Journal of Fluency Disorders最新文献

{"title":"Desensitizing parents of preschool children who stutter: The effect on attitudes and anxiety of both children and parents","authors":"Ayhan Çağlayan ,&nbsp;Eren Balo ,&nbsp;İlknur Maviş","doi":"10.1016/j.jfludis.2025.106141","DOIUrl":"10.1016/j.jfludis.2025.106141","url":null,"abstract":"<div><h3>Objective</h3><div>This study aims to investigate if preschool children’s communication attitudes and speech behaviors, and their parents’ feelings and attitudes towards stuttering, overall parenting attitudes, and anxiety levels differ after desensitizing the parents to stuttering.</div></div><div><h3>Material and Methods</h3><div>20 preschool children who stutter (CWS) and their parents participated in the study. Employing one-group pre-test–post-test experimental design, the research data were collected before the therapy, immediately after the therapy, and three months post-therapy for follow-up. The mothers and fathers completed the Turkish version of ‘‘Stuttering-Parental Diagnostic Questionnaire”, “Parental Attitude Scale”, and “The State-Trait Anxiety Inventory”, while the children were administered “Turkish Communication Attitude Test for Preschool and Kindergarten Children Who Stutter”. The therapy was carried out across 8 weeks and 10 sessions in total only with the parents. For statistical analysis, independent <em>t</em>-test was used for the difference between two independent groups, and repeated measures analysis of variance was utilized to compare pre, post and follow-up data.</div></div><div><h3>Results</h3><div>Following the desensitization therapy applied to the parents, statistically significant positive improvements were observed in children’s communication attitudes and speech behaviors and in parents’ feelings and attitudes towards stuttering. Based on the 4 types of parenting styles (Karabulut Demir &amp; Şendil, 2008), the parents exhibited significantly more democratic and less authoritarian, less overprotective, and less permissive attitudes. The decrease in the overall anxiety levels of the parents was also statistically significant.</div></div><div><h3>Conclusions</h3><div>Desensitizing parents to stuttering was effective for the management of stuttering during preschool years for both parties— the parents and their children</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106141"},"PeriodicalIF":2.1,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144604751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Let’s read: Building allies through a bibliotherapy stuttering intervention","authors":"Michael Azios ,&nbsp;Farzan Irani ,&nbsp;Teyara Watson-Love ,&nbsp;Anne Williams","doi":"10.1016/j.jfludis.2025.106143","DOIUrl":"10.1016/j.jfludis.2025.106143","url":null,"abstract":"<div><h3>Purpose</h3><div>The aim of this exploratory study was to determine whether a school-based bibliotherapy intervention will change the attitudes of school-aged children who do not stutter toward children who stutter (CWS). A secondary purpose was to determine the ease of implementation in a school.</div></div><div><h3>Method</h3><div>Twenty-six fourth-grade children who do not stutter participated in an intervention consisting of graduate student clinicians using a bibliotherapy framework and guided discussions over the course of four weeks to educate and shift their attitudes about stuttering and peers who stutter. All participants completed the Peer Attitudes Toward Children who Stutter (PATCS) scale pre- and post-intervention to determine if there was a change in attitudes toward CWS. The graduate student clinicians completed the System Usability Scale (SUS) at the end of the intervention to rate the ease of implementing the novel bibliotherapy intervention.</div></div><div><h3>Results</h3><div>There was a significant, positive effect of bibliotherapy intervention on the attitudes of fourth-grade children towards CWS as measured by the PATCS. Graduate student clinicians who administered the intervention in the school rated it as “good” to “excellent” in terms of ease of implementation on the SUS.</div></div><div><h3>Conclusions</h3><div>The bibliotherapy-based classroom intervention was effective at modifying peer attitudes toward stuttering in just four weeks and was easy to implement, making it a feasible approach for clinicians who desire to transition to a social model of intervention that targets the environment.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106143"},"PeriodicalIF":2.1,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144588748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of mental health on sleep in children who stutter","authors":"Sandra Merlo ,&nbsp;Patrick M. Briley","doi":"10.1016/j.jfludis.2025.106144","DOIUrl":"10.1016/j.jfludis.2025.106144","url":null,"abstract":"<div><h3>Purpose</h3><div>Previous studies have suggested that sleep problems are common among children who stutter (CWS). However, the influence of mental health concerns on the sleep of CWS has yet to be investigated.</div></div><div><h3>Method</h3><div>American data from the 2012 National Health Interview Survey were analyzed. The sample included 155 CWS and 8547 controls from 6 to 17 years of age. Parents/caregivers reported whether or not children frequently had depression, felt anxious/nervous/worried, or felt stressed in the past 12 months. In addition, parents/caregivers answered if children regularly had insomnia/trouble sleeping, excessive sleepiness during the day, or fatigue during the day in the past 12 months.