Stuttering and Related Disorders of Fluency

Description

A student-friendly resource on stuttering and related fluency disorders by a who's who of global experts Stuttering and Related Disorders of Fluency, Fourth Edition honors the philosophy that discoveries of the past are the bedrock of the present and the inspiration for future explorations—in this context—the nature and treatment of stuttering. Initially developed over 30 years ago, the first two editions were edited by the late Richard F. Curlee and the third edition was co-edited by Richard F. Curlee and Edward G. Conture. The latest edition, co-edited by Patricia M. Zebrowski, Julie D. Anderson, and Edward G. Conture, brings together contemporary insights and a multinational perspective from 44 world-class academicians, clinicians, and researchers in the field of stuttering and related disorders. The book is organized into six sections and 17 chapters, with the first section describing basic facts and theories. The second section covers genetic, neural, linguistic, cognitive, and physiological factors. The third section features three dedicated chapters on the diagnosis of preschool-age children, school-age children, and adolescents and adults. The fourth section discusses treatment guidelines with three chapters organized by the same age demographics, while the fifth section covers language and phonological, bilingual and multicultural, and pharmacological considerations for treatment. The sixth, and last, section provides guidance on cluttering and acquired stuttering—from causes and symptoms to diagnosis and treatment. Key Highlights Up-to-date, reader-friendly text is ideal for students with no or limited background or experience in the nature and treatment of stuttering and related fluency disordersComprehensive content covering all relevant aspects of stuttering in diverse populations across the lifespan, including etiology, development, diagnosis, and treatmentContributions from a diverse group of top scholars and practitioners from the United States, Canada, Western Europe, and Australia This text is essential reading for upper-class undergraduates and early-stage graduate students in communication sciences and disorders. It also provides an invaluable classroom tool for instructors teaching basic courses on this subject and is a helpful sourcebook for researchers investigating stuttering and related fluency disorders. This print book includes complimentary access to a digital copy on https://medone.thieme.com. Stuttering and Related Disorders of Fluency MedOne Access Information Title Page Copyright Dedication Contents Videos Foreword Preface Contributors Section I: Some Characteristics and Theories 1 Common Characteristics 1.1 Purpose 1.2 Common Characteristics: Definitions of Stuttering, Speech Disfluency Types and Stuttered and Nonstuttered Disfluencies 1.2.1 Definition 1.2.2 Speech Disfluency Types 1.2.3 Stuttered and Nonstuttered Disfluencies 1.3 Common Characteristics: Measures of Stuttering and Associated Variables 1.3.1 Stuttering Frequency 1.3.2 Stuttering Severity 1.3.3 Associated (Non) Speech Behaviors 1.3.4 Speaking Rate and Speech Naturalness 1.4 Common Characteristics: Variability (General Aspects) 1.4.1 Variability 1.4.2 Non-normally Distributed 1.5 Common Characteristics: Variability (Specific Aspects) 1.5.1 Adaptation Effect 1.5.2 After the Effects of Adaptation Have Dissipated 1.5.3 Consistency Effect 1.5.4 Loci of