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Purpose: Past research studies have focused on perceptions of stuttering by various age groups and only a few have examined how children react to a peer who stutters. All of these studies used a quantitative analysis but only one included a qualitative analysis of elementary school age children's responses to stuttering. The aim of this study was to further explore the perceptions of elementary school students toward a peer who stutters using both quantitative and qualitative analyses of three levels of stuttering., Methods: Participants included 88 elementary school children between 8 and 12 years of age. Each participant viewed one of four audiovisual samples of a peer producing fluent speech and mild, moderate, and severe simulated stuttering. Each participant then rated five Likert statements and answered three open-ended questions., Results: Quantitative and qualitative results indicated that negative ratings and the percentage of negative comments increased as the frequency of stuttering increased. However, the children in this study indicated that they were comfortable listening to stuttering and would be comfortable making friends with the peer who stutters., Conclusion: The findings of this study together with past research in this area should help clinicians and their clients appreciate the range of social and emotional reactions peers have of a child who stutters., Educational Objectives: After reading this article, the reader will be able to: (a) discuss past research regarding children's perceptions of stuttering; (b) summarize the need to explore the perceptions of elementary-aged children toward a peer who stutters; (c) describe the major quantitative and qualitative findings of children's perceptions of stuttering; and (d) discuss the need for disseminating more information about stuttering to children and teachers., (Copyright © 2015 Elsevier Inc. All rights reserved.)

Unlabelled: Past research with the Communication Attitude Test (CAT) has shown it to be a valid and reliable instrument for assessing speech-associated attitude of children who stutter (CWS). However, in Japan, the CAT has not been used extensively to examine the communication attitude of CWS. The purpose of this study was to determine if a Japanese version of the CAT could differentiate between the communication attitude of Japanese elementary school CWS and children who do not stutter (CWNS). A Japanese translation of the 1991 version of the Communication Attitude Test-Revised (CAT-R) was used in this study. Eighty Japanese CWS and 80 gender- and grade level-matched CWNS participated in the study. The results showed that CWS had a significantly more negative communication attitude than CWNS. Both CWS and CWNS in 1st grade showed significantly more positive communication attitudes than children in 2nd, 3rd, 4th, 5th, and 6th grades. Furthermore, a link between stuttering severity and CWS' communication attitude was found. Additional research is needed to confirm the results of the current study, which indicate that the communication attitude of Japanese CWS becomes more negative as they get older., Learning Outcomes: The reader will be able to: (1) Describe the process that was used to develop a Japanese version of the Communication Attitude Test (CAT-J). (2) Discuss attitude differences between Japanese children who stutter and those who do not and how grade level impacts a negative attitude toward communication. (3) Explain the link between stuttering severity and attitudes of Japanese children who stutter., (Copyright © 2012 Elsevier Inc. All rights reserved.)

It is known that listeners harbor negative stereotypes toward people who stutter but there are a host of other findings in the literature that provide a broader perspective about how listeners react to stuttering. The focus of this article is a discussion of four areas of research related to listener reactions to stuttering: (1) how stuttering impacts listeners' reactions to mild, moderate, and severe stuttering; (2) how stuttering interferes with listener recall and comprehension of story information; (3) how children react to stuttering; and (4) how listeners react to strategies plus use in stuttering therapy programs. Studies associated with these four areas of research are summarized and discussed. Clinical implications that emerge from these studies are described to assist clinicians in the treatment of children and adults who stutter., (© Thieme Medical Publishers.)

Purpose: To determine how text type, topic familiarity, and stuttering frequency influence listener recall, comprehension, and perceived mental effort., Method: Sixty adults listened to familiar and unfamiliar narrative and expository texts produced with 0%, 5%, 10%, and 15% stuttering. Participants listened to 4 experimental text samples at only 1 stuttering frequency. After hearing the text samples, each listener performed a free recall task, answered cued recall questions, answered story comprehension questions, and rated their perceived mental effort., Results: Free and cued recall as well as story comprehension scores were higher for narrative than for expository texts. Free and cued recall scores were better for familiar than for unfamiliar stories, although topic familiarity did not affect story comprehension scores. Samples with all levels of stuttering resulted in higher mental effort ratings for both text types and topic familiarities., Conclusions: Stuttering has a greater influence on listener recall and comprehension for narrative than for expository texts. Topic familiarity affects free and cued recall but has no influence on story comprehension. Regardless of the amount of stuttering, mental effort was high for both text types and levels of familiarity.

