Fluency Disorders Research Articles

Lexical Planning in People Who Stutter: A Defect in Lexical Encoding or the Planning Scope?

Developmental stuttering is a widely discussed speech fluency disorder. Research on its mechanism has focused on an atypical interface between the planning (PLAN) and execution (EX) processes, known collectively as the EXPLAN model. However, it remains unclear how this atypical interface influences people who stutter. A straightforward assumption is that stuttering speakers adopt a smaller scope of speech planning, whereas a defect in word retrieval can be confounding. To shed light on this issue, we took the semantic blocking effect as an index to examine lexical planning in word and phrase production. In Experiment 1, for word production, pictures from the same semantic category were combined to form homogeneous blocks, and pictures from different categories were combined to form heterogeneous blocks. A typical effect of semantic blocking showing longer naming latencies for homogeneous blocks than heterogeneous ones was observed for both stuttering and fluent speakers. However, this effect was smaller for stuttering speakers, when it was subject to lexical defects in stuttering. In Experiment 2, for a conjoined noun phrase production task, the pictures referring to the first noun were manipulated into homogeneous and heterogeneous conditions. The semantic blocking effect was also much smaller for stuttering speakers, indicating a smaller scope of lexical planning. Therefore, the results provided more evidence in support of the EXPLAN model and indicated that a smaller scope of lexical planning rather than lexical defects causes the atypical interface for stuttering. Moreover, a comparison between these two tasks showed that the study findings have implications for syntactic defects in stuttering.

Investigation of Risperidone Treatment Associated With Enhanced Brain Activity in Patients Who Stutter.

Stuttering is a childhood onset fluency disorder that leads to impairment in speech. A randomized, double-blinded placebo-controlled study was conducted with 10 adult subjects to observe the effects of risperidone (a dopamine receptor 2/serotonin receptor 2 antagonist) on brain metabolism, using [18F] deoxyglucose as the marker. At baseline and after 6 weeks of taking risperidone (0.5–2.0 mg/day) or a placebo pill, participants were assigned to a solo reading aloud task for 30 min and subsequently underwent a 90-min positron emission tomography scan. Paired t-tests were performed to compare the pre-treatment vs. post-treatment in groups. After imaging and analysis, the blind was broken, which revealed an equal number of subjects of those on risperidone and those on placebo. There were no significant differences in the baseline scans taken before medication randomization. However, scans taken after active treatment demonstrated higher glucose uptake in the specific regions of the brain for those in the risperidone treatment group (p < 0.05). Risperidone treatment was associated with increased metabolism in the left striatum, which consists of the caudate and putamen, and the Broca’s area. The current study strengthens previous research that suggests the role of elevated dopamine activity and striatal hypometabolism in stuttering. We propose that the mechanism of risperidone’s action in stuttering, in part, involves increased metabolism of striatal astrocytes. We conclude that using neuroimaging techniques to visualize changes in the brain of those who stutter can provide valuable insights into the pathophysiology of the disorder and guide the development of future interventions.

Enlarged Area of Mesencephalic Iron Deposits in Adults Who Stutter.

PurposeChildhood onset speech fluency disorder (stuttering) is possibly related to dopaminergic dysfunction. Mesencephalic hyperechogenicity (ME) detected by transcranial ultrasound (TCS) might be seen as an indirect marker of dopaminergic dysfunction. We here determined whether adults who stutter since childhood (AWS) show ME.MethodsWe performed TCS in ten AWS and ten matched adults who never stuttered. We also assessed motor performance in finger tapping and in the 25 Foot Walking test.ResultsCompared to controls, AWS showed enlarged ME on either side. Finger tapping was slower in AWS. Walking cadence, i.e., the ratio of number of steps by time, tended to be higher in AWS than in control participants.DiscussionThe results demonstrate a motor deficit in AWS linked to dopaminergic dysfunction and extending beyond speech. Since iron deposits evolve in childhood and shrink thereafter, ME might serve as an easily quantifiable biomarker helping to predict the risk of persistency in children who stutter.

