Elin Kuzmack
CDIS 6100: Professional and Scientific Foundations
Eileen M. Brann, Ph.D.
09/17/2015
Article Review #1
Citation for APA format (no heading needed here)
Kloth, S., Kraaimaat, F., Janssen, P., & Brutten, G. (1999). Persistence and remission of incipient stuttering among high-risk children. Journal of Fluency Disorders, 24, 253-265. Retrieved September 21, 2015.
Summary of Literature Review
Kloth, Kraaimaat, Janssen, and Brutten (1999) investigated persistent stuttering and recovery from stuttering among children, who are at a high risk of stuttering. In the review of the literature, Kloth, Kraaimaat, Janssen, and Brutten (1999) noted that although the onset of stuttering occurs before the age of 5 years old, most children
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outgrow stuttering on their own through natural remission. Spontaneous recoveries in previous longitudinal studies have revealed high rates of children recovering within two years after onset with no treatment. Other studies have also differentiated that girls have a higher rate of recovery compared to boys and that the age of stuttering plays a role in whether a child is more likely to recover from stuttering. Recovery rates of family members who have once stuttered has also played a role in whether stuttering will persist. Kloth, Kraaimaat, Janssen, and Brutten (1999) have indicated that articulatory rate and parental behavior need to be explored to see if these factors play a role in the persistence or recovery of stuttering. As such, it has been argued that parents may help their child’s fluency by changing their speech behaviors. Research Questions Kloth, Kraaimaat, Janssen, and Brutten (1999) conducted a comparative study to observe whether children who stutter and those who spontaneously recover have differences in their articulatory and linguistic skills. This research study also aims to compare the mothers of these children to observe differences in communicative and speaking behaviors. Method Kloth, Kraaimaat, Janssen, and Brutten (1999) utilized a quantitative research design.
Following the second year of a six-year longitudinal study, 23 of 93 preschool children met the criteria to participate in this study. Quantitative data was collected via dysfluency questionnaire given at the beginning of the study and six years later. The questionnaire recorded whether the parent considered their child a stutterer or not. Initially, all of the parents state in the questionnaire that they did not consider their child to stutter. For the upcoming years, the parents acted as the observer of their child’s speech to determine whether they thought their child stuttered. Two years after the initial questionnaire, 23 of those children developed a stutter that persisted. Six years later the parents completed the follow-up questionnaire. It was discovered that 7 out 23 of the children continued to stutter. The language development was collected by a speech pathologist through two standardized tests. Free play was also videotaped for 30 minutes in an observation room. The mother and child were instructed to interact and play as they would at home. Ten minutes of both the initial and follow-up test session conversations were transcribed and separated into utterances. The children’s language skills and articulatory skills were analyzed in comparison to their mother’s communicative style and speaking behavior. The quantitative data were analyzed via descriptive statistics and post-hoc …show more content…
analyses. Results and Conclusions The quantitative data analysis showed significant differences in articulation rates of the children and the language complexity of the mothers in both groups.
The data did not display any difference in linguistic skills. The results concluded that prior to stuttering there was no difference in the children’s articulation rate; however, the children who continued to stutter produced much faster articulatory movements compared to the children who naturally remitted. This reached statistical significance (p = 0.09). The mothers of children, who continued to stutter, also had a much higher language complexity compared to those mothers of natural remission. Prior to the onset of stuttering, both groups of mothers used a nonintervening style of communication with their children. The post-hoc analysis found that the mothers of recovered children stayed consistent with their style of communicating and spoke in smaller sentences with their children. On the other hand, the mothers of children, who continued to stutter, had developed an intervening style of communicating with their children. These mothers placed more pressure on their children to speak fluently by using more turn-exchanges, pausing less, and demanding more information of their children. Thus, Kloth, Kraaimaat, Janssen, and Brutten (1999) concluded that a child may be more likely to stutter depending on if the parents speak to the child in a complex
way. Clinical Implications The findings of Kloth, Kraaimaat, Janssen, and Brutten (1999) suggest that a child’s articulatory skills may cause a child to persist with a stutter. This may be a result of children speaking faster than they are able, so it may be beneficial if a child practices a more relaxed rate of speech. It was also discussed that a mother’s style of communicating with her child and her language complexity may also be a determining factor in whether a child stutters. It also may prove beneficial for parents to model simpler language to promote more fluent speech in their children. When working with a child who stutters, it may also be beneficiary to work with parents on remembering to use a less complex language with their children in order to promote fluency. One of the concerns that were listed in this study was the relatively small size of the children studied. Future studies with a larger number of participants are definitely needed in order to strengthen the findings of this research.
