Fluency Disorders Research Articles

Against Prejudice and Discrimination: Moderators of the Relationship Between College Students’ Feelings and Attitudes Towards a Peer who Stutters

ABSTRACT The few studies assessing the affective reactions of different groups of respondents to this disorder reported that their physiological or emotional responses were negative. The purpose of this study was to determine the influence of college students’ gender and major on their feelings and attitudes towards a peer who stutters. The study was conducted with 342 college students aged 19–33 years from different majors. Their attitudes to stuttering peers were evaluated by the Sękowski’s Attitudes Toward Disabled Persons Scale (ATDPS) and feelings by the Positive and Negative Affect Scale (PANAS). The study revealed that some gender-major interactions were associated with less negative feelings and attitudes towards stuttering peers and that different emotions about a stuttering peer led to different attitudes. In male students, the main moderating effect of the major on the relationship between negative feelings and negative attitudes was only established for students of economics. The major of female students also differentiated the relationship between negative feelings and attitudes. Teaching programmes for helping majors (paramedics/nurses) stimulate students’ positive feelings towards persons who stutter. Students in non-helping majors may need special soft skill training to develop positive attitudes towards persons with speech fluency disorders.

Self-inefficacy's impact on well-being indices in students self-identifying with cluttering characteristics

IntroductionCluttering, a fluency disorder characterized by fast and irregular speech patterns, receives relatively limited research attention. Consequently, the association between cluttering and measures of well-being remains unexplored. In contrast, stuttering, another fluency disorder, has been associated with anxiety and depression. The present study examines whether an individual's experience of cluttering characteristics is related to alterations in both positive and negative measures of well-being. To achieve this, we assessed the relationship between Self-Identified Cluttering Characteristics (SICC) and measures of well-being in a sizeable sample of 1201 university students. Our main objective was to explore the potential impact of self-inefficacy on the association between SICC and well-being. MethodsConsistent with prior research, participants identified themselves as having cluttering characteristics (SICC) or no-cluttering characteristics (SINCC) based on a verbal and written explanation of the disorder. They also completed questionnaires on psychological well-being indices and self-inefficacy. ResultsIn total, 276 respondents identified themselves as having cluttering characteristics. In regression models, both SICC and self-inefficacy were predictive of greater negative well-being, increased depressive symptoms, and heightened psychosomatic symptoms. Interestingly, ADHD diagnosis was associated with less negative well-being. Positive well-being indicators (positive future orientation and subjective happiness) were solely predicted by self-inefficacy. Supporting these findings, supplementary regressions including only 56 SICC participants who reported being treated for cluttering yielded similar results. Utilizing Hayes's PROCESS computational procedures to test moderation revealed that self-inefficacy significantly moderated the association between SICC and negative well-being (depressive symptoms) as well as the association between SICC and positive well-being (positive future orientation). ConclusionsThe findings underscore alterations in well-being among individuals who identify themselves as experiencing cluttering characteristics. Primarily, heightened negative well-being was noted in those with SICC, yet individual self-inefficacy reports mitigated this effect. Overall, SICC exacerbates negative well-being rather than diminishing positive well-being. These findings point to the importance of integrating mental health assessment and intervention into clinical practice for individuals with cluttering symptoms and the potential benefits of interventions targeting self-inefficacy to improve overall well-being in this population.

Exploring the impact of stuttering simulation-based learning and personality traits on clinical self-efficacy and professional interest among speech-language pathology students.

