stuttering. Exploration of clusters of characteristics within this population revealed potential opportunities for future research.</p></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10330204/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10124729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
English-language podcasts on stuttering are numerous. However, stuttering-related podcasts in French are far more rare. In order to create a space to explore stuttering for a French-speaking population, the Association bégaiement communication (ABC), a French-Canadian stuttering organization, produced “Je je je suis un podcast”. This study seeks to understand 1) how French, as the language of the podcast, has impacted accessibility to stuttering-related information in the Francophone stuttering community, and 2) how this information impacted listeners’ experience with stuttering.
Method
An anonymous online survey which included multiple choice, Likert scale and open-ended questions was conducted to better understand the impact, among listeners, of having access to a stuttering-related podcast in French. Answers were analyzed quantitatively and qualitatively.
Results
Eighty-seven people (40 people who stutter [PWS], 39 speech-language pathologists [SLP]/SLP students, eight parents/close persons to a person who stutters), who had listened to “Je je je suis un podcast” participated in the survey. All three populations reported a greater accessibility, and a sense of identification and connection facilitated because of French. SLPs reported seeing the podcast as a way to support their practice, to gain perspective from PWS, and as a lever for change in the SLP field. PWS reported that the podcast gives them a sense of belonging that encourages involvement, as well as knowledge that empowers and supports them in managing their stuttering.
Conclusion
“Je je je suis un podcast” is a podcast about stuttering produced in French that increases accessibility to stuttering-related information and empowers PWS and SLPs.
有目的的关于口吃的英语播客很多。然而,法语中与口吃相关的播客要少得多。为了为法语人群创造一个探索口吃的空间,法裔加拿大口吃组织英国口吃协会(ABC)制作了“Je Je Je suis un podcast”。本研究旨在了解1)法语作为播客的语言,如何影响法语口吃社区中口吃相关信息的可及性,以及2)这些信息如何影响听众的口吃体验。方法进行了一项匿名在线调查,包括多项选择、Likert量表和开放式问题,以更好地了解收听法语口吃相关播客对听众的影响。对答案进行了定量和定性分析。结果87名听过“Je Je Je suis un podcast”的人(40名口吃者,39名言语语言病理学家/SLP学生,8名口吃者的父母/亲近者)参加了调查。这三个群体都报告说,由于法语,他们更容易获得身份认同和联系。SLP报告称,将播客视为支持他们实践的一种方式,从PWS中获得视角,并将其视为SLP领域变革的杠杆。PWS报道称,播客给了他们一种归属感,鼓励他们参与其中,并赋予他们权力和支持他们管理口吃的知识。结论“Je Je Je suis un podcast”是一个用法语制作的关于口吃的播客,它增加了口吃相关信息的可访问性,并增强了PWS和SLP的能力。
{"title":"Enfin, a podcast in French on stuttering! — \"Je je je suis un podcast\": Impacts of accessing stuttering-related information in one’s mother tongue","authors":"Geneviève Lamoureux , Judith Labonté , Edith Coulombe , Ingrid Verduyckt","doi":"10.1016/j.jfludis.2023.105961","DOIUrl":"10.1016/j.jfludis.2023.105961","url":null,"abstract":"<div><h3>Purpose</h3><p>English-language podcasts on stuttering are numerous. However, stuttering-related podcasts in French are far more rare. In order to create a space to explore stuttering for a French-speaking population, the Association bégaiement communication (ABC), a French-Canadian stuttering organization, produced “Je je je suis un podcast”. This study seeks to understand 1) how French, as the language of the podcast, has impacted accessibility to stuttering-related information in the Francophone stuttering community, and 2) how this information impacted listeners’ experience with stuttering.</p></div><div><h3>Method</h3><p>An anonymous online survey which included multiple choice, Likert scale and open-ended questions was conducted to better understand the impact, among listeners, of having access to a stuttering-related podcast in French. Answers were analyzed quantitatively and qualitatively.</p></div><div><h3>Results</h3><p>Eighty-seven people (40 people who stutter [PWS], 39 speech-language pathologists [SLP]/SLP students, eight parents/close persons to a person who stutters), who had listened to “Je je je suis un podcast” participated in the survey. All three populations reported a greater accessibility, and a sense of identification and connection facilitated because of French. SLPs reported seeing the podcast as a way to support their practice, to gain perspective from PWS, and as a lever for change in the SLP field. PWS reported that the podcast gives them a sense of belonging that encourages involvement, as well as knowledge that empowers and supports them in managing their stuttering.</p></div><div><h3>Conclusion</h3><p>“Je je je suis un podcast” is a podcast about stuttering produced in French that increases accessibility to stuttering-related information and empowers PWS and SLPs.</p></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9635431","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 : 2023-03-01DOI: 10.1016/j.jfludis.2023.105960
Thales De Nardo , John A. Tetnowski , Geoffrey A. Coalson
Purpose
The purpose of this study was to analyse naïve listener perceptions of speech containing unmodified stuttering, use of the pull-out technique, and use of preparatory-sets.