Unlabelled: Little is known about how middle school students perceive a similar-aged peer who stutters. Therefore, the purpose of this study was to examine the influence of stuttering frequency, Likert statement type (affective, behavioral, cognitive), and the gender of the listener on middle school students' perceptions of a peer who stutters. Sixty-four middle school students (10-14 years) individually viewed a video sample of a teen telling a joke at one of four stuttering frequencies (<1%, 5%, 10%, 14%). After the students viewed one of the video samples, they were asked to rate 11 Likert statements that reflected their affective, behavioral, and cognitive perceptions of a peer who stuttered. The results revealed an interaction between stuttering frequency and Likert statement type. Ratings of behavioral statements (speech production characteristics) were significantly more positive for the sample containing <1% stuttering than 10% and 14% stuttering. Ratings for cognitive statements (thought and beliefs) were significantly more positive for the sample containing <1% stuttering than 10% and 14% stuttering. The stuttering frequency of the peer did not significantly influence how students rated affective statements (feelings and emotions). It was also found that male and female middle school students did not significantly differ in their perceptions of a male peer who stutters. Clinical implications are discussed relative to peer teasing, friendship, listener comfort, and social acceptance within a middle school setting for a student who stutters. Future research directions are also discussed., Educational Objectives: The reader will be able to: (1) summarize how middle school students perceive stuttering; (2) explain how the frequency of stuttering influences middle school students' perceptions of a peer who stutters; and (3) provide clinical implications of the data from this study.

Unlabelled: The aim of this study was to examine listener perceptions of an adult male person who stutters (PWS) who did or did not disclose his stuttering. Ninety adults who do not stutter individually viewed one of three videotaped monologues produced by a male speaker with severe stuttering. In one monologue, 30 listeners heard the speaker disclose stuttering at the beginning and in another monologue, 30 listeners heard the speaker disclose stuttering at the end. A third group of 30 listeners viewed a monologue where no disclosure of stuttering occurred. After listeners viewed a monologue, they were asked to rate a set of six Likert scale statements and answer three open-ended questions. The results showed that only one of six Likert statements was significantly different across the three conditions. The only statement that was different was that the speaker was perceived to be significantly more friendly when disclosing stuttering at the end of the monologue than when not disclosing stuttering. There were no significant differences between the percentage of positive and negative comments made by listeners across the three conditions. Listeners' comments to each open-ended question showed they were comfortable listening to stuttering with or without disclosure and slightly more than half of the listeners believed their perceptions of the speaker did not change when he disclosed stuttering. The results also showed that the speaker who disclosed stuttering at the beginning of the monologue received significantly more positive listener comments than when he disclosed stuttering at the end of the monologue. Results are discussed relative to comparisons with the study, the clinical relevance of acknowledging stuttering as a component of treatment, and future research on the self-disclosure of stuttering., Educational Objectives: The reader will be able to: (1) describe how different groups of listeners perceive and respond to two conditions of self-disclosure of stuttering and one condition involving non self-disclosure of stuttering; (2) summarize the range of listener responses to and benefits of self-disclosure of stuttering; and (3) describe the value of self-disclosure of stuttering for the listener and the speaker.

Unlabelled: The purpose of this study was to compare participants' quantitative and qualitative judgments of various forms and frequencies of stuttering, during either audiovisual or audio-only presentation modes. A total of 64 participants voluntarily agreed to participate in the study. Each participant was randomly assigned and exposed to only one of the four conditions of varying stuttering severity levels. The assigned speech sample was presented to the participant in either the audiovisual or audio-only mode. After watching or listening to the sample, participants completed a six-item Likert scale and were asked four open-ended questions. Comments made by listeners were developed into positive and negative comments as well as sorted into five theme clusters. The data analyses revealed a number of non-significant differences across mean Likert scale ratings for the six statements and for the number of positive and negative comments between the two presentation modes. However, the results provided partial support for the notion that as the frequency of stuttering increases, listeners tend to make increasingly more negative comments about the speaker. Additionally, there were no clear differences in comments across the five theme clusters between the two presentation modes. The findings suggest that the type of presentation mode does not appear to affect listeners' perceptions of stuttering to the same extent that stuttering severity does., Educational Objectives: The reader will be able to: (1) describe how listeners perceive and react to various frequencies of stuttering; (2) explain how audiovisual versus audio-only samples impact listener perceptions of stuttering and (3) provide examples of the ways in which qualitative data can enhance the understanding of how listeners react to various levels of stuttering.