Research suggests that participating in a stuttering simulation-based learning (SBL) program could help speech-language pathology (SLP) students feel more at ease, less nervous and more capable while interacting with people who stutter. Personality traits may influence SLP students' self-efficacy beliefs as well as their level of interest in working with clients who stutter. In particular, we suggest that the combination of low neuroticism and high extraversion, previously linked with a more outgoing, emotionally stable and social personality, may enhance self-efficacy. To examine the impact of participating in a stuttering SBL program on clinical self-efficacy (CSE) in managing stuttering therapy among SLP students, as well as its influence on their interest in working with fluency disorders and their associations with personality dimensions. The study also evaluated satisfaction with the SBL experience. SLP students (n = 49) underwent a fluency disorders academic course, self-reported on CSE, and had an interest in working in the field of stuttering and NEO-Five-Factor Inventory (NEO-FFI). Post-stuttering SBL program participation, CSE and level of interest in practice of stuttering were reassessed. Satisfaction with the simulation was also gauged. Students interested in working with fluency disorders scored lower in neuroticism and higher in extraversion than their uninterested counterparts. Before the SBL activity, interest ratings were negatively correlated with neuroticism and positively correlated with extraversion. Pre-SBL neuroticism was negatively correlated with CSE. Following the SBL activity, increased CSE and interest in working with fluency disorders were evident, indicating robust and medium effects of the simulation on those indices, respectively. Post-SBL neuroticism was also negatively correlated with CSE. Overall, participants reported high satisfaction with the SBL experience. The study suggests SBL is an effective tool for enhancing motivation to work with fluency disorders. Consideration of personality traits and professional interests in designing educational interventions for SLP students, along with tailoring approaches to individual differences, may enhance learning outcomes. The study also highlights the need to differentiate between CSE and objectively assessed clinical competence and the fact that professional development is influenced by various factors. Nonetheless, the positive correlations between personality traits, CSE and satisfaction emphasize the potential of SBL programs in shaping not only clinical skills but also the attitudes and preferences of future SLPs. What is already known on this subject SLPs in the field of stuttering therapy reportedly experience low levels of comfort and professional confidence, possibly due to insufficient clinical experience. According to earlier research, taking part in SBL programs may elevate the CSE of SLP students and help them feel more confident about treating people with stuttering. What this study adds to the existing knowledge In addition to showing the beneficial effects of an SBL activity on SLP students' self-efficacy and interest in working in stuttering therapy, our research shows a significant relationship between personality traits and CSE. Specifically, the combination of high extraversion and low neuroticism was found to be associated with higher CSE and higher levels of satisfaction from the SBL. What are the potential or actual clinical implications of this work? The study shows that SBL is an effective tool for enhancing motivation to work with fluency disorders. Overall, students who exhibit high extraversion and low neuroticism show higher levels of CSE, greater motivation in stuttering treatment, and higher levels of SBL stratification. Development of future SBL activities and other educational interventions should take into consideration such personality traits, to enhance learning outcomes.

The application of neuronavigated rTMS of the supplementary motor area and rhythmic speech training for stuttering intervention.

Stuttering, a neurodevelopmental speech fluency disorder, is associated with intermittent disruptions of speech-motor control. Behavioural treatments for adults who stutter (AWS) concentrate on adopting speech patterns that enhance fluency, such as speaking rhythmically or prolonging speech sounds. However, maintaining these treatment benefits can be challenging. Neuroimaging studies suggest that supplementary motor area (SMA) which play a crucial role in speech initiation, planning and internal timing shows aberrant activation in speech production of AWS and may contribute to stuttering. Preliminary evidence suggests that brain stimulation may impact responsiveness to behavioural treatments. The present study aims to investigate whether excitatory repetitive transcranial magnetic stimulation (rTMS) of the SMA and rhythmic speech can consistently reduce stuttering severity across various measures. Ten self-identified Cantonese-speaking AWS participated in this double-blinded, sham-controlled clinical trial study (NCT05472181). The participants underwent 10 sessions of rhythmic speech training across two phases, combined with either neuronavigated rTMS or sham, with a 2-week washout period between phases. The stuttering severity was assessed through various outcome measures, including the percentage of syllables stuttered, self-perceived stuttering severity, and the brief version of Unhelpful Thoughts and Beliefs About Stuttering before and after each treatment phase. Results demonstrated improved speech fluency in various speaking contexts, with no significant difference between rTMS and sham conditions immediately and 1 week post-treatment. Notably, rTMS specifically led to less stuttering in tongue twister production (d = -0.70). Both treatment conditions effectively reduced self-perceived stuttering severity and negative thoughts and beliefs about stuttering. The findings of this study indicate that stimulating the SMA reduced stuttering, only in the production of tongue twisters that may require greater motor control and coordination. Furthermore, it indicates that rhythmic speech might help alleviate negative beliefs and anxiety related to stuttering. This research contributes to our understanding of neuromodulation in stuttering treatment and the role of the SMA in speech motor control and emphasises the need for more research on the potential benefits and limitations of applying rTMS in this condition. What is already known on the subject Behavioural treatments for adults who stutter concentrate on adopting speech patterns that enhance fluency, such as speaking rhythmically or prolonging speech sounds. However, maintaining these treatment benefits can be challenging. Neuroimaging studies indicate that aberrant neural activation in speech production regions, like the supplementary motor area (SMA), is involved in stuttering. The SMA plays a crucial role in initiating, planning, and sequencing motor behaviours. Preliminary evidence suggests that brain stimulation (e.g., transcranial direct current stimulation or transcranial magnetic stimulation) may impact responsiveness to behavioural treatments. What this paper adds to existing knowledge There is limited knowledge regarding the potential effects of stimulating the SMA to enhance speech fluency in people who stutter. Existing research primarily consists of single case studies that lack proper control conditions or involve only a single stimulation session. Due to their limited scope and power, these studies may not provide sufficient evidence. The current study expands upon existing research by investigating whether multiple sessions of repetitive transcranial magnetic stimulation over the SMA, combined with rhythmic speech, improve speech fluency in adults who stutter. Furthermore, it addresses the limitations of brain stimulation methods and proposes directions for future research. What are the potential or actual clinical implications of this work? This study implies that the stimulation of SMA reduced stuttering only in speaking contexts that may require greater motor control and coordination such as tongue twisters. Additionally, the research suggests that using rhythmic speech could potentially alleviate negative beliefs and anxiety associated with stuttering.