Changing Polish university students’ attitudes toward cluttering

PurposeThis quasi-experimental design study in Poland explored the extent to which attitudes toward cluttering of university students could be changed or improved after a series of activities dedicated to attaining deeper recognition of problems associated with fluency disorders. MethodUniversity students were assigned to either an Experimental or a Control group, with 39 in each (total = 78). They all completed the Polish version of the Public Opinion Survey of Human Attributes–Cluttering (POSHA–Cl) on two occasions up to eight weeks apart.Participants in the Experimental group attended the following intervention activities: watching and discussing an educational video on cluttering, participating in a workshop on the nature of cluttering, and watching and discussing a documentary on the life experiences of people struggling with fluency disorders. The Experimental group also filled out an open-ended questionnaire at the end of the study. ResultsPre-intervention comparisons indicated that participants assigned to either of the Experimental or Control groups differed significantly on 2 of the 15 summary ratings (13 %) of their pre-POSHA–Cl attitudes toward cluttering. For the Experimental group, the intervention resulted in significant positive changes in cluttering attitudes on 8 of the 15 summary ratings (53 %). In contrast, pre- and post- POSHA–Cl scores for the Control group were essentially unchanged (0 of 15 ratings). ConclusionsThis quasi-experimental study demonstrated that it is possible to positively modify the cluttering attitudes of university students. This has implications for the length, content, and experiential components of interventions designed to improve public attitudes toward fluency disorders.

Speech Fluency Disorders: A Review of Studies Conducted Over the Past Five Decades (1970-2020)

Background: Speech fluency disorder(SFD), a common disorder is reported in all age groups of people but most commonly in children around the world.&#x0D; Objective: This study aimed to review critically several aspects of SFD, specifically epidemiological parameters, etiological foundations, clinical and treatment perspectives.&#x0D; Methods: Electronic searches of relevant data published (1970-2020) in PubMed, MEDLINE, Google Scholar, and Science Direct databases were made using the Boolean operators and keywords and following iterative process 194 papers selected for this review.&#x0D; Results: Speech fluency disorder presents in a variety of forms including acquired neurogenic and psychogenic stuttering is a complex, challenging neurological disorder. SFD is determined by diverse biopsychosocial and cultural etiologies, commonly afflicts male children at age 2-3 years compared to their counterparts (4:1 ratio). SFD manifests a variety of signs and symptoms, and up to 85% children who stutter improves spontaneously with or without intervention. Childhood developmental stuttering (CDS) persists in 1-2% of adults and persistent developmental stuttering (PDS) is again male-gender condition. Persons who stutter (PWS) are managed by non-pharmacological especially speech therapy and pharmacological interventions in particular dopamine antagonists. Gender, early intervention, chronicity, severity, language skills, and comorbid conditions mainly determine the prognosis and outcome of stuttering.&#x0D; Conclusion: Extensive data concerning different perspectives of SFD is published globally, and projected better understanding of most speech disfluencies. Nonetheless, research need to be conducted to develop and provide better quality services to all PWS and to reduce the discrimination against PWS around the world.

مدى معرفة أولیاء الأمور باضطرابات التواصل وعلاقتها ببعض المتغیرات فی مدینة مکة المکرمة The Extent of Parents' Knowledge of Communication Disorders and their Relationship with Some Variables in the City of Mecca

هدف هذا البحث إلى تحديد مدى معرفة أولياء الأمور باضطرابات التواصل في مدينة مکة المکرمة، وعلاقتها ببعض المتغيرات وهي (النوع والعمر والمستوى العلمي والمستوى الاقتصادي)، واستخدم الباحثان المنهج الوصفي، مع عينة وصل عددهم إلى 514 مشارک من أولياء الأمور في مدينة مکة المکرمة، وکانت الأداة المستخدمة لقياس معرفتهم (استبانة) من إعداد الباحثان احتوت على أربع محاور تتعلق باضطرابات التواصل، وهي (اضطرابات النطق، واضطرابات الطلاقة، واضطرابات اللغة، واضطرابات السمع). وأظهرت النتائج أن معرفة أولياء الأمور باضطرابات التواصل بشکل عام معرفة ضعيفة، وتوجد علاقة ذات دلالة إحصائية عند مستوى دلالة (0.05≥ α)، بين المستوى العلمي والمستوى الاقتصادي وبين معرفة أولياء الأمور باضطرابات التواصل؛ فکلما کان المستوى العلمي والمستوى الاقتصادي مرتفعان کلما کانت المعرفة باضطرابات التواصل مرتفعة؛ بينما لا توجد علاقة ذات دلالة إحصائية عند مستوى دلالة (0.05≥ α) بين النوع والعمر وبين معرفة أولياء الأمور باضطرابات التواصل The aim of this research was to determine the extent of parents' knowledge of communication disorders in the city of Mecca, and their relationship to some variables (sex, age, educational level, and economic level). The researcher used the descriptive method with a sample their number has reached 514 parents' from in Mecca, It was the tool used to measure their knowledge (Questionnaire) prepared by the researcher, it contained four axes related to communication disorders, namely (articulation disorders, fluency disorders, language disorders, and hearing disorders). the results showed that parents' knowledge of communication disorders in general is weak, and there is a statistically significant relationship at the indication level (≥α 0.05) between the scientific level and the economic level and between knowledge of communication disorders; the higher the educational level and the economic level, the higher the knowledge of communication disorders while there is no statistically significant relationship at the indication level (≥α 0.05) between gender and age and between knowledge of communication disorders.