Method
Participants (N = 62) were randomly assigned to listen to one audio sample (unmodified stuttered speech, speech with pull-outs, or speech with preparatory-sets) and completed a survey assessing perceptions of the speaker’s speech and personality and the listener’s comfort level and willingness to social interact with the speaker.
Results
Survey results revealed low perceptual ratings in all experimental conditions. Unmodified stuttered speech received significantly more positive ratings than the stuttering modification conditions in all measurements except for speech naturalness. Listeners reported being less willing to socially interact with those who use preparatory-sets than unmodified stuttered speech.
Conclusion
The use of stuttering modification techniques did not improve listeners’ perceptions or willingness to interact with persons who stutter. Clinicians and those who stutter should be aware that the use of speech techniques will not decrease negative social interactions or stereotypes.
{"title":"Listener perceptions of stuttering and stuttering modification techniques","authors":"Thales De Nardo , John A. Tetnowski , Geoffrey A. Coalson","doi":"10.1016/j.jfludis.2023.105960","DOIUrl":"10.1016/j.jfludis.2023.105960","url":null,"abstract":"<div><h3>Purpose</h3><p>The purpose of this study was to analyse naïve listener perceptions of speech containing unmodified stuttering, use of the pull-out technique, and use of preparatory-sets.</p></div><div><h3>Method</h3><p>Participants (<em>N</em> = 62) were randomly assigned to listen to one audio sample (unmodified stuttered speech, speech with pull-outs, or speech with preparatory-sets) and completed a survey assessing perceptions of the speaker’s speech and personality and the listener’s comfort level and willingness to social interact with the speaker.</p></div><div><h3>Results</h3><p>Survey results revealed low perceptual ratings in all experimental conditions. Unmodified stuttered speech received significantly more positive ratings than the stuttering modification conditions in all measurements except for speech naturalness. Listeners reported being less willing to socially interact with those who use preparatory-sets than unmodified stuttered speech.</p></div><div><h3>Conclusion</h3><p>The use of stuttering modification techniques did not improve listeners’ perceptions or willingness to interact with persons who stutter. Clinicians and those who stutter should be aware that the use of speech techniques will not decrease negative social interactions or stereotypes.</p></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9333044","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 : 2023-03-01DOI: 10.1016/j.jfludis.2022.105957
Mehdi Bakhtiar , Kurt Eggers
Introduction
Behavioral and questionnaire-based studies suggest that children who stutter (CWS) exhibit poorer response inhibition than children who do not stutter (CWNS). However, the behavioral findings in adults who stutter (AWS) are less unequivocal and mainly based on manual response inhibition. Further study is therefore needed, especially given the lack of studies on verbal response inhibition among these groups.
Methods
Thirteen AWS and 14 adults who do not stutter (AWNS) participated in a verbal stop signal task (SST) in which they were asked to read aloud six Chinese characters as fast as possible during the go-signal and ignore-signal trials and refrain from naming them during the stop-signal trials.
Results
The two groups showed a comparable response reaction time in the go-signal and ignore-signal trial conditions. Furthermore, there were no significant differences in terms of the stop-signal reaction time (SSRT) and accuracy. However, a significant positive correlation was found between SSRT and the frequency of stuttering in conversation but not in reading.
Conclusion
Current findings seem to provide additional support that exogenously triggered response inhibition among AWS does not differ from AWNS. The association between stuttering frequency and SSRT seems to suggest that individuals with more severe stuttering in conversational speech have reduced exogenous response inhibition. However, this finding needs to be further explored in future studies using different measures of stuttering severity.