Stuttering 1.6 Other Common Characteristics: Age at Onset, Gender, Persistence, and Recovery from Stuttering 1.6.1 Age at Onset 1.6.2 Gender 1.6.3 Stuttering Persistence and Recovery 1.7 Common Characteristics: Behaviors and Conditions that Decrease Stuttering 1.7.1 Behaviors Associated with Decreases in Stuttering 1.7.2 Conditions Associated with Decreases in Stuttering 1.8 Future Directions 1.9 Conclusion 1.10 Definitions References Further Readings 2 Some 20th- and 21st-Century Theories of Stuttering: A Brief Overview 2.1 Introduction 2.2 Humoral System of Medicine 2.3 The Beginnings: Shifting from Humoral to Scientific Approaches 2.4 The 18th and 19th Centuries: Establishment of the Scientific Method 2.5 The 19th and 20th Century: Physiological and Psychological Theories 2.6 The Early to Mid-20th Century: Physiological and Psychosocial Theories 2.6.1 Nature Perspectives 2.6.2 Nurture Perspective 2.7 The Late 20th Century: Learning and Multifactorial Theories 2.7.1 Nurture Perspectives 2.7.2 Nature and Nurture Interaction Perspectives 2.8 Late 20th to Early 21st Century: Prominent Contemporary Theories 2.8.1 Speech-Language Planning Theories 2.8.2 Multifactorial Theories 2.8.3 Computational/Neurocomputational Models 2.9 Further Considerations 2.9.1 Theories of Stuttering Etiology 2.9.2 Antecedents to versus Consequences of Stuttering 2.9.3 The Diagnosis versus the Behavior of Stuttering 2.9.4 Nature, Nurture, and Their Interaction 2.9.5 Different Measurements, Different Results 2.9.6 A Varying Effect, an Unvarying Cause 2.10 Conclusions 2.10.1 Recipes/Ingredients 2.10.2 Divergent Approaches to Same Topic 2.10.3 The Only Certainty is That Nothing is Certain 2.10.4 Facts Are the Foundation 2.11 Definitions References Section II: Processes Associated with Stuttering 3 Genetic Processes 3.1 Introduction 3.1.1 Heritability of Stuttering 3.2 Introduction to Basic Genetics 3.2.1 DNA 3.2.2 Chromosomes 3.2.3 Genes 3.2.4 RNA 3.3 Genetic Variation 3.3.1 Chromosomal Abnormalities 3.3.2 Another Variation in the Human Genome: Single Nucleotide Polymorphism (SNP) 3.4 Strategies for Measuring Genetic Variation 3.4.1 Epigenetic Factors in the Expression of DNA 3.5 Transmission Models of Inheritance 3.5.1 Autosomal Dominant Inheritance 3.5.2 Autosomal Recessive Inheritance 3.5.3 Approaches to Mapping Disease Genes: Linkage Analysis 3.5.4 Association Studies 3.6 Genetic Studies of Stuttering 3.6.1 Stuttering Risk: GNPTAB and Lysosomal Transport Genes 3.6.2 DRD2: A Potential Role for Dopamine in Stuttering Risk 3.6.3 AP4E1: Intercellular Trafficking and Stuttering Risk 3.6.4 Hormone Regulation May Explain Biological Sex Differences in Stuttering Risk 3.6.5 Introducing Genetic Mutations into Animal Models of Stuttering 3.7 Sources of Large-Scale Genetic Data from People Who Stutter 3.7.1 The International Stuttering Project 3.7.2 Biobanks 3.7.3 Phenome Wide Association Studies (PheWAS) 3.7.4 Additional Considerations: Analyzing Comorbidities Associated with Stuttering 3.7.5 Summary of Findings from Genetic Studies in Stuttering 3.8 Applying Research Findings to Models and Characteristics of Stuttering 3.8.1 Modeling Polygenic Risk of 3.8.2 Correlations between Stuttering Risk and Related Traits 3.9 Conclusions Acknowledgments 3.10 Definitions References 4 Speech, Language, and Cognitive Processes 4.1 Introduction 4.2 Linguistic Constraints on Stuttering 4.3 Speech and Language Abilities and Stuttering 4.3.1 Articulation