</div></div><div><h3>Results</h3><div>Mental health concerns were prevalent among CWS, with 38.4 % having at least one concern, compared to 13.1 % of controls (p &lt; .001). Sleep problems were also prevalent among CWS, with 28.0 % having at least one problem, compared to 11.4 % of controls (p &lt; .001). The subgroup of CWS with at least one mental health concern was at greater odds of sleep problems (p &lt; .001), with a large effect size, controlling for demographic, neurodevelopmental, and allergies/asthma variables.</div></div><div><h3>Discussion</h3><div>The bidirectional relationship between mental health concerns and sleep problems is discussed. Current population-based findings on sleep in CWS are integrated with those previously reported regarding neurodevelopmental disorders and allergies/asthma.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106144"},"PeriodicalIF":2.1,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144571556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring anticipation of stuttering: Validation and revision of the English Premonitory Awareness in Stuttering Scale (PAiS-R)","authors":"Robert T. Bies ,&nbsp;Michael P. Robb ,&nbsp;Ai Leen Choo","doi":"10.1016/j.jfludis.2025.106142","DOIUrl":"10.1016/j.jfludis.2025.106142","url":null,"abstract":"<div><h3>Purpose</h3><div>Anticipation of stuttering is experienced by nearly all adults who stutter (AWS). The Premonitory Awareness in Stuttering Scale (PAiS) is an existing tool validated in German and Turkish that measures the intensity of stuttering anticipation. The present study aimed to provide initial validation of the PAiS in English.</div></div><div><h3>Method</h3><div>A total of 78 AWS (47 males; <em>M</em> = 41.2 years) completed an online English version of the PAiS and rated their stuttering severity on a 9-point Likert scale. Two weeks later, 49 participants completed a retest. A range of psychometric analyses, including principal component analysis (PCA), were performed to assess reliability and structural validity.</div></div><div><h3>Results</h3><div>The PAiS demonstrated strong internal consistency and test-retest reliability in this initial validation. Item-level analyses and PCA identified weaknesses among four of the 12 scale items.</div></div><div><h3>Conclusions</h3><div>The English version of the PAiS demonstrated strong psychometric properties, particularly when reduced to eight items. The revised PAiS (PAiS-R) showed good initial reliability and structural validity for measuring anticipation of stuttering among English-speaking AWS. The PAiS-R holds promise as an assessment of anticipation, both clinically and in research settings, although further psychometric evaluation is warranted.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106142"},"PeriodicalIF":2.1,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144580833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Qualitative comparison of stuttering experiences in Chinese and Japanese higher education","authors":"Chengqi He ,&nbsp;Kazunori Takeda ,&nbsp;Yu-an Chen ,&nbsp;Xinyi Yang ,&nbsp;Jinfeng Huang ,&nbsp;Mizuki Aoki ,&nbsp;Shoko Miyamoto","doi":"10.1016/j.jfludis.2025.106136","DOIUrl":"10.1016/j.jfludis.2025.106136","url":null,"abstract":"<div><h3>Purpose</h3><div>This qualitative study explored students’ stuttering experiences in Chinese and Japanese universities, highlighting and comparing the unique challenges faced by Chinese and Japanese students who stutter (SWS) in higher education settings.</div></div><div><h3>Method</h3><div>A total of 11 Chinese and 11 Japanese undergraduate SWS participants were involved in this study. Data were collected through semi-structured interviews grounded in the ICF model, focusing on the functional aspects of stuttering, personal and environmental factors, and student activities and participation in university life. Interviews were analyzed using reflexive thematic analysis with NVivo software to identify overarching themes and subthemes.</div></div><div><h3>Results</h3><div>Reflexive thematic analysis revealed five overarching themes: communication barriers, psychological experiences and coping strategies, public attitudes on campus, limitations of university support services, and expectations regarding university support. Both groups faced communication barriers across academic, social, and career development contexts. Regarding personal factors, both groups expressed negative emotional reactions, particularly challenges in accepting their stuttering. Both groups reported limited university support, with Chinese SWS seeking more specialized counseling, and Japanese SWS expressing a desire for increased awareness of stuttering.</div></div><div><h3>Conclusion</h3><div>This study highlights how cultural and societal norms shape the stuttering experiences of university students in China and Japan, which were often described in negative terms. These findings underscore the need for culturally responsive, individualized interventions that move beyond the simplistic 'individualism–collectivism' dichotomy and more effectively address the complex needs of SWS in East Asian contexts.