The differential effect of three auditory stimuli on the frequency of stuttering behaviors

In view of the frequent clinical use of external auditory stimuli in fluency building programs, the purpose of the present experiment was to compare the effects of rhythmic pacing, delayed auditory feedback, and high intensity masking noise on the frequency of stuttering by dysfluency type. Twelve normal hearing young adult stutterers completed an oral reading (approximately 250 syllables) and conversational speech task (3 min) while listening to the three auditory stimuli and during a control condition presented in random order. The results demonstrated that during oral reading all three auditory stimuli were associated with significant reductions in stuttering frequency. However, during conversational speech, only the metronome produced a significant reduction in total stuttering frequency. Individual dysfluency types were not differentially affected by the three auditory stimuli.     

Lexical search speed in children and adults

The retrieval of words from lexical memory was investigated in kindergartners (Age 6), first-graders (Age 7), third-graders (Age 9), and adults. A lexical decision task with auditorily presented words and nonwords was used, with decision latency as the dependent variable. Multiple regression analyses were used to examine the effects of word frequency, age of word acquisition, and number of word meanings. Results showed that word frequency contributed to decision latency for all age groups, age of word acquisition contributed to all groups but the third-grade subjects, and number of word meanings did not contribute for any age group. Results are discussed in relation to a model of the lexicon in children and adults. It is suggested that factors from the external linguistic community are internalized in the lexicon at an early age.     

The effect of punishment and reinforcement procedures on a stutterer's factor II avoidance response

The purpose of this clinical experiment was to investigate the manipulability of a Factor II avoidance response (arm movement). The substantive hypothesis under test was that its suppression would be enhanced by repeated punishment sessions. During the first of nine therapy sessions response-contingent negative stimulation was not delivered. In the next five, after a base-rate period, “wrong” was made consequent upon the target response. In each of these sessions the suppression of arm movement was apparent. However, the magnitude of the suppression decreased from session to session. Evidently, the continued use of punishment did not enhance suppression. Because of this finding procedural changes were introduced in the next three therapy sessions. Verbal praise was added as a consequence of increasingly stringent omission criteria and three consecutive units of praise led to time-out from the reportedly fatiguing task of continuous speech. A marked reduction and then complete extinction resulted. Moreover, learning was evidenced since the frequency of arm movement lessened in the base-rate period of each session.     

The effect of grammatical complexity upon disfluency behavior of nonstuttering preschool children

The effect of grammatical complexity on the disfluency behavior of nonstuttering 3- and 4-yr-old children was examined. Thirty normal children repeated after the examiner 30 sentences which represented six different grammatical constructions. These grammatical constructions represented a range of grammatical complexity.The total number of disfluencies that occurred in each sentence type was compared. The occurrence of specific disfluency categories in each sentence type was also examined. Subjects produced significantly more disfluencies on passive sentences than on any other sentence type. The passive elicited significantly more interjections, word repetitions, and revisions than the other sentence types.The effect of sentence type on imitation performance was also examined. The auxiliary Have and negative sentence types elicited significantly more imitation errors than other sentence types. Initiation and fluency performance for individual subjects were also examined.The results of the present investigation suggest that when grammatical complexity is controlled, the relationship between disfluencies and grammatical complexity is complicated. When grammatical constructions were relatively difficult for children, complexity affected the occurrence of disfluencies. However, factors other than grammatical complexity affect the occurrence of disfluencies in pre-school children.     

The problem of relapse in stuttering: Some thoughts on what might cause it and how to deal with it

Bloodstein recently wrote that “the most vital part of science is not accurate measurement or the insistence on empiricism. It is an attitude of inquiry into the how and why of things” [Bloodstein, O. Foreword. In: Maintenance of Fluency (E. Boberg ed.). New York: Elsevier, 1981, p. vii]. In the paper below, I present some unsubstantiated and no doubt controversial thoughts on the how and why of relapse in stuttering. The overall thrust of these thoughts is that stutterers have different propensities to stutter because of the inherent variability in their speech production systems. For this reason, for therapy to have long-range success, stutterers must learn to accept and deal with the inherent variability in their speech production mechanisms.     

A comparison of syntax in young stutterers and nonstutterers

This study compares the syntactic structure of the spontaneous speech of a small group of stutterers and nonstutterers, using a method of constituent analysis. Speech samples were taped during play sessions with subjects, and the tapes were then transcribed and analyzed according to preselected constituent criteria. The stutterers were in the early stages of stuttering and had been diagnosed as stutterers by experienced clinicians. The method of analysis proved to be highly reliable. Differences were found in the number of complete clauses, the number of complex sentences, and in clause types between the two groups.     

The effect of punishment on a factor I stuttering behavior

On each of five days the subject of this experiment read aloud different material during an 18-min A₁ (base rate), B (experimental), and A₂ (extinction) period. No stimulation was delivered during the first three days. On the fourth day, the nonsense word “norg” was presented noncontingently during the experimental period. There was no statistically significant difference between the A₁ and B periods on any of these four days. On day five, “wrong” was made contingent on Factor I prolongations during the experimental period. As a result, there was a statistically significant increase in their frequency. When the response consequence was removed in the A₂ priod, there was a reliable reduction in prolongations and the frequency closely approximated that found in the A₁ period. These data suggest that response-contingent negative stimulation is contraindicated as a clinical tactic for use with Factor I prolongations. It not only failed to suppress them, it increased their frequency.     