{"title":"Exogenous verbal response inhibition in adults who do and do not stutter","authors":"Mehdi Bakhtiar , Kurt Eggers","doi":"10.1016/j.jfludis.2022.105957","DOIUrl":"10.1016/j.jfludis.2022.105957","url":null,"abstract":"<div><h3>Introduction</h3><p>Behavioral and questionnaire-based studies suggest that children who stutter (CWS) exhibit poorer response inhibition than children who do not stutter (CWNS). However, the behavioral findings in adults who stutter (AWS) are less unequivocal and mainly based on manual response inhibition. Further study is therefore needed, especially given the lack of studies on verbal response inhibition among these groups.</p></div><div><h3>Methods</h3><p>Thirteen AWS and 14 adults who do not stutter (AWNS) participated in a verbal stop signal task (SST) in which they were asked to read aloud six Chinese characters as fast as possible during the go-signal and ignore-signal trials and refrain from naming them during the stop-signal trials.</p></div><div><h3>Results</h3><p>The two groups showed a comparable response reaction time in the go-signal and ignore-signal trial conditions. Furthermore, there were no significant differences in terms of the stop-signal reaction time (SSRT) and accuracy. However, a significant positive correlation was found between SSRT and the frequency of stuttering in conversation but not in reading.</p></div><div><h3>Conclusion</h3><p>Current findings seem to provide additional support that exogenously triggered response inhibition among AWS does not differ from AWNS. The association between stuttering frequency and SSRT seems to suggest that individuals with more severe stuttering in conversational speech have reduced exogenous response inhibition. However, this finding needs to be further explored in future studies using different measures of stuttering severity.</p></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10841453","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 : 2023-03-01DOI: 10.1016/j.jfludis.2022.105944
Shane Erickson , Kate Bridgman , Lisa Furlong
Purpose
Effective early intervention is recommended to ameliorate the potential long term negative effects of stuttering. Efficacious treatments are available, but speech-language pathologists (SLPs) report finding implementation to be challenging due to a range of clinician, client and clinical context factors. Previous survey-based research has found that SLPs lack self-efficacy working with CWS, however the reasons contributing to this are not well understood. This study presents the first in-depth analysis of the current practices and perceptions of SLPs working with children who stutter (CWS).
Methods
In this qualitative study 18 Australian SLPs who provide services to CWS were interviewed using a semi-structured interview approach. Data were analysed using reflexive thematic analysis.
Results
The thematic analysis identified four themes: (1) A stronger sense of self-efficacy is needed in stuttering management compared to other areas of clinical practice; 2) SLPs’ sense of self-efficacy in stuttering management is influenced by early career experiences, client factors and the practice context; 3) Professional development and collaboration strengthen self-efficacy; and 4) Parental involvement and engagement are crucial to treatment success.
Conclusion
SLP self-efficacy for working with CWS appears a critical factor in the provision of effective management for this population. This study provides an in-depth analysis of the role of SLP self-efficacy and the factors that influence it.
{"title":"Australian speech-language pathologists’ experiences and perceptions of working with children who stutter: A qualitative study","authors":"Shane Erickson , Kate Bridgman , Lisa Furlong","doi":"10.1016/j.jfludis.2022.105944","DOIUrl":"10.1016/j.jfludis.2022.105944","url":null,"abstract":"<div><h3>Purpose</h3><p>Effective early intervention is recommended to ameliorate the potential long term negative effects of stuttering. Efficacious treatments are available, but speech-language pathologists (SLPs) report finding implementation to be challenging due to a range of clinician, client and clinical context factors. Previous survey-based research has found that SLPs lack self-efficacy working with CWS, however the reasons contributing to this are not well understood. This study presents the first in-depth analysis of the current practices and perceptions of SLPs working with children who stutter (CWS).</p></div><div><h3>Methods</h3><p>In this qualitative study 18 Australian SLPs who provide services to CWS were interviewed using a semi-structured interview approach. Data were analysed using reflexive thematic analysis.</p></div><div><h3>Results</h3><p>The thematic analysis identified four themes: (1) A stronger sense of self-efficacy is needed in stuttering management compared to other areas of clinical practice; 2) SLPs’ sense of self-efficacy in stuttering management is influenced by early career experiences, client factors and the practice context; 3) Professional development and collaboration strengthen self-efficacy; and 4) Parental involvement and engagement are crucial to treatment success.</p></div><div><h3>Conclusion</h3><p>SLP self-efficacy for working with CWS appears a critical factor in the provision of effective management for this population. This study provides an in-depth analysis of the role of SLP self-efficacy and the factors that influence it.</p></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10783800","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 : 2023-03-01DOI: 10.1016/j.jfludis.2023.105959
Fiona Höbler , Tali Bitan , Luc Tremblay , Luc De Nil
Motor sequencing skills have been found to distinguish individuals who experience developmental stuttering from those who do not stutter, with these differences extending to non-verbal sequencing behaviour. Previous research has focused on measures of reaction time and practice under externally cued conditions to decipher the motor learning abilities of persons who stutter. Without the confounds of extraneous demands and sensorimotor processing, we investigated motor sequence learning under conditions of explicit awareness and focused practice among adults with persistent development stuttering. Across two consecutive practice sessions, 18 adults who stutter (AWS) and 18 adults who do not stutter (ANS) performed the finger-to-thumb opposition sequencing (FOS) task. Both groups demonstrated significant within-session performance improvements, as evidenced by fast on-line learning of finger sequences on day one. Additionally, neither participant group showed deterioration of their learning gains the following day, indicating a relative stabilization of finger sequencing performance during the off-line period. These findings suggest that under explicit and focused conditions, early motor learning gains and their short-term retention do not differ between AWS and ANS. Additional factors influencing motor sequencing performance, such as task complexity and saturation of learning, are also considered. Further research into explicit motor learning and its generalization following extended practice and follow-up in persons who stutter is warranted. The potential benefits of motor practice generalizability among individuals who stutter and its relevance to supporting treatment outcomes are suggested as future areas of investigation.