Rate vs. rhythm characteristics of cluttering with data from a “syllable-timed” language

PurposeCluttering is a type of fluency disorder characterized by a speech rate which is perceived to be fast and/or irregular as well as by an abnormal speech rhythm. As far as we know, no research has been conducted as yet using objective measurements and acoustic phonetic description on the rhythm of cluttered speech.The aim of this study is to show by objective measurements whether there are any differences between the rhythm of cluttered and control speech, and which parameters point to such differences. MethodsFor the analysis, recordings of spontaneous speech samples were taken from people who clutter (PWC) as well as from control speakers. Typical speech rhythm values and articulation rate were calculated in each speech sample. ResultsResults have confirmed that the rhythm of cluttering is slightly different from that of control speech in terms of various values, but the effect size is only small. It must be noted, however, that the difference between the two groups was not apparent in all analyzed values. ConclusionThe timing differences between cluttered and control speech are manifested primarily in the articulation rate while peculiarities in speech rhythm are almost negligible.

Dissociated Development of Speech and Limb Sensorimotor Learning in Stuttering: Speech Auditory-motor Learning is Impaired in Both Children and Adults Who Stutter

Stuttering is a neurodevelopmental disorder of speech fluency. Various experimental paradigms have demonstrated that affected individuals show limitations in sensorimotor control and learning. However, controversy exists regarding two core aspects of this perspective. First, it has been claimed that sensorimotor learning limitations are detectable only in adults who stutter (after years of coping with the disorder) but not during childhood close to the onset of stuttering. Second, it remains unclear whether stuttering individuals’ sensorimotor learning limitations affect only speech movements or also unrelated effector systems involved in nonspeech movements. We report data from separate experiments investigating speech auditory-motor learning (N = 60) and limb visuomotor learning (N = 84) in both children and adults who stutter versus matched nonstuttering individuals. Both children and adults who stutter showed statistically significant limitations in speech auditory-motor adaptation with formant-shifted feedback. This limitation was more profound in children than in adults and in younger children versus older children. Between-group differences in the adaptation of reach movements performed with rotated visual feedback were subtle but statistically significant for adults. In children, even the nonstuttering groups showed limited visuomotor adaptation just like their stuttering peers. We conclude that sensorimotor learning is impaired in individuals who stutter, and that the ability for speech auditory-motor learning—which was already adult-like in 3–6 year-old typically developing children—is severely compromised in young children near the onset of stuttering. Thus, motor learning limitations may play an important role in the fundamental mechanisms contributing to the onset of this speech disorder.

STUTTERING LANGUAGE DISORDER OF STAND-UP COMEDIAN OFF-STAGE SPEECH

This study aims to analyze the type of stuttering found in a stand-up comedian's speech when speaking offstage. It used a descriptive qualitative method. The theoretical concept used is from Carrol (1986) on the types of language disorders and it adapted the theoretical framework of Handoko (2014) and Saragih (2018) to analyze the types and the occurrence of stuttering language disorder. Based on the results of the analysis, there are two kinds of expressive language disorders found in namely fluency disorder and voice disorder. Fluency disorder occurs in the form of repetition, prolongation, interjection, and pause. The type of stuttering mostly found is repetition. There is no characteristic of circumlocution stuttering. In addition to bringing up the types of individual characteristics, the utterances also show combinations of voice disorders.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter.

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194.

Pacific and English Language Fluency and Mental Disorder Symptom Indications Among Pacific Mothers in New Zealand: Findings From the Pacific Islands Families Study.