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106136"},"PeriodicalIF":2.1,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating two phonological subtypes of stuttering in Japanese adults: A vowel–consonant perspective","authors":"Gen Kusaka ,&nbsp;Shogo Kajimura","doi":"10.1016/j.jfludis.2025.106140","DOIUrl":"10.1016/j.jfludis.2025.106140","url":null,"abstract":"<div><div>Stuttering is influenced by various linguistic factors, one of which is whether a word begins with a vowel or a consonant. In many languages, including English, consonant-initial words are more likely to elicit stuttering, and individuals who stutter more frequently on vowel-initial words are relatively rare. However, in Japanese, individuals who tend to stutter more on vowel-initial words are frequently observed. This study aimed to clarify these inconsistencies by exploring whether subtypes exist among Japanese speakers who stutter, characterized by vowel- or consonant-oriented difficulty. Fifteen adults who self-identified as people who stutter each read 190 nonword stimuli controlled for word length and familiarity, rating their stuttering severity on a 4-point scale after each trial. A hierarchical cluster analysis of stuttering severity across 19 different word-initial sounds revealed two distinct clusters: one primarily prone to consonant-initial stuttering (Cluster C) and another prone to vowel-initial stuttering (Cluster V). Subsequently, a multilevel ordinal logistic regression model examined the effects of various phonological features. Nasal consonants were associated with reduced stuttering severity in both clusters, whereas features such as consonantal and glottal factors were linked to increased severity only in Cluster C. These results suggest that dividing participants into vowel- and consonant-prone subtypes can reconcile previous contradictory findings regarding the role of initial sounds in Japanese stuttering. Recognizing these subtypes may be critical for future research and clinical interventions, as it underscores the need to consider individualized phonological sensitivities when investigating and treating stuttering in Japanese and potentially other languages.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106140"},"PeriodicalIF":2.1,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144516905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Polish adaptation of the Self-Stigma of Stuttering Scale: Scale development and analysis","authors":"Marta Wesierska ,&nbsp;Natalia Świsłocka ,&nbsp;Katarzyna Węsierska ,&nbsp;Michael P. Boyle","doi":"10.1016/j.jfludis.2025.106138","DOIUrl":"10.1016/j.jfludis.2025.106138","url":null,"abstract":"<div><h3>Purpose</h3><div>There is currently no available assessment of self-stigmatization for people who stutter in Polish, and previous research has identified a clear need for such a measure to be implemented in therapy settings. The aim of this study was to adapt the Self-Stigma of Stuttering Scale (4S) to Polish.</div></div><div><h3>Method</h3><div>The study recruited 108 Polish adults who stutter (48.1 % female, 51.9 % male), ranging in age from 18 to 67. Participants were mainly recruited via speech language pathologists (SLPs) and self-help group leaders. Participants completed the Polish translation of the 4S scale, as well as questions on general mental health welfare and life satisfaction, their own speech assessment, perceptions of difficulties associated with stuttering, and perceived level of support.</div></div><div><h3>Results</h3><div>The highest score of the Polish 4S was for stigma awareness. The overall scale and individual subscales were significantly correlated with each other and the scale showed good internal consistency. Mean scores were generally in line with Boyle’s (2015) scale evaluation results. Levels of internal consistency were comparable to those in Boyle (2015) and to other translations. The results show that a large proportion of participants were aware of the stigma associated with stuttering (reflected in 67.59 % of participants scoring above the theoretical midpoint on the Stigma Awareness Score) and a substantial proportion of participants applied highly negative stigmatizing attitudes to themselves personally (38.89 % of participants scored above the theoretical midpoint on the Stigma Application Score).</div></div><div><h3>Conclusions</h3><div>The study findings align with previous assessments and adaptations, suggesting the 4S can reliably be used in the Polish context. As the field of speech and language therapy in Poland is increasingly more concerned with the internal feelings and emotions of people who stutter rather than solely focusing on treatment of physical speech disruption, an assessment of self-stigma is an important addition to the speech-language pathologists’ toolkit.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106138"},"PeriodicalIF":2.1,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144366367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cortical emotional reactivity, caregiver-reported emotional control, and stuttering frequency in young children","authors":"Hatun Zengin-Bolatkale ,&nbsp;Alexandra P. Key ,&nbsp;Robin M. Jones","doi":"10.1016/j.jfludis.2025.106139","DOIUrl":"10.1016/j.jfludis.2025.106139","url":null,"abstract":"<div><h3>Purpose</h3><div>The present study aimed to determine whether cortical associates of emotional reactivity and caregiver-reported emotional control skills are associated with stuttered speech in young children who do (CWS) and do not stutter (CWNS).