Fluency Disorders and Maladaptive Behaviours: A Comprehensive Investigation and Rehabilitation Strategies

Fluency Disorders and Maladaptive Behaviours: A Comprehensive Investigation and Rehabilitation Strategies

Prosodic Aspects of the Pronunciation of Ukrainian Students Learning Bulgarian Language as a Foreign Language

The work represents an attempt to take a step in the direction of building a connection between scientific developments in the field of instrumental phonetics and the teaching of Bulgarian as a foreign language. Technological studies point to problem areas of the pronunciation of the Bulgarian language by speakers of closely related languages such as Ukrainian. As an object of attention and corrective work, we noted some segmental deviations in the articulation of (е, ə, о, tʃ , t), slow pace of speech and articulation, fluency disorders, positional accent deviations and those in accent realization (indiscernible difference in the acoustic ques of stressed and unstressed units) and inconsistent reduction. We believe that audio and visual demonstrations have a place in teaching pronunciation in Bulgarian as a foreign language. A „translation“ of the specialized terminology of linguistics and illustrative materials are needed, which serve not only for illustration, but also as material for one‘s own production in comparison with that of native speakers.

Validity and Reliability Study of the Turkish Version of Focus on the Outcomes of Communication Under Six-34.

Speech and language disorders can negatively affect preschool children's communicative participation skills. Focus on the Outcomes of Communication Under Six-34 (FOCUS-34) is a valid and reliable scale that evaluates communicative participation in preschool children with speech and language disorders. This study aimed to establish the Turkish version of FOCUS-34 (FOCUS-34-TR) and investigate its validity and reliability. A total of 175 children with language disorders, speech sound disorders, and fluency disorders (aged 20-72 months) and their parents were included in the study. Parents were asked to complete the demographic information form, the FOCUS-34-TR scale, and the Ages and Stages Questionnaires: Social-Emotional (ASQ-SE) Turkish version. The construct validity, convergent and divergent validity, internal consistency, and test-retest reliability of the scale were investigated. The FOCUS-34-TR had high values for internal consistency (α = .97) and test-retest reliability (r = .95). The correlations between the FOCUS-34-TR total score and its subscales were between .77 and .90. A moderately significant negative correlation was found between the FOCUS-34-TR scale and the ASQ-SE. The Turkish version of FOCUS-34 is a valid and reliable scale that can be used in clinics and for research purposes to evaluate the communicative participation skills of Turkish-speaking preschool children with speech and language disorders.

Verbal Fluency Disorders in Ischemic Stroke Patients Undergoing Neuropsychological Rehabilitation

Introduction: Studying verbal processes is an important aspect of a neuropsychological assessment and therapy of post-brain infarct patients.

