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The topography of beginning stuttering
1Department of Speech Pathology and Audiology, University of Iowa, Iowa City 52242, USA.
Journal of Communication Disorders
|June 1, 1995
Summary
This study refines the identification of early stuttering in children by analyzing disfluency frequency, type, and duration. It distinguishes stuttering from normal disfluency using empirical data for better clinical assessment.
Area of Science:
- Speech-Language Pathology
- Developmental Psychology
- Linguistics
Background:
- Current protocols for identifying early stuttering often rely on clinical observation with limited empirical backing.
- Differentiating children who stutter from normally disfluent children requires robust, evidence-based criteria.
Purpose of the Study:
- To update and recalibrate the understanding of salient behaviors in early stuttering.
- To clarify how specific features of disfluency distinguish stuttering children from normally disfluent peers.
Main Methods:
- Review of studies examining frequency, type, and duration of disfluencies in preschool children.
- Analysis of temporal aspects of sound, syllable, and word repetitions.
- Inclusion of associated speech and nonspeech behaviors in the review.
Main Results:
- Empirical data on disfluency characteristics provide a stronger basis for differentiating stuttering from normal disfluency.
- Specific features of disfluency (frequency, type, duration, temporal aspects) are key discriminators.
- Associated behaviors offer additional insights into early stuttering.
Conclusions:
- A more empirically supported framework for identifying early stuttering is proposed.
- Refined understanding of disfluency features aids speech-language pathologists in accurate diagnosis.
- This recalibration enhances clinical practice for children exhibiting early stuttering behaviors.