{"title":"Explicit benefits: Motor sequence acquisition and short-term retention in adults who do and do not stutter","authors":"Fiona Höbler , Tali Bitan , Luc Tremblay , Luc De Nil","doi":"10.1016/j.jfludis.2023.105959","DOIUrl":"10.1016/j.jfludis.2023.105959","url":null,"abstract":"<div><p>Motor sequencing skills have been found to distinguish individuals who experience developmental stuttering from those who do not stutter, with these differences extending to non-verbal sequencing behaviour. Previous research has focused on measures of reaction time and practice under externally cued conditions to decipher the motor learning abilities of persons who stutter. Without the confounds of extraneous demands and sensorimotor processing, we investigated motor sequence learning under conditions of explicit awareness and focused practice among adults with persistent development stuttering. Across two consecutive practice sessions, 18 adults who stutter (AWS) and 18 adults who do not stutter (ANS) performed the finger-to-thumb opposition sequencing (FOS) task. Both groups demonstrated significant within-session performance improvements, as evidenced by fast on-line learning of finger sequences on day one. Additionally, neither participant group showed deterioration of their learning gains the following day, indicating a relative stabilization of finger sequencing performance during the off-line period. These findings suggest that under explicit and focused conditions, early motor learning gains and their short-term retention do not differ between AWS and ANS. Additional factors influencing motor sequencing performance, such as task complexity and saturation of learning, are also considered. Further research into explicit motor learning and its generalization following extended practice and follow-up in persons who stutter is warranted. The potential benefits of motor practice generalizability among individuals who stutter and its relevance to supporting treatment outcomes are suggested as future areas of investigation.</p></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9333045","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}
Stuttering may disrupt the speech of individuals with Down syndrome (DS), but standard stuttering therapies may be less adapted to these clients’ needs. This study examined if their strength in gesture use can lead to the development of a new stuttering therapy.
Method
Eighteen individuals with DS who stutter participated in an experimental task. During this task, they produced sentences in three different conditions: once without the ability to use gestures, once while moving the mouth of a hand puppet synchronous with their speech, and once while making beat gestures along their speech. Stuttering frequency was measured and compared between conditions while controlling for the effect of articulation rate.
Results
The experimental hand puppet and beat condition did not affect the stuttering frequency, but the covariate articulation rate did. An exploratory posthoc analysis showed that the articulation rate decreased during the experimental hand puppet and beat condition. Manual movements in the present task might only induce fluency through articulation rate reduction. However, analyses at individual level show significant interindividual variability.
Conclusion
Individual analyses show that effect on stuttering frequency cannot be attributed entirely to articulation rate reduction and that beat gestures might still play a role. However, at this point, there is not enough direct evidence to implement beat gestures in current stuttering therapy.
{"title":"The effect of manual movements on stuttering in individuals with down syndrome","authors":"Babette Maessen , Inge Zink , Bea Maes , Ellen Rombouts","doi":"10.1016/j.jfludis.2023.105958","DOIUrl":"10.1016/j.jfludis.2023.105958","url":null,"abstract":"<div><h3>Purpose</h3><p>Stuttering may disrupt the speech of individuals with Down syndrome (DS), but standard stuttering therapies may be less adapted to these clients’ needs. This study examined if their strength in gesture use can lead to the development of a new stuttering therapy.</p></div><div><h3>Method</h3><p>Eighteen individuals with DS who stutter participated in an experimental task. During this task, they produced sentences in three different conditions: once without the ability to use gestures, once while moving the mouth of a hand puppet synchronous with their speech, and once while making beat gestures along their speech. Stuttering frequency was measured and compared between conditions while controlling for the effect of articulation rate.</p></div><div><h3>Results</h3><p>The experimental hand puppet and beat condition did not affect the stuttering frequency, but the covariate articulation rate did. An exploratory posthoc analysis showed that the articulation rate decreased during the experimental hand puppet and beat condition. Manual movements in the present task might only induce fluency through articulation rate reduction. However, analyses at individual level show significant interindividual variability.</p></div><div><h3>Conclusion</h3><p>Individual analyses show that effect on stuttering frequency cannot be attributed entirely to articulation rate reduction and that beat gestures might still play a role. However, at this point, there is not enough direct evidence to implement beat gestures in current stuttering therapy.</p></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10834619","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}