Unlabelled: The purpose of this study was to conduct a phenomenological analysis (a qualitative research method) of unbiased listeners' perceptions to six speech samples across a fluency-disfluency continuum. A sample of 60 individuals heard only one sample chosen from three levels of fluent or three levels of disfluent speech. Listeners were interviewed following the presentation of the speech sample and their comments were analyzed with respect to the perception of the speaker's communicative effectiveness. Communicative effectiveness was supported by three phenomenological categories: speaker attributes, listener attributes, and story attributes. Five theme clusters further supported these categories: speech production, context, speaker identity, listener comfort, and story comprehension. The results showed that listener perceptions within theme clusters varied across the six speech samples. The results also showed that listeners differentially respond to a broad array of information in the speech signal (not simply fluency or disfluency). These findings support Traunmuller's (1994) modulation theory associated with information that can be obtained from the speech signal. Implications for the treatment of stuttering are also discussed., Educational Objectives: The reader will learn (1) how listeners may have multiple and varying perceptual experiences depending upon where along a fluency-disfluency continuum a speech sample is heard; (2) how perceptual experiences are influenced by speaker, listener, and story attributes; and (3) how phenomenological analysis may expand our understanding of multifactorial issues associated with stuttering.

This study explored multiple effects of listener perceptions of different levels of simulated stuttering and fluency. A single stuttered speech sample was modified to create four additional samples of stuttering and fluency. A sixth sample of a nonstuttered signal served as a comparative baseline. Each of 60 independent listeners made quantitative and qualitative perceptual judgments upon hearing only one of the six randomly assigned samples. Results showed a broad spectrum of qualitative and quantitative listener perceptions of the various levels of stuttering and fluency studied. Likert scale data revealed that listeners gave lower ratings to samples with increased levels of stuttering. Listener commentaries revealed fewer positive comments with increased levels of stuttering and distinctive preferences between two 0% samples of stuttering where only prosodic features were modified. Additionally, specific perceptions of speaker competency, perceived ease in reading a passage, general comfort listening, and perceived effort in understanding the story appear to affect the global perceptions of a speaker's communication. Implications of these findings are discussed.

This study tested for differences between children who stutter (CWS) and children with normally developing communication skills (CNC) on measures of narrative complexity and cohesion use in two narrative tasks. In addition, differences in stuttering frequency produced by CWS across tasks were measured. One story retelling and one story generation were elicited from eight CWS and eight age- and gender-matched CNC peers. Results revealed no significant differences between CWS and CNC for the measures of narrative complexity or cohesion use. However, significant differences were noted in stuttering frequency. Additionally, significant differences were found between the tasks for number of words, t-units, and episodes produced, as well as referents, conjunctions, and complete cohesive ties. Findings confirm that narrative abilities of CWS are similar to those of CNC, and that a retelling task produces longer and more elaborate narrative samples than does story generation. Directions for future research are discussed.

The purpose of this article is to provide clinicians information on some of the key issues in making decisions about the treatment process for children who stutter. Ten decisions that should be considered prior to, during, and at the time of dismissal are discussed. These decisions relate to a number of issues regarding treatment such as: increasing clinicians' confidence in treating stuttering in children, setting long- and short-term goals, selecting an approach to treatment, documenting progress, involving parents and teachers in the treatment process, and determining when the child is ready to be dismissed from treatment. Additionally, questions clinicians should ask themselves are presented with each of the ten decisions. The intent of this article is to show how an analysis of clinical information systematically collected over a period of time will help a clinician make accurate decisions about the treatment of children who stutter.

