PURPOSE: This study was designed to (a) compare the speech fluency of school-age children who do and do not stutter (CWS and CWNS, respectively) within 2 standard diagnostic speaking contexts (conversation and narration) while also controlling for speaking topic, and (b) examine the extent to which children's performance on such discourse tasks is affected by age. METHOD: Participants were 44 school-age children who were divided evenly into four groups, depending on their age (older, younger) and fluency status (CWS, CWNS). Children conversed with an examiner about a series of pictures and then told a story about the same pictures. RESULTS: School-age CWS produced more instances of atypical (stuttering-like) disfluencies in the narrative context than in the conversational context. Younger school-age children produced more instances of typical (nonstuttering-like) disfluencies in the conversational sample than did older school-age children. Age did not affect the frequency of children's stuttering-like disfluencies in either the conversational or the narrative contexts. CLINICAL IMPLICATIONS: These findings suggest that narration may offer a relatively efficient way of eliciting stuttering-like disfluencies during the assessment of stuttering. Thus, when assessing children to determine if they do or do not stutter, this type of sample should be considered in addition to the standard conversational sample.
PURPOSE: This study was designed to (a) compare the speech fluency of school-age children who do and do not stutter (CWS and CWNS, respectively) within 2 standard diagnostic speaking contexts (conversation and narration) while also controlling for speaking topic, and (b) examine the extent to which children's performance on such discourse tasks is affected by age. METHOD:Participants were 44 school-age children who were divided evenly into four groups, depending on their age (older, younger) and fluency status (CWS, CWNS). Children conversed with an examiner about a series of pictures and then told a story about the same pictures. RESULTS: School-age CWS produced more instances of atypical (stuttering-like) disfluencies in the narrative context than in the conversational context. Younger school-age children produced more instances of typical (nonstuttering-like) disfluencies in the conversational sample than did older school-age children. Age did not affect the frequency of children's stuttering-like disfluencies in either the conversational or the narrative contexts. CLINICAL IMPLICATIONS: These findings suggest that narration may offer a relatively efficient way of eliciting stuttering-like disfluencies during the assessment of stuttering. Thus, when assessing children to determine if they do or do not stutter, this type of sample should be considered in addition to the standard conversational sample.