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Normative disfluency data for early childhood stuttering.

N G Ambrose1, E Yairi

  • 1Speech and Hearing Science, University of Illinois Urbana-Champaign, Champaign 61820, USA. nambrose@uiuc.edu

Journal of Speech, Language, and Hearing Research : JSLHR
|August 18, 1999
PubMed
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This study establishes a normative reference for early childhood stuttering, differentiating it from normal disfluency. Stuttering-like disfluencies (SLD) are key indicators, even in mild cases.

Area of Science:

  • Speech-Language Pathology
  • Developmental Psychology
  • Pediatric Audiology

Background:

  • Extensive research exists on early childhood disfluency, yet a clear normative reference for stuttering is lacking.
  • Distinguishing stuttering from normal disfluency is crucial for early diagnosis and intervention.

Purpose of the Study:

  • To provide a normative reference for early stuttering.
  • To establish a basis for the differential diagnosis of stuttering versus normal disfluency in young children.

Main Methods:

  • Collected disfluency data from 90 children (ages 2-5) with recent stuttering onset.
  • Collected data from 54 age-matched normally fluent children.
  • Analyzed disfluency types, including stuttering-like disfluencies (SLD) and other disfluencies (OD).

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Main Results:

  • No significant differences in disfluency were found based on gender or age.
  • Stuttering-like disfluencies (SLD) significantly differed between stuttering and normally fluent groups.
  • Other disfluencies (OD) did not significantly differ between the groups.

Conclusions:

  • Early stuttering is qualitatively and quantitatively distinct from normal disfluency.
  • A weighted SLD measure can help differentiate stuttering from normal disfluency.
  • Findings have implications for clinical diagnosis and future research in childhood stuttering.