Initial Syllable Vowel Duration as a Temporal Measure in Persons with Stuttering: Implication for Speech Motor Control

Stuttering is a fluency disorder characterized by involuntary repetitions, prolongations and hesitation. “Relational Speech Timing Task (RST)” refers to a phenomenon where in, when a set of words with a common base word, is used with progressively increasing length of suffixes it results in progressive reduction in the duration of vowel of the initial syllable. Since individuals with stuttering are reported to have difficulties in the temporal aspects of speech, this study aimed to assess and compare the Initial Syllable Vowel Shortening(ISVS) among individuals with stuttering and Fluent age matched controls. Eight males with stuttering and eight age and gender matched fluent adults served as subjects. Eight sets of meaningful Tamil words were developed for the RST tasks. The subjects were asked to repeat the modelled stimuli and only the stutter free responses were taken for the analysis. The duration of the initial vowel in the words were measured and compared between the two groups. Results revealed that individuals with stuttering exhibited difficulties for multisyllabic words, demonstrating the subtle timing difficulties in individuals with stuttering.

유창성 장애의 언어치료 관련 경시적 계수자료의 유연한 분석

In this study, the goal was to apply a flexible and easy-to-manage analysis method through a model that includes a dispersion parameter in the longitudinal analysis method of count data. In the analysis of count data, it may be inconvenient to change the statistical model depending on whether there is under- or over-dispersion. To compensate for these weaknesses, We have applied a statistical method including a dispersion parameter to the statistical model. The count data covered were included in the diagnosis of fluency disorders and the evaluation of the effectiveness of speech therapy. but research on speech-language therapy is limited by being conducted on small numbers of subjects for several reasons. Therefore, statistical analysis methods that work only on large samples, are complex, or require excessive calculations in the model fitting process were not appropriate for the field. With this background, we applied the Conway-Maxwell Poisson model to longitudinal data analysis of fluency disorders. We evaluated whether the model that reflects the level of data dispersion in the model was consistent with the speech therapy data for fluency disorders by comparing it to the existing Poisson mixed model and linear mixed model. In particular, the Conway-Maxwell Poisson model had the advantage of reflecting well when the degree of dispersion was different for each group or specific subgroup.

Çocukluk çağında DEHB tanısı ile metilfenidat kullanımı sırasında ortaya çıkan ve sonlanan kekemelik: Tutarsız bir ilişki

Stuttering is a childhood onset fluency disorder in speech. It has been suggested to be associated with brain anatomy, functionality or the dysregulation of the dopaminergic activity. Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in childhood and adolescence. Psychostimulant medications are widely used for the psychopharmacologic treatment of ADHD. In this article, two boys who have ADHD with opposite reactions after methylphenidate (MPH) treatment in terms of fluency in the speech are presented. In the first case stuttering was induced with MPH while in the second case stuttering was resolved after MPH treatment. Although MPH seems to have opposite effects on stuttering in our cases, our case report points that dopaminergic system may play a role for the onset of childhood onset fluency disorder. More comprehensive studies are needed to show the neurodevelopmental process and the mechanisms related with ADHD, stuttering and MPH treatment.

Comparative Study in Adults who Stutter with and without Social Anxiety

Background: Stuttering, a complex fluency disorder, often coexists with social anxiety, impacting individuals' communicative competence and quality of life. The intersection of these conditions can exacerbate the challenges faced by adults who stutter, influencing their social participation, educational and professional success, and social status. Objective: The study aimed to elucidate the relationship between stuttering and social anxiety in adults and to determine the extent to which social anxiety affects stuttering severity across various social situations. Methods: A cross-sectional analysis was conducted with 80 adults, split into two groups based on the presence (30 participants) or absence (50 participants) of social anxiety. Data were collected on stuttering frequency and severity during common social interactions such as using a telephone, eating, and speaking in public. Stuttering severity was classified as none, mild, moderate, or severe. Statistical analysis was employed to compare the prevalence of stuttering across different social scenarios between the two groups. Results: The presence of social anxiety was associated with higher instances of no stuttering during telephone use (86.7%), small group activities (60%), and eating in public (56.7%). In contrast, participants without social anxiety showed higher rates of mild stuttering in these situations (62%, 68%, and 50%, respectively). Social anxiety did not correlate with moderate or severe stuttering in any assessed situation. Conclusion: Social anxiety in adults who stutter correlates with a reduced frequency of stuttering in certain social situations. However, the absence of social anxiety is associated with an increased occurrence of mild stuttering. These findings suggest that social anxiety may have a mitigating effect on stuttering severity, highlighting the need for integrated clinical approaches to address both speech and psychological aspects of stuttering.

