UNLABELLED: This paper is the second in a series of two articles exploring subtypes of stuttering, and it addresses the question of whether and how language ability and temperament variables may be relevant to the study of subtypes within the larger population of children who stutter. Despite observations of varied profiles among young children who stutter, efforts to identify and characterize subtypes of stuttering have had limited influence on theoretical or clinical understanding of the disorder. This manuscript briefly highlights research on language and temperament in young children who stutter, and considers whether the results can provide guidance for efforts to more effectively investigate and elucidate subtypes in childhood stuttering. Issues from the literature that appear relevant to research on stuttering subtypes include: (a) the question of whether stuttering is best characterized as categorical or continuous; (b) interpretation of individual differences in skills and profiles; and (c) the fact that, during the preschool years, the interaction among domains such as language and temperament are changing very rapidly, resulting in large differences in developmental profiles within relatively brief chronological age periods. EDUCATIONAL OBJECTIVES: The reader will be able to: (1) discuss possible associations of language ability and temperament to the development of stuttering in young children; (2) summarize the subtyping research from the literature on language ability and temperament in young children; (3) generate directions for future research of stuttering subtypes drawn from the literature related to language ability and temperament in young children.
UNLABELLED: This paper is the second in a series of two articles exploring subtypes of stuttering, and it addresses the question of whether and how language ability and temperament variables may be relevant to the study of subtypes within the larger population of children who stutter. Despite observations of varied profiles among young children who stutter, efforts to identify and characterize subtypes of stuttering have had limited influence on theoretical or clinical understanding of the disorder. This manuscript briefly highlights research on language and temperament in young children who stutter, and considers whether the results can provide guidance for efforts to more effectively investigate and elucidate subtypes in childhood stuttering. Issues from the literature that appear relevant to research on stuttering subtypes include: (a) the question of whether stuttering is best characterized as categorical or continuous; (b) interpretation of individual differences in skills and profiles; and (c) the fact that, during the preschool years, the interaction among domains such as language and temperament are changing very rapidly, resulting in large differences in developmental profiles within relatively brief chronological age periods. EDUCATIONAL OBJECTIVES: The reader will be able to: (1) discuss possible associations of language ability and temperament to the development of stuttering in young children; (2) summarize the subtyping research from the literature on language ability and temperament in young children; (3) generate directions for future research of stuttering subtypes drawn from the literature related to language ability and temperament in young children.
Authors: Terra D Barnes; David F Wozniak; Joanne Gutierrez; Tae-Un Han; Dennis Drayna; Timothy E Holy Journal: Curr Biol Date: 2016-04-13 Impact factor: 10.834
Authors: Dahye Choi; Edward G Conture; Tedra A Walden; Warren E Lambert; Victoria Tumanova Journal: J Fluency Disord Date: 2013-03-16 Impact factor: 2.538