Within New Zealand (NZ), Pacific people experience higher prevalence of mental disorder than non-Pacific people. Bilinguals are believed to have psychological advantages over monolinguals, although the empirical evidence base is equivocal. A prospective cohort of Pacific mothers was studied at 6 weeks (n = 1272), 1-year (n = 1135), and 2-year (n = 1059) postpartum. At 6 weeks, 343 (27.0%) mothers were fluent in both Pacific and English languages, 519 (40.8%) only fluent in Pacific language(s), and 410 (32.2%) only fluent in English. Over assessment waves, 16.0%, 12.5%, and 8.7% of mothers had mental disorder symptom indications. In adjusted generalized estimating equation analysis, mothers speaking English only had odds of mental disorder symptom indication of 2.24 as compared to bilingual mothers, while those who spoke Pacific language(s) only had odds of 1.52. Supporting Pacific and English languages within NZ may confer mental health benefits to new Pacific mothers and potentially others.

Ehud Yairi: Reflections on a Career

This is the second in a series of papers that provides an historical record in this journal of contributions made by the most influential researchers in the field of fluency disorders. The present paper reflects on the long and productive career of Ehud Yairi, outlining his many contributions to the field of stuttering, and his outstanding achievements and accomplishments. The paper is based on interviews with him during 2020, after the conclusion of his research career. His visionary, lifetime work has advanced our understanding of the nature, origins, and epidemiology of this disorder.

An Exploration of Mindfulness in Speech-Language Pathology

For decades, mindfulness practices have been studied and applied across professions such as health care, business, education, law, and counseling as a means to reduce workforce stress and improve patient/client outcomes. Literature describing applications and outcomes of mindfulness has been growing in the field of speech-language pathology. While there is an abundance of work on treating fluency disorders as well as adult cognitive and language deficits, reports of the successful application of mindfulness techniques in the service area domain of voice are expanding. The purpose of this article is to describe mindfulness and how mindfulness techniques are currently being applied in the practice of speech-language pathology with clients as well as parents and caregivers of clients. Suggested mindfulness activities and means for measuring change in the context of speech therapy are described.

DISFLUENCIES IN STAND-UP COMEDY: A PSYCHOLINGUISTIC ANALYSIS ON DREW LYNCH'S STUTTERING

Difficulties of producing speech sound in stutterers are indicated by the repetition, pause, prolongation, revision, and filled pause on the speaking. However, such difficulties do not hinder the communication as shown in the speech of a stand-up comedian named Drew Lynch. This study aims at exploring the types of fluency disorder identified in Lynch’s utterances on stage. This study uses the descriptive qualitative method employed through the process of observing, transcribing, describing, and analyzing his utterances in American Got Talent videos. The result shows Lynch produces all kinds of disfluency covering filled pause, phrase repetition, revision, multisyllabic whole-word repetition, monosyllabic whole-word repetition, repetition of individual sound or syllable, prolongation of sound, and block. The monosyllabic whole-word repetition is more dominant. The combination happens between revision with monosyllabic whole-word repetition, prolongation, or multisyllabic whole-word repetition. These findings confirm that in the context of stand-up comedy, the disfluencies in stuttering do not hamper the transfer of meaning.

Exploring teachers’ attitudes: knowledge and classroom strategies for children who stutter in New Zealand

ABSTRACT Background: Stuttering is associated with negative stereotypes and attitudes. Teachers play a pivotal role in children’s lives but need to be well educated about stuttering in order to support children in the classroom. This study (i) explored New Zealand teachers’ attitudes and knowledge and (ii) piloted an online education package for teachers. Method: In phase one, 59 teachers (35 primary and 24 secondary) completed an online survey examining their attitudes and knowledge of stuttering and strategies for classroom management. In phase two, 27 primary school teachers completed a short online education package including a fact sheet and educational video ‘Wait wait … I’m not finished yet’ (Michael Palin Centre, 2018). Teachers completed the Public Opinion Survey of Human Attributes-Stuttering POSHA-S [Abdalla, F. A., & Louis, K. O. S. (2012). Arab school teachers’ knowledge, beliefs and reactions regarding stuttering. Journal of Fluency Disorders, 37(1), 54–69 ] before and after the education package. Results: The teachers surveyed had a wide range of teaching experience (1—46 years) and displayed positive attitudes to stuttering. They had gaps in their knowledge about the cause of stuttering. Teachers frequently rated ‘unsure’ to statements relating to the use of classroom strategies. The online education package was well received and considered valuable in understanding stuttering. Attitudes and knowledge shifted in accuracy and certainty. Conclusion: The New Zealand teachers in this study had positive attitudes but knowledge gaps. Their toolbox of appropriate classroom strategies was limited. A short online education package can enable teachers to make a positive shift in attitudes and knowledge and reflect on new strategies to use in their current classrooms. Stuttering resources should be available to all teachers .