The purpose of this study was to investigate the relationship between stuttering severity and treatment length to temporal measures of stutterers' perceptually fluent speech. Seventeen adult stutterers (4 mild, 8 moderate, and 5 severe) were divided into two treatment categories. One group with limited exposure to treatment (n = 7) consisted of stutterers who had completed 0-10 hr of treatment. Another group with an extensive period of treatment (n = 10) consisted of stutterers who had completed 47-212 hr of treatment. All subjects were asked to repeat a simple phrase and read a prose passage. Spectrographic measures of the stutterers' voice onset times, vowel, consonant, and phrase durations were obtained from perceptibly fluent productions of the isolated phrase and from a phrase extracted from the oral reading. Results showed that there were no significant differences among stuttering severity groups or the two groups with different lengths of treatment. These results suggest that changes in temporal measures of stutterers' fluency might occur through the process of treatment, but those changes are not related to stuttering severity or length of treatment.

This study was conducted to determine if the reduction of stuttering typically observed during singing is associated with altered vocalization or the familiarity of the melody and lyrics of the song sung by the stutterer, or both. Subjects were eight adult male stutterers. Prior to testing, each of these individuals demonstrated that he knew the melody and lyrics of a well-known song from memory. Subsequently, subjects were asked to read these lyrics aloud and then sing them. Next, subjects had to read aloud and then sing a set of unfamiliar lyrics to the conventional melody of the same song. The stutterers' reading and singing performances were audiotaped. The dependent measures of utterance duration and stuttering frequency were extracted from the tapes. Results showed that subjects' utterance durations were significantly longer during singing than reading. The main effects of singing and familiarity were both associated with significant reductions in stuttering frequency. The greatest decrement in stuttering occurred in the condition where subjects sang the familiar melody and lyrics. These findings were interpreted to mean that changes in vocalization cannot account for all of the decrease in stuttering that occurs during singing. During song, the familiarity of the melody and lyrics being produced may also affect stuttering frequency.

This study examined certain parameters of speaking fundamental frequency (SFF) associated with stutterers' and nonstutterers' fluent production of a declarative and an interrogative utterance. Ten adult male stutterers were matched according to age and average SFF with 10 adult male nonstutterers. Analysis of the waveform data from the experimental utterances showed that the nonstutterers produced a significantly greater range of frequencies than did the stutterers across both utterances. The parameters of mean SFF, mean rate of frequency change, and mean number of frequency shifts were not significantly different between the groups. The findings of this study are in general agreement with the results of previous investigations in this area. The consistency of the findings across several studies seems to indicate that reductions in stutterers' SFF variability may be one vocal tract behavior that could serve to distinguish between stutterers' and non stutterers' fluency.

As a consequence of recent inquiries into the brainstem activity of stutterers, saccades and pursuit were evaluated in stutterers and their matched normals while silent and talking. No ocular motor instabilities or aberrations caused by speech were found. Saccadic latencies and gains for the stutterers were normal, but peak velocities were higher and durations were shorter. This finding is consistent with hypotheses of speech dysfluency proposed by others. The gains of these fast saccades were kept normal by an adaptive decrease in the duration of the neural pulse producing the saccade. It is proposed that these fast saccades are a result of increased excitatory input to the burst cells in the brainstem.

The purpose of this study was to compare stutterers' and nonstutterers' fluency during multiple productions of two dissimilar speech contexts. Twenty-two adult stutterers were matched within 1 year of age to 22 nonstutterers. Spectrographic analyses were performed on subjects' five consecutively fluent productions of a simple isolated phrase and a phrase extracted from an oral reading passage. Measures of fluent voice onset time (VOT), and vowel, consonant, and total phrase durations were calculated from the five repetitions of each phrase. From the isolated phrase, there were a total of five fluent durational measures (i.e., one VOT, two vowel, one consonant, & one phrase duration). For the phrase taken from the oral reading passage, six fluent measures were obtained (i.e., one VOT, three vowel, one consonant, & one phrase duration). Results demonstrated that only one of the five measurements taken during the isolated phrase condition was significantly different between the groups. Three of the six measures obtained from the phrase taken from the oral reading condition revealed significant between-group differences. No group differences were associated with the repetitions of either phrase for any of the dependent measures for both groups. These findings suggest that the length and complexity of the speech tasks used to obtain acoustic measures of stutterers' fluency play an important role in the discovery of differences between the fluency of the two groups.

The purpose of this study was to compare adult stutterers' and adult nonstutterers' fluent speech patterns produced during one nonshadowed reading and two speech shadowing conditions. Subjects' speech error rates, shadowing strategies, and fluent speech segment durations were obtained during baseline, diotic speech shadowing, and dichotic speech shadowing conditions. Results indicated that stutterers produced fewer speech production errors (i.e., omissions, substitutions, and insertions) than nonstutterers during each shadowing condition. Stutterers also favored the use of a word-by-word speech shadowing strategy, while nonstutterers utilized both word-by-word and small phrase shadowing strategies. Finally, stutterers exhibited significantly longer vowel and phrase durations than nonstutterers during the shadowing conditions.