and Phonology 4.3.2 Vocabulary and Morphosyntax 4.3.3 Summary 4.4 Cognitive Processes and Stuttering 4.4.1 Executive Function 4.4.2 Attention 4.4.3 Summary 4.5 Implications for Theory and Clinical Practice 4.5.1 Theoretical 4.5.2 Diagnostic 4.5.3 Treatment 4.6 Future Directions 4.7 Conclusions 4.8 Definitions References Further Readings 5 Neural and Physiological Processes 5.1 Introduction 5.2 Level 1: Perceptual Disfluency 5.3 Level 2: Articulatory, Laryngeal, and Respiratory Dynamics 5.4 Level 3: Neuromuscular Activation 5.5 Level 4: Electrocortical Activation 5.6 Level 5: Brain Regions and Networks 5.6.1 Structural Differences in Brain Regions and Networks of PWS 5.6.2 Functional Differences in Brain Regions and Networks of PWS 5.7 Discussion 5.7.1 Theoretical Implications 5.7.2 Treatment Implications and Future Directions 5.8 Conclusion 5.9 Definitions References Further Readings 6 Temperamental and Emotional Processes 6.1 Brief Overview of Temperament and Emotional Processes 6.1.1 Temperament 6.1.2 Measurement of Temperament 6.1.3 Emotion 6.1.4 Role of Temperament and Emotion 6.2 The Association between Temperamental and Emotional Processes and Developmental Stuttering 6.2.1 Differences between People Who Stutter and People Who Do Not Stutter 6.2.2 Association with Stuttering Frequency and Severity 6.2.3 Summary of Empirical Evidence and Takeaways 6.3 Theoretical and Clinical Implications 6.3.1 Directionality of the Effect 6.3.2 Theoretical Implications 6.3.3 Diagnostic Implications 6.3.4 Treatment Implications 6.4 Future Directions 6.5 Conclusions 6.6 Definitions References Further Readings Section III: Diagnosis of Stuttering 7 Preschool-Age Children 7.1 Purpose 7.2 Setting the Stage for Assessing Preschoolers Who Stutter 7.2.1 Multidimensional Assessment of a Multifactorial Disorder 7.3 Preschool Stuttering Assessment: Look, Listen, and Learn 7.3.1 Considering “Risk Factors” for Persistent Stuttering 7.3.2 Assessing the Child 7.3.3 Compiling and Synthesizing Results and Making Recommendations 7.4 Closing the Visit 7.5 Case Studies 7.5.1 Case 1: “M” 7.5.2 Case 2: “J” 7.6 Conclusions References Appendix 7.1 Appendix 7.2 Appendix 7.3 Appendix 7.4 8 School-Age Children 8.1 Introduction 8.2 A Framework for Assessing Stuttering in School-Aged Children 8.2.1 School-Age Children and Stuttering 8.2.2 An Assessment Protocol for School-Aged Children Who Stutter 8.3 Case Scenario 8.3.1 Intake Information 8.3.2 Clinical Interview 8.3.3 Clinical Application Questions for the Case Study 8.4 Future Directions 8.5 Conclusion References Further Readings 9 Adolescents and Adults 9.1 Introduction 9.1.1 Basic Assumptions 9.1.2 Client Expectations: A Word about Controlled Speech versus Spontaneous Fluency 9.1.3 Impact of Stuttering and What Needs to Change 9.2 A Clinical Definition of Stuttering 9.3 Anticipation: Stuttering Below the Surface 9.4 Measuring the Unobservable and Observable: A Framework for Stuttering Assessment 9.4.1 Impact of Stuttering 9.4.2 Variability Not Frequency of Stuttering 9.4.3 Reframing Overt and Covert Aspects of Stuttering: Technical and Adaptive Challenges 9.5 The Assessment Process 9.5.1 Case History 9.5.2 Diagnostic Interview 9.5.3 Adaptive Measures 9.5.4 Technical Measures 9.5.5 Closing Interview 9.6 Case Study 9.7 Conclusion 9.8 Definitions References Further Readings Appendix 9.1 Section IV: Treatment of Stuttering 10 Preschool-Age Children 10.1 Introduction 10.2 Therapy Approaches