O efeito da emoção na taxa de articulação em crianças com gagueira persistente e recuperada

Erdemir A, Tedra A, Walden CM, Jefferson DC, Robin MJ. The effect of emotion on articulation rate in persistence and recovery of childhood stuttering. J Fluency Disord. 2018; 56:1–17.

درجـة معـرفـة المعلمـین فی المرحلــة الابتدائیـة فی مدینــة مکــة باضطــرابـات التـواصــل فی ضـوء بعـض المتغـیرات The Degree of Knowledge that Public Elementary School Teachers have about Communication Disorders in Makkah City according to Some Variables

هدفت هذه الدراسة إلى استقصاء درجة معرفة معلمي الصفوف الأولية في المرحلة الابتدائية باضطرابات التواصل في ضوء بعض المتغيرات والمتمثلة في الخبرة التعليمية للمعلمين، والجنس، والتخصص الدراسي، والدورات التدريبية، وقد تکون مجتمع الدراسة من جميع معلمي ومعلمات الصفوف الأولية (من الصف الأول إلى الثالث) في المرحلة الابتدائية في المدارس الحکومية للعام الدراسي ١٤٣٩/١٤٤٠هـ في مدينة مکة المکرمة. أما عينة الدراسة فقد تألفت من (١٩٦) معلما ومعلمة. واستخدمت الدراسة المنهج الوصفي المسحي، وطبقت أداة لقياس درجة معرفة المعلمين باضطرابات التواصل علي عينة الدراسة، وهي من اعداد الباحث، أشارت نتائج الدراسة أن المتوسطات الحسابية قد تراوحت ما بين (٠،٦٣ – ٠،٦٩)، حيث جاء معيار اضطرابات الطلاقة في المرتبة الأولى بأعلى متوسط حسابي حيث بلغ (٠،٦٩)، بينما جاء اضطرابات النطق في المرتبة الأخيرة بمتوسط حسابي بلغ (٠،٦٣)، کما أشارت النتائج إلى وجود فروق ذات دلالة إحصائية (= 0.05 α) تعزى لمتغير التخصص الدراسي في جميع الأبعاد وجاءت الفروق لصالح تخصص التربية الخاصة، وفيما يخص متغيرات الخبرة التعليمية والجنس والدورات التدريبية فلم توجد فروق ذات دلالة إحصائية عند مستوى الدلالة (= 0.05 α). The purpose of this study was to investigate the knowledge level of primary grades teachers in the elementary stage about communication disorders in the light of some variables, which are teachers’ educational experience, gender, area of specialization and training courses. The community of the study consisted of all primary grade male and female teachers (from the first grade to the third grade) in the elementary public schools in Makkah, while the samples of the study were 196 teachers consisting of 103 males and 93 females from the primary grade teachers. The study has used the descriptive survey research approach and an instrument, prepared by the researcher, which was applied to the samples to assess the teachers’ knowledge level of the communication disorders. The study results have showed that the arithmetic means ranged between (0.63-0.69), where the fluency disorders criterion ranked the first place with the highest average of 0.69, while the speech disorders criterion ranked in the last place with an average of 0.63. The results have also indicated the presence of statistically significant differences (α=0.05) in all aspects attributed to the variable of area of specialization. These differences were in the favor of special education specialization. Regarding the variables of educational experience, gender and training courses, there were no statistically significant differences at the significance level of (α=0.05).