The purpose of this study was to examine stutterers' and nonstutterers' fluent voice onset time (VOT) and fundamental frequency (Fo) contour measures from target syllables located at the beginning of a carrier phrase. Ten adult male stutterers were matched within one year of age with 10 adult male nonstutterers. Oscillographic and spectrographic analyses of subjects' VOT and Fo at vowel onset, average vowel Fo, and speed and range of Fo change were obtained from fluent productions of 18 stop consonant-vowel syllables. Results showed that VOTs for voiced stops and the range of Fo change for voiceless stops were associated with significant between-group differences. All other dependent measures were not significantly different between the two groups. When compared with past research, these findings indicate that greater differences emerge between stutterers and nonstutterers when measures of fluency are taken at the beginning than in the middle of a carrier phrase. Implications for future research are discussed.

The present study examined listeners' identification and rating of words in passages as stuttered when the duration and frequency of occurrence of sound prolongations were manipulated. Thirty-six participants listened to a 219-word passage containing voiceless fricatives digitally increased from their normal durations to 200, 300, and 420 ms. Listeners heard one of three passages that contained 5%, 10% or 15% altered stimuli within the passage. In Condition 1, listeners identified words considered stuttered. In Condition 2, listeners rated specifically selected words in the passage relative to the extent they considered the words stuttered. The results showed that (1) both the duration and the frequency of occurrence of the altered phonemes within the paragraph length material had an impact on listeners' perception of words identified as a sound prolongation; (2) listeners gave significantly higher ratings in Condition 2 than Condition 1 when determining if a word was stuttered or produced fluently. The implications of these results are discussed. Learning outcomes: After reading this article, the reader will be able to: (1) Describe the past literature on listener perceptions of stuttering. (2) Differentiate between listener's perceptions of sound prolongations that are altered in duration and frequency of occurrence. (3) Describe how paragraph-length speech material compares to past research that has used isolated utterances. (Contains 5 tables and 3 figures.)

A survey of 241 school-based speech-language pathologists examined numbers of confirmed and suspected concomitant speech/language disorders in children who stutter and the preferred intervention approaches. Of 467 children, 44 percent had a verified concomitant phonological and/or language disorder with additional children suspected of having such a concomitant disorder. Most clinicians preferred a blended intervention approach. (Contains references.) (DB)

This study investigated the effects of contextualization on fluency in 35 school-age children with either stuttering, language impairment, or normal fluency. Analysis of the children's discourse samples, half of which were produced with contextual cues, found stutterers demonstrated a significant reduction in frequency of stuttering in the contextualized setting. All children produced more disfluencies in the decontextualized setting. (Contains references.) (DB)

A model of service delivery for elementary students who stutter is described, emphasizing the integration of fluency-shaping and stuttering modification techniques. The treatment program includes procedures for helping children to understand and identify fluency problems, techniques for teaching and integrating fluency-shaping and stuttering modification techniques, and procedures for transfer and maintenance of speech improvement. (Author/PB)

The present study had two main purposes. One was to examine if listeners perceive gradually increasing durations of a voiceless fricative categorically (“fluent” versus “stuttered”) or continuously (gradient perception from fluent to stuttered). The second purpose was to investigate whether there are gender differences in how listeners perceive various duration of sounds as “prolongations.” Forty-four listeners were instructed to rate the duration of the /[sh]/ in the word “shape” produced by a normally fluent speaker. The target word was embedded in the middle of an experimental phrase and the initial /[sh]/ sound was digitally manipulated to create a range of fluent to stuttered sounds. This was accomplished by creating 20 ms stepwise increments for sounds ranging from 120 to 500 ms in duration. Listeners were instructed to give a rating of 1 for a fluent word and a rating of 100 for a stuttered word. The results showed listeners perceived the range of sounds continuously. Also, there was a significant gender difference in that males rated fluent sounds higher than females but female listeners rated stuttered sounds higher than males. The implications of these results are discussed. [ABSTRACT FROM AUTHOR]