for Preschool Children Who Stutter 10.2.1 Palin Parent–Child Interaction Therapy 10.2.2 The Lidcombe Program 10.2.3 Restart-Demands and Capacities Model Based Treatment 10.3 Discussion 10.4 Conclusions and Future Directions References Appendix 10.1 Appendix 10.2 11 School-Age Children 11.1 Introduction 11.2 The Importance of Assessment 11.3 General Considerations for Working with School-Age Children 11.3.1 School-Age Children Who Stutter Are Still Growing 11.3.2 Stuttering Affects School-Age Children Differently from Preschool Children 11.3.3 School-Age Children Are Not Adolescents or Adults 11.3.4 Stuttering Also Affects School-Age Children’s Caregivers Differently 11.4 Comprehensive Treatment for School-Age Children Who Stutter 11.4.1 A Framework for Understanding Stuttering 11.4.2 Selecting Appropriate Treatment Goals 11.4.3 Focusing on Communication Rather than Speech Fluency as a Primary Outcome 11.4.4 The Importance of Practice-Based Evidence 11.5 Sample Treatment Goals, Procedures, and Activities for School-Age Children Who Stutter 11.5.1 Sample Goals, Procedures, and Activities: Stuttering Impairment 11.5.2 Sample Goals, Procedures, and Activities: Child’s Reactions to Stuttering 11.5.3 Sample Goals, Procedures, and Activities: Environment’s Reactions to Stuttering 11.5.4 Sample Goals, Procedures, and Activities: Activity Limitations and Participation Restrictions 11.6 Discussion 11.7 Future Directions 11.8 Conclusion 11.9 Definitions References Further Readings 12 Adolescents and Adults 12.1 Introduction 12.2 What Needs To Be Changed about Stuttering and Who Decides? 12.3 What Contributes to Treatment Outcomes? 12.3.1 The Common Factors 12.3.2 Spotlight on the Client’s Contribution to Therapy Outcomes: Stages of Change 12.4 Getting Started: A Stage-Based Framework for Therapy Planning 12.4.1 Creating the Therapy Plan: Deciding What is Helpful 12.4.2 Implementing the Therapy Plan: Learning the Things that Help 12.5 Selecting Therapy Approaches: Learn to Speak More Fluently or Stutter More Easily 12.5.1 Normal Talking Process 12.5.2 Speak More Fluently 12.5.3 Stutter More Easily 12.5.4 Summary 12.6 Selecting Therapy Approaches: Changing Thoughts and Feelings 12.6.1 Listening and Valuing 12.6.2 Cognitive Behavioral Therapy 12.7 Mindfulness 12.7.1 Acceptance and Commitment Therapy 12.7.2 Solution-Focused Brief Therapy 12.7.3 Narrative Therapy 12.7.4 Bibliotherapy 12.7.5 Self-Help and Support Organizations 12.8 Selecting Therapy Approaches: Approaching Talking without Avoiding 12.8.1 Avoidance Reduction Therapy for Stuttering 12.8.2 Pseudostuttering 12.8.3 Self-Disclosure 12.8.4 Summary 12.9 Putting it All Together: Two Cases References Appendix 12.1 Case Study: Teen Appendix 12.2 Case Study: Adult References Section V: Additional Treatment Considerations 13 Language and Phonological Considerations 13.1 Introduction 13.2 Intervention Principles 13.3 Diagnostic Considerations 13.3.1 A Thorough Evaluation 13.3.2 Differential Diagnosis 13.3.3 Profiles of “Atypical” Disfluency 13.4 Treatment Options 13.4.1 Principles of Evidence-Based Practice and Practice-Based Evidence 13.4.2 Monitoring Outcomes 13.4.3 Therapeutic Approaches 13.4.4 Linguistic Context 13.4.5 Treating Concomitant Stuttering and Phonology 13.4.6 Treating Concomitant Stuttering and Language 13.5 Conclusions 13.6 Definitions References Further Readings 14 Bilingual and Multicultural Considerations 14.1 Introduction Basic Concepts 14.2 