A Study of Emotion Regulation Difficulties, Repetitive Negative Thinking, and Experiential Avoidance in Adults with Stuttering: A Comparative Study.

Objective: Stuttering is a type of communication and fluency disorder that hurts mental and emotional health. It is also associated with a significant increase in both trait and social anxiety. Studies on stuttering in adults have indicated the nature and impact of this phenomenon. In addition, some psychological aspects of this phenomenon remain vague and need further investigation. Therefore, the present study aimed to compare emotion regulation difficulties, repetitive negative thinking, and experiential avoidance between people who stutter and healthy individuals. Method : In this study, 101 people who stutter (43 females and 58 males, with a mean age of 29.55 ± 187 years), as well as 110 healthy individuals (74 females and 36 males, with a mean age of 25.57 ± 489 years) as participants were chosen using the convenience sampling method among those who referred to the speech therapy clinics of Tehran, Iran. Research instruments including the repetitive negative thinking inventory, Difficulties in Emotion Regulation Scale, and Acceptance and Action Questionnaire (AAQ-I) were used for data collection. Data were analyzed using multivariate ANOVA test and Multiple Regression Analysis. Results: The mean age of the participants was 29.55 years in the people who stutter and 25.57 years in the healthy individuals (P < 0.01). The present results indicated that the mean score of experiential avoidance was higher in the people who stutter (M ± SD: 35.74 ± 9.24) compared to the healthy individuals (M ± SD: 8.89 ± 31.11). Additionally, the mean score of emotion regulation difficulties was higher in the people who stutter (M ± SD: 88.75 ± 20.59) compared to the healthy individuals (M ± SD: 64.14 ± 94.94) (P < 0.001). However, there was no significant difference in the mean score of repetitive negative thinking between the people who stutter (M ± SD: 98.45 ± 25.85) and healthy individuals (M ± SD: 93.71 ± 25.24) groups (P > 0.05). There was a significant correlation between experiential avoidance and emotion regulation difficulties in people who stutter (P < 0.01). Experiential avoidance and repetitive negative thinking can significantly predict emotion regulation difficulties in people who stutter (R = 0.65, P < 0.01). Conclusion: People who stutter obtained higher emotion regulation difficulties and experiential avoidance scores than those without stuttering and A significant correlation between experiential avoidance and emotion regulation difficulties was found. Future studies should consider the role of emotion regulation difficulties and experiential avoidance in people who stutter.

A preliminary investigation of stutteringand typical disfluencies in bilingual Polish‑English adults who stutter: A multiple cases approach

This study analyzes the frequency of stuttering and typical disfluencies in Polish‑English bilingual adults who stutter during cross‑linguistic dialogue, monologue, and oral reading contexts. Additionally, the relationship between English proficiency and stuttering and typical disfluency frequencies was examined. The study aims to contribute to the body of research regarding differential considerations between monolingual and bilinguals who stutter. Data collection took place via video conferencing. Participants first completed an English proficiency cloze test, where they entered missing words in a short English text. Following this, randomized dialogue, monologue, and oral reading speech samples in Polish and English were collected. The correlation between cloze test scores and frequency of stuttering and typical disfluency in the English samples was also examined. All participants experienced more stuttering in English (L2) than Polish (L1) during dialogue. Overall, participants had increased stuttering in L2 for at least one speaking task. Seventy one percent of participants had increased typical disfluencies in L2 for dialogue and monologue. Most participants evidenced an increase in stuttering and typical disfluencies in L2 compared to L1. The results suggest that language proficiency may share a relationship between frequency of stuttering and typical disfluencies, highlighting the importance of collecting cross‑linguistic speech data during assessment to reach clinical decisions related to fluency disorders in bilingual populations.