Stuttering affects the fluency of speech. Stuttering is characterized by disruptions in speech sound productions, also known as a disfluency. Mostly, stuttering has a significant effect on some daily activities. Though some people have disfluency deficits only in certain situations. Some people limit their participations in different everyday activities because they are often embarrassed or sad about their situation and are concerned about how other's will react to stuttering. In stuttered speech repetitions of words or also of parts of words are included. Prolongations of speech sounds may also occur. It is a characteristic of some people who
Blood, Blood, Maloney, Meyer, & Qualls (2007) examined the anxiety levels in adolescents who stutter to increase their understanding of the role of anxiety in stuttering across the lifespan. The participants were 36 students, chosen from public schools in Pennsylvania, who were in the 7th through 12th grade. However, only participants who have had treatment for their stuttering were included in the study. The control groups were chosen from public schools as well, and were chosen to match the stuttering participants in grade, gender, ethnicity and approximate age. To assess the stuttering severity of the participants, the Stuttering Severity Insturment-3 (SSI-3) was used. The outcomes classified the participants’ stuttering as either mild, moderate, severe, or very severe (profound). In measuring anxiety levels the researchers used the Revised Children’s Manifest Anxiety Scale (RCMAS)....
Over seven million people just in the US have some sort of speech disorder. Just think about how many it is around the world! There are many different types of speech disorders, such as: stuttering, lisping and, mumbling, to name a few. Many of these disorders become noticeable during early childhood, however, this is not the only time a speech disorder may occur. Many people that suffer from strokes or other traumatic accidents encounter struggles with speech through their recovery. Those who struggle with speaking after an accident, though, have more access to treatments than children that are born with speech impediments. The treatments that are most known for children include: phonology, semantics, syntax, and pragmatics. There are speech
...hese children were unfairly target for this research because they were institutionalized I believe that Johnson studied was to biased because he was so determine to find a cure that will help him in the long run instead of reviewing the facts. In reality, stuttering can caused by different things such as environmental, biological factor, or genetic. In Johnson, case he already had hypothesis in mind and he was too determine to prove his hypothesis instead of reviewing the facts.
Owens, Robert E., Dale E. Metz, and Kimberly A. Farinella. Introduction to Communication Disorders: A Lifespan Evidence-Based Perspective. Four ed. Upper Saddle River: Pearson Education, 2011. 194-216. Print.
The family focused therapy approach is classified with fluency shaping as well as stuttering modification techniques. Parents focus on normal speech fluency in an environment that the child feels comfortable with, for no negative attitudes. It is important that the child's disfluencies are accepted by the environment the child is in. This treatment refers to children at the age of 2 to 6 years. The aim is to increase children's fluency as well as normal communication skills. The family focused therapy approach involves strategies for both parents and children. Parents though may not be following the therapy program correctly (Yaruss 2006; Blomgren 2013). Although this approach is known to be an indirect approach, it contains both direct and indirect therapy. Parents focus on how to modify their communication behaviours thus it is a therapy program that involves both stuttering modification and fluency shaping approaches, which are direct
Saltuklaroglu, T., & Kalinowski, J. (2005). How effective is therapy for childhood stuttering? Dissecting and reinterpreting the evidence in light of spontaneous recovery rates. International Journal of Language & Communication Disorders, 40(3), 359-374. doi:10.1080/13682820400027735
Stuttering is a neurological disorder of communication, from which the normal flow of speech is disrupted by repetitions (neu-neu-neuro), prolongations (biiiii-ol-ooogy), or abnormal stoppages (no sound) of sounds and syllables. Rapid eye blinking, tremors of the lips and/or jaw, or other struggle behaviors of the face or upper body may accompany speech disruptions ((3)). Why does stuttering worsen in situations that involve speaking before a group of people or talking on the phone, whereas fluency of speech improves in situations such as whispering, acting, talking to pets, speaking alone, or singing ((1))? In ancient times, physicians believed that the stutterer's tongue was either too long or too short, too wet or too dry. Therefore, practitioners from the mid-1800s tried surgical remedies such as drilling holes into the skull or cutting pieces of the tongue out to eliminate stuttering (1).