Speech, Language, and Fluency in Bilingual Speakers 14.3 Challenges in Identifying Stuttering in Bilingual Speakers 14.3.1 Use of Monolingual Guidelines for Stuttering Assessment 14.3.2 Speech Disfluencies Produced by Bilingual Children Who Do Not Stutter 14.3.3 Misperception of Bilingualism as a Risk Factor for Stuttering 14.3.4 Inconsistency in the Description of Bilingualism 14.3.5 Assumption That Stuttering is Related to Language Dominance 14.4 Culturally and Linguistically Sensitive Assessment of Stuttering 14.4.1 Formal Assessment of Stuttering 14.4.2 Informal Assessment of Stuttering 14.5 Additional Cultural Considerations 14.5.1 Age and Gender 14.5.2 Conversational Style 14.5.3 Views on the Cause of Stuttering 14.6 Considerations for Intervention 14.7 Conclusion References 15 Pharmacological Considerations for the Treatment of Stuttering 15.1 Introduction 15.2 Stuttering and the Dopamine Hypothesis 15.3 Stuttering and the “Two-loop” Hypothesis of Speech Output 15.4 Background Pertaining to Pharmacotherapy for Stuttering 15.4.1 Neuropharmacological Impact on Neurotransmitters: Reuptake 15.4.2 Limiting or Controlling the Placebo Effect 15.4.3 Four Phases of Clinical Trials and the Example of Pagoclone 15.5 Medications for Stuttering: A Historical Perspective 15.6 The Effect of Medications Prescribed for Other Conditions on Stuttering 15.6.1 Parkinsonism versus Parkinson’s Disease and “Stuttering” 15.6.2 Schizophrenia, Bipolar Disorder, Major Depressive Disorder, and Stuttering 15.6.3 Anxiety Disorders and Stuttering 15.6.4 Tourette’s Syndrome and Stuttering 15.6.5 Attention Deficit Hyperactivity Disorder and Stuttering 15.6.6 Autoimmune Conditions and Stuttering 15.7 Recreational Drugs and Self-medicating Behaviors and Stuttering 15.8 Future Directions in Pharmacological Options for Adults Who Stutter 15.9 Conclusions 15.10 Definitions References Section VI: Related Fluency Disorders 16 Cluttering: Etiology, Symptomatology, Identification, and Treatment 16.1 Introduction 16.1.1 Common Characteristics of Cluttering: Past and Present 16.2 Diagnostic Considerations 16.2.1 Important Background Information 16.2.2 Continuous or Intermittent Rapid or Irregular Speech Rate 16.2.3 Excessive “Normal” Disfluencies 16.2.4 Excessive Moments of Over-Coarticulation 16.2.5 Atypical Pauses 16.2.6 Co-occurring Symptoms/ Disorders 12.6.7 Patterns of LCD Symptoms 16.3 Cluttering Research: Past and Present 16.4 Treatment Options for Cluttering 16.4.1 Treatment of LCD Symptoms 16.4.2 Improving Self-Regulation 16.4.3 Treatment of Concomitant Symptoms/Disorders 16.4.4 Treatment of Affective and Cognitive Components of Cluttering 16.4.5 Cluttering and the Working Alliance 16.5 Future Directions in Cluttering 16.6 Conclusions 16.7 Definitions References Further Readings 17 Acquired Stuttering: Etiology, Symptomatology, Identification, and Treatment 17.1 Introduction 17.1.1 Definition 17.1.2 Subtypes 17.2 Etiology 17.2.1 Acquired Neurogenic Stuttering 17.2.2 Acquired Functional Stuttering 17.3 Symptomatology 17.3.1 Acquired Neurogenic Stuttering 17.3.2 Acquired Functional Stuttering 17.4 Diagnostic Considerations 17.4.1 General Considerations 17.4.2 Assessment Protocol 17.5 Treatment Options 17.5.1 General Considerations 17.5.2 Treatment Approaches 17.6 Case Study 17.6.1 Background 17.6.2 Assessment 17.6.3 Treatment 17.7 Concluding Remarks Acknowledgments References Further Readings Index Additional MedOne Access Information