Comparing the beliefs regarding biological or psychological causalities toward stereotyped perception of people who stutter.

Developmental stuttering is a fluency disorder that may be caused by neurological, genetic, or familial factors. However, a general perception that stuttering is caused by psychological problems could lead to negative attitudes toward stuttering, causing prejudice or discrimination against people who stutter (PWS). Thus, our study aimed to investigate whether certain beliefs in etiology of stuttering are related to the negative perception of stuttering. A web-based survey of 413 native Japanese adults, aged 20-69, who did not suffer from stuttering, schizophrenia, or depression, was conducted in August 2021. The participants were recruited through the Web monitor panel. Participants were divided into three uniform groups based on their response to a 27-item questionnaire about their implicit belief regarding the etiology of stuttering: belief in the biological model (stuttering-biological group), belief in the psychological model (stuttering-psychological group), and the control group (those who responded to perception of healthy adult males). Participants were also asked to respond to 25 items of semantic differential scales about perception of stuttering or healthy adult males. Responses were summarized into several factors by factor analysis, and factor scores were compared among the three groups. The stuttering-biological group had the fewest participants, comprising 80 individuals. Overall, a total of 240 participants, 80 from each group, were included in the analysis. Some pairs of stereotypes included in semantic differential scales revealed differences between the groups; PWS, irrespective of the participants of the biological or psychological group, were considered as having negative stereotyping properties such as being "tense," "anxious," or "afraid." Additionally, three concepts from the factor analysis of these 25 items were analyzed using an analysis of variance, and significant differences were found; the mean factor score of the "danger" stereotype was lower in the stuttering-biological group compared to the stuttering-psychological group. Although the simplification of the biological model is not recommended, anti-stigma campaigns to educate people that stuttering is caused by multidimensional factors, not just psychological ones, could change the general public's negative perceptions of stuttering.

Unique Patterns of Bilingual Speech: Factors Affecting Disfluency Rates in Russian-Hebrew Bilingual Children.

Bilingual children often demonstrate a high rate of disfluencies, which might impact the diagnostic evaluation of fluency disorders; however, research on the rates and types of disfluencies in bilinguals' two languages is limited. The purpose of this research is to profile disfluencies of two types, stuttering-like disfluencies (SLDs) and other disfluencies (ODs), in the speech of Russian-Hebrew bilingual typically developing children, focusing on cross-linguistic differences and the effect of language proficiency in both languages. Spontaneous narratives based on the Frog, Where Are You? (Mayer, 1969) picture book were collected in both languages from 40 bilingual Russian-Hebrew children aged 5;6-6;6 (years;months). The transcribed narratives were coded for SLD (sound, syllable, and monosyllabic word repetitions) and OD (multisyllabic word/phrase repetitions, interjections, and revisions), and their frequencies per 100 syllables were calculated. Overall, most children had a percentage of SLD and OD below the cutoff point and within the existing criteria for stuttering diagnosis established based on monolingual data, but several children exceeded this stuttering criterion. Monosyllabic word repetitions (part of SLD) and interjections (part of OD) were more frequent in Hebrew than in Russian. Lower proficiency was associated with a higher percentage of monosyllabic word repetitions and of interjections in both languages. Bilingual disfluency criteria are needed, since based on the existing monolingual criteria, some children might be erroneously assessed as children who stutter, thus leading to overdiagnosis. The results support the claim that proficiency is an important factor in the production of disfluencies.

Improving specificity of stimulation-based language mapping in stuttering glioma patients: A mixed methods serial case study