Academic Education of the Speech-Language Pathologist: A Comparative Analysis on Graduate Education in Two Low-Incidence Disorder Areas

Background/Purpose When working with a specialized population, it is necessary to have the appropriate clinical and academic training. However, many speech-language pathologists report being ill-prepared regarding best practice when evaluating and treating patients with low-incidence disorders, particularly cleft palate/craniofacial anomalies and fluency disorders. The purpose of this study was to compare differences in graduate speech-language pathology coursework in the United States across two low-incidence disorder areas: cleft/craniofacial anomalies and fluency disorders. Method A review of the accredited graduate curricula offerings within these domains was completed. Information whether coursework in these areas was offered, if the course was taught as a full course or embedded within a related course, or whether the content was required or an elective, and if the course was taught by an expert was obtained. Results Significant differences were present in the amount, quality, and type of course content offered for cleft/craniofacial anomalies compared to fluency disorders. Only 72.83% of graduate speech-language pathologist programs offered content in cleft/craniofacial anomalies. Approximately one out of every four programs (27.17%) did not provide this content within the graduate curriculum. In contrast, content in fluency disorders was taught in 99.28% of graduate programs. Conclusion Results demonstrate that graduate training in topics related to cleft/craniofacial anomalies is significantly limited, particularly in comparison to another low-incidence communication disorder.

Structural brain differences in pre-adolescents who persist in and recover from stuttering

BackgroundStuttering is a complex speech fluency disorder occurring in childhood. In young children, stuttering has been associated with speech-related auditory and motor areas of the brain. During transition into adolescence, the majority of children who stutter (75–80%) will experience remission of their symptoms. The current study evaluated brain (micro-)structural differences between pre-adolescents who persisted in stuttering, those who recovered, and fluently speaking controls. MethodsThis study was embedded in the Generation R Study, a population-based cohort in the Netherlands of children followed from pregnancy onwards. Neuroimaging was performed in 2211 children (mean age: 10 years, range 8–12), of whom 20 persisted in and 77 recovered from stuttering. Brain structure (e.g., gray matter) and microstructure (e.g., diffusion tensor imaging) differences between groups were tested using multiple linear regression. ResultsPre-adolescents who persisted in stuttering had marginally lower left superior frontal gray matter volume compared to those with no history of stuttering (β −1344, 95%CI −2407;-280), and those who recovered (β −1825, 95%CI −2999;-650). Pre-adolescents who recovered, compared to those with no history of stuttering, had higher mean diffusivity in the forceps major (β 0.002, 95%CI 0.001;0.004), bilateral superior longitudinal fasciculi (β 0.001, 95%CI 0.000;0.001), left corticospinal tract (β 0.003, 95%CI 0.002;0.004), and right inferior longitudinal fasciculus (β 0.001, 95%CI 0.000;0.001). ConclusionFindings suggest that relatively small difference in prefrontal gray matter volume is associated with persistent stuttering, and alterations in white matter tracts are apparent in individuals who recovered. The findings further strengthen the potential relevance of brain (micro-)structure in persistence and recovery from stuttering in pre-adolescents.

Developmental stuttering and comorbid psychiatric disorders in school age children

Objective: Previous researchs suggested that psychiatric problems and stuttering may be associated with common neurophysiological reasons or because of the social and psychological difficulties caused by stuttering. The aim of this study was to evaluate comorbid psychiatric disorders in school age children with stuttering and to compare stuttering patients with and without psychiatric comorbidity in terms of age, gender and stuttering severity. Methods: This is a cross-sectional, retrospective study and the study was conducted with 89 children aged 6-12 years who were diagnosed as stuttering. Diagnosis of developmental stuttering was established by child psychiatrists based on DSM 5 childhood-onset speech fluency disorder (stuttering) diagnostic criteria. The Clinical Global Impression Scale was used to assess the severity of stuttering. The psychiatric evaluation of the participants was conducted with Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL). Results: The rate of comorbid psychiatric disorders in school-aged children with stuttering was 51.7%. The comorbid psychiatric disorders were attention deficit and hyperactivity disorder (30.3%), social anxiety disorder (12.4%) and specific learning disorder (4.5%). The participants were divided into two groups according to the presence or absence of psychiatric comorbidity and compared in terms of age, gender and stuttering severity. The results showed that psychiatric comorbidity was significantly higher in boys (56%) than girls (23%), and the mean age of those with psychiatric comorbidity (8.06) was significantly higher than those without psychiatric comorbidity (7.16). There was no significant difference between the groups in terms of stuttering severity. Discussion: The results of this study revealed that one of two children in school age children with stuttering had a comorbid psychiatric disorder. Considering the literature data emphasizing the negative effects of psychiatric comorbidity in stuttering especially on stuttering treatment, we think that determination of psychiatric comorbidity and interventions will provide important benefits for both professionals and patients.