Many people stutter; however people usually outgrow stuttering. But it is not something that people just do for a short while to attract attention. People who do stutter are actually really embarrassed by it and the attention they receive from stuttering and fear the next time that it will happen. They will often avoid situations in which stuttering will be a problem. Stutterers have no control over when they stutter or don’t. Contrary to the therapist in the novel American Pastoral, stuttering is not an idea conjured up in ones head to gain attention. It is not a psychological problem that comes and goes as one needs it, or when it would be beneficial to a person. Because the truth is, a stutterer never finds it beneficial to have.
Stuttering is more common among males than females. Boys are four times more likely to stutter than girls when it comes children in elementary school. Preschoolers may show little or no awareness of their stuttering, usually during the early stages of the problem. Throughout the schooling years and through adulthood, people who stutter become increasingly aware of their difficulties and how other react when they don't speak fluently. (asha.org)
With most traits of an individual there is a question as to what has the most impact, nature or nurture. Stuttering is no different. There is a large amount of research supporting a genetic component to this characteristic of speech that about 1% of the population experiences (Cite). However when critically analyzing the evidence it is apparent that there is a clear nurture component as well. Researchers and clinicians have been searching for the etiology and incidence of stuttering; to formulate an effective treatment, also known as the epidemiology. Unfortunately like many areas of language this disorder is complex to study based on various factors. Thus a primary point noted based on the various resources is that, there is little understanding
For example one question was, “does it prevent me from doing ordinary things?” It’s a yes and no answer because I still walk, and run it does not prevent me from doing things physical things, but when it comes to talking it’s a little bit more difficult and I struggle more. Stuttering makes things more challenging which is alright but you have to work more on how you talk. “Why can’t you speak correctly?” That is another question that anyone can ask and the truth is that it is a disorder in our speech sound of word, we repeat some of the words. “How does it feel to stutter?” To me as a stutter person it affects emotionally because sometimes I rather be quite and prevent talking and embarrassing myself. It affects us because of the way we communicate, it is not easy but we try to make it fluently as possible. (Question
Child development language is a process by which children come to communicate and understand language during early childhood. This usually occurs from birth up to the age of five. The rate of development is usually fast during this period. However, the pace and age of language development vary greatly among children. Thus, the language development of a child is usually compared with norms rather than with other individual children. It is scientifically proven that development of girls language is usually at a faster rate than that of boys. (Berk, 2010) In other terms language development is also a crucial factor that reflects the growth and maturation of the brain. However, this development usually retards after the age of five making it very difficult for most children to continue learning language. There are two major types of language development in children. These include referential and expressive language development styles. In referential language development, children often first speak single words and then join the words together, first into –word sentences and then into th...
Promoting a better understating of speech production in children with Cerebral Palsy helps further the knowledge of solutions. Through these three articles, multiple studies shine a light on the speech characteristics that Cerebral Palsy children endure. The studies are investigated in hopes that the disabled children will receive the appropriate treatment for their specific disorder. For the past three years I have been working with a young girl under 12 years old who has Cerebral Palsy. Every morning I get her day started from waking her up to dropping her off at school. Through this research project I hope to further my education into her disability. Going over homework with her I see her struggle with certain letters, words and phrases.