</div></div><div><h3>Method</h3><div>Twenty young CWS and 24 young CWNS passively viewed neutral and affective pictures while their event-related potentials (ERPs) were recorded. Children’s speech fluency was assessed during a free-play conversational speech sample before the ERP task. Participants’ caregivers completed the Behavior Rating Inventory of Executive Function (BRIEF).</div></div><div><h3>Results</h3><div>For CWS and CWNS, greater cortical reactivity to unpleasant pictures was associated with higher stuttering frequency. Parents of CWS rated their children poorer on the Emotional Control dimension of the BRIEF than parents of CWNS. However, the between-group difference on Emotional Control was no longer significant when group differences in expressive language scores were taken into account. Within-group analyses revealed that poorer Emotional Control scores were associated with higher stuttering frequency for CWS. Lastly, for CWS, poorer Emotional Control scores on BRIEF were associated with greater cortical reactivity to unpleasant pictures.</div></div><div><h3>Conclusions</h3><div>Overall, findings replicate those of previous studies that reported a significant association between stuttering and emotion-related behavioral and physiological measures. Further, this study extends past work and provides the first evidence that cortical measures of emotional reactivity are associated with stuttering frequency. Potential mechanisms that may explain the nature of the association between emotional processes and stuttering frequency are discussed but must await further study to be elucidated.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106139"},"PeriodicalIF":2.1,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144366368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A qualitative investigation of how stutterers perceive social interactions","authors":"Courtney Luckman,&nbsp;Eric S. Jackson","doi":"10.1016/j.jfludis.2025.106137","DOIUrl":"10.1016/j.jfludis.2025.106137","url":null,"abstract":"<div><h3>Purpose</h3><div>The purpose of this study was to examine the social perceptions that stutterers hold about their communication partners with the goal of understanding why some situations are more challenging for stutterers than others.</div></div><div><h3>Method</h3><div>Fifteen adults who stutter were interviewed for one hour each to explore their perceptions and evaluations of their listeners. The interviews were analyzed using reflexive thematic analysis.</div></div><div><h3>Results</h3><div>Participants expressed uncertainty about how their listeners would respond to their stuttering. Many reported feeling more discomfort when stuttering around unfamiliar communication partners due to concerns about making a negative first impression. All participants felt judged due to their stuttering, and many experienced pressure to be fluent. Meta-perceptions of communication partners played a crucial role in determining how difficult the social interaction was perceived to be.</div></div><div><h3>Conclusions</h3><div>This study highlights the challenges adults who stutter may face in social situations, revealing the nuanced complexities of stuttering within social interactions. It highlights the significant impact of listener behavior and stutterers’ meta-perceptions on stuttering events. These findings provide a rich analysis of how stutterers interpret social interactions and can form the basis of quantitative investigations into how social perceptions are related to stuttering events.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106137"},"PeriodicalIF":2.1,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144492069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting teachers of students who clutter: Development of a handout for effective classroom strategies","authors":"Susanne Cook","doi":"10.1016/j.jfludis.2025.106133","DOIUrl":"10.1016/j.jfludis.2025.106133","url":null,"abstract":"<div><h3>Purpose</h3><div>This study aimed to assess teachers' existing knowledge of cluttering and to identify strategies they can use to support students who clutter.</div></div><div><h3>Method</h3><div>Ten high school teachers, including both general education and special education teachers, participated in the study. A mixed-methods approach was used to explore their awareness, knowledge and needs related to supporting students who clutter.</div></div><div><h3>Result</h3><div>Teachers already implement some effective strategies for students who clutter but expressed a clear need for more information about cluttering. Both quantitative and qualitative analyses indicated that teachers are open to collaborating with SLPs. They expressed a preference for having an SLP observe the student, demonstrate strategies, and provide a concise handout with information about cluttering and practical classroom strategies.</div></div><div><h3>Conclusion</h3><div>There is an ongoing need to raise awareness and knowledge about cluttering among teachers. A handout has been developed which serves as a valuable resource for SLPs and teachers to address this need.</div></div>","PeriodicalId":49166,"journal":{"name":"Journal of Fluency Disorders","volume":"85 ","pages":"Article 106133"},"PeriodicalIF":2.1,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144263688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}