Fluency breaks in older speakers: Implications for a model of stuttering throughout the life cycle

In order to test a model describing the occurence of fluency breaks throughout the life cycle, spontaneous speech samples of 40 nonstutterers and 4 stutterers above the age of 50 were perceptually analyzed. Fluency breaks were classified into categories of formulative or motoric breaks. The results supported research, noting an increase in formulative fluency breaks (especially fillers and interjections) for older speakers. There was, however, a significant decrease in the occurence of formulative fluency breaks during the final years of late adulthood. No change was found in the occurence of motoric fluency breaks in the nonstuttering speakers. Stuttering speakers had significantly less formulative breaks and significantly more motoric breaks than nonstuttering speakers.     

Attention and stuttering: Do stutterers think too much about speech?

In this investigation the ability of stutterers and nonstutterers to simultaneously perform speech and nonspeech tasks was compared. Subjects were 10 stutterers and 10 nonstutterers. Two experiments were conducted. In the first, subjects performed a non-attention-demanding gross-motor task while they read aloud. In the second, subjects performed an attention-demanding task (reading comprehension) during speech. Results indicated that there was no significant change in the disfluency values of stutterers during the motor activity or as a result of the reading comprehension task. However, stutterers were found to perform significantly poorer than nonstutterers on the reading comprehension task. This finding was taken as evidence that stutterers devote more attention to speech than do nonstutterers.     

Finger localization and reading ability in three groups of children ages three through twelve

Developmental norms for eight finger-localization (FL) tasks similar to those used by Lindgren are extended to include 140 children ages 3 through 12. The strength of the relationship between these scores and two specific reading tasks is explored. Regression analyses reveal statistically significant correlations between FL ability and the ability to match spoken with printed words, as well as between FL scores and scores for silent reading and retelling of a paragraph. Three groups of children are used: children with normal language, those with dysphasia, and those with language impairments other than dysphasia. Performance scores of these three groups on other language tasks are compared.     

Stuttering adaptation under distributed and massed conditions

An identical-subject-repeated-measures design, involving two counterbalanced conditions, was employed to investigate adaptation when the presentation of a 100-word list is distributed and when it is massed. In Condition I, the entire list was read aloud during each of five successive trials. Since a specific word reoccurred only after all of the others were displayed, the presentation may be said to be distributed. In contrast, the Condition II presentation was massed. Only after a word was read five times was the next one presented. The results indicate that significant adaptation occurred in both conditions. However, adaptation plateaued in the distributed condition. This was not the case when massing was employed. The among-condition analyses revealed that significantly more adaptation occurred in the massed than in the distributed condition.     

Rate reduction strategies used by normally fluent and stuttering children and adults

Speech rate can be reduced by prolonging the duration of phonetic units, by pausing between words, or through a combination of these approaches. Child and adult normally fluent speakers and stutterers were tested in basal and modified speaking rate conditions. Subjects' utterances in both conditions were converted to spectrographic displays so that measures of phonetic and pause durations could be made. Comparisons of these measures across conditions revealed that all four groups of subjects spontaneously extended pause and phonetic durations, the former more than the latter, when instructed to voluntarily reduce speech rate.     

Speech timing skills of normally fluent and stuttering children and adults

This study was designed to explore the speech timing skills of normally fluent and stuttering children and adults producing two sentences, ten consecutive times at basal and modified speaking rates. Spectrographic displays of subjects' utterances in both conditions were made in order to obtain consonant, vowel, pause, and utterance duration measures. Results showed that (1) the two groups of children produced speech durational values similar to those of the two adult groups and (3) there were no consistent between- and within-group differences in the basal and modified rate conditions. Findings are discussed in terms of methodological and sampling differences that exist between the present study and past research on stutterers' speech production abilities.     

The use of self-efficacy scaling in training student clinicians: Implications for working with stutterers

A scaling technique developed by Bandura for determining an individual's personal performance expectations (self efficacy) was applied to student clinicians working with stutterers. The self-efficacy scores of clinicians conducting treatment increased significantly while the scores of clinicians without treatment experience showed no significant change. As the student clinicians gained clinical experience there appeared to be a corresponding reduction in fear and avoidance of the treatment situation. Clinician fear concerning stuttering treatment appeared to have little relation to performance in treatment as rated by supervisors. The results indicate that self-efficacy scaling may be used to indicate clinician avoidance of working with stuttering clients.     

Implications of evaluating and intervening with incipient stutterers

A study was conducted to investigate the factors involved in the recovery from incipient stuttering without therapeutic intervention. Fifteen subjects were seen on two occasions, once for an initial evaluation after the reported onset of stuttering, and for a second evaluation to determine if they had recovered or become chronic stutterers. Within the constraints of a small sample, several findings are presented: (1) 80% of the children recovered spontaneously from stuttering, (2) subjects who exhibited more types and frequencies of disfluencies upon onset had a poorer prognosis for recovery, (3) the age of onset, if under 4 years, had little bearing on recovery, and (4) children who were seen professionally soon after disfluency onset had the greatest prognosis for recovery. Possible implications of these results are discussed.