ObjectiveStimulation-based language mapping relies on identifying stimulation-induced language disruptions, which preexisting speech disorders affecting the laryngeal and orofacial speech system can confound. This study ascertained the effects of preexisting stuttering on pre- and intraoperative language mapping to improve the reliability and specificity of established language mapping protocols in the context of speech fluency disorders. MethodDifferentiation-ability of a speech therapist and two experienced nrTMS examiners between stuttering symptoms and stimulation-induced language errors during preoperative mappings were retrospectively compared (05/2018-01/2021). Subsequently, the impact of stuttering on intraoperative mappings was evaluated in all prospective patients (01/2021-12/2022). ResultsIn the first part, 4.85 % of 103 glioma patients stuttered. While both examiners had a significant agreement for misclassifying pauses in speech flow and prolongations (Κ ≥ 0.50, p ≤ 0.02, respectively), less experience resulted in more misclassified stuttering symptoms. In one awake surgery case within the second part, stuttering decreased the reliability of intraoperative language mapping.Comparison with Existing Method(s): By thoroughly differentiating speech fluency symptoms from stimulation-induced disruptions, the reliability and proportion of stuttering symptoms falsely attributed to stimulation-induced language network disruptions can be improved. This may increase the consistency and specificity of language mapping results in stuttering glioma patients. ConclusionsPreexisting stuttering negatively impacted language mapping specificity. Thus, surgical planning and the functional outcome may benefit substantially from thoroughly differentiating speech fluency symptoms from stimulation-induced disruptions by trained specialists.

Psycho-Social Effects of Stuttering in Children

The emotional needs of a child who has fluency disorder (stammering) is as important if not more important than the educational development. Many parents are concerned so much especially when they are not able to deal with the problem of fluency disorder in their children. Often times, this causes embarrassment in homes. Children who stammer are easily aggressive and this may be due to the fact that they find it difficult to express their views on a particular issue or occasion. This situation can also be frustrating and causes them to feel withdrawn and not to socialize, as it feels so terrible knowing what to say, but cannot express it the way it ought to be said due to some speech challenges. It is on that note that this research was carried out, to investigate the psycho-social effects of stuttering/stammering in the affected children as well as proffer some solutions or make some suggestions that will go a long way in helping to improve the lives of the children affected with stuttering.

Childhood-Onset Fluency Disorder with marked ingressive speech: a prospective case study

This prospective case study aimed to examine the effectiveness of a comprehensive treatment approach employed for a 14-year-old boy, EK, with Childhood-Onset Fluency Disorder (COFD), particularly manifested by excessive pulmonic ingressive speech and phonation as well as profound secondary behaviors that resemble those attested in individuals with Tic Syndrome (TS). A single-case, experimental-longitudinal design was used, with a hypothesis adopting a therapeutic approach, which integrated strategies used to manage several behaviors in TS, would reduce dysfluency and associated secondary behaviors and that gains would be maintained. Perceptual and instrumental data were obtained. The findings offered evidence for the effectiveness of the therapeutic program, which could be attributed to the possible similarities in the underlying pathogenesis of stuttering and TS – glitches in the neurophysiological system that give rise or contribute to the two disorders. The results further back up comprehensive assessment and therapeutic approach facilitating better understanding and management of complex human behaviors like stuttering.

Features of speech disorders in patients with acute ischemic stroke

Introduction. Various speech disorders that lead to impaired communication occur in 3050% of ischemic stroke (IS) survivors. Although most attention is traditionally paid to aphasia, speech disorders also include the following: dysarthria, dysphonia (isolated or in combination with dysarthria and/or dysphagia), fluency disorders, and non-specific speech disorders associated with the severity of condition and a cognitive disorder.&#x0D; Objective: to study the variety of speech disorders and their features in patients with acute IS.&#x0D; Materials and methods. We examined 69 right-handed patients with mild-to-moderate acute IS and NIHSS score of 412. The patients were enrolled in the study on days 17 of the IS.&#x0D; Results. We found aphasia in 27/69 patients (39.1%), dysarthria in 21/69 patients (30.4%), dysphonia (isolated or in combination with dysarthria) in 17/69 patients (24.6%), fluency disorders in 19/69 patients (27.5%; 2 patients with tachylalia and 17 patients with bradylalia). In addition, 30 patients (43.5%) had dysphagia (isolated or in combination with dysarthria). At the initial examination, patients admitted within the 17 days of the acute IS onset presented with global or severe sensory and motor aphasia. At the same time, we discovered a pronounced positive dynamics in speech recovery thanks to speech therapy sessions. A significant remission in a speech disorder component led to the development of cortical aphasia affecting either anterior or posterior language areas at the end of the most acute IS period, while aphasia severity reduced to mild or moderate.&#x0D; Conclusions. A fast reduction in aphasic disorders due to the speech therapy sessions suggests that the focal and connectional diaschisis are the basis for the severe speech disorders.