Stuttering and Related Disorders of Fluency / / by: Zebrowski, Patricia M., Anderson, Julie D., Conture, Edward G.

• Record Nr.: UNINA9910862088103321
• Autore: Ames Angharad
• Pubbl/distr/stampa: NEW YORK : , : Thieme Medical Publishers, Incorporated, , 2022; ©2022
• ISBN: 1-68420-263-9; 1-63853-707-0; 1-68420-254-X
• Edizione: [4. Edition.]
• Descrizione fisica: 1 online resource (314 pages)
• Classificazione: MED007000
• Disciplina: 616.85/54
• Soggetti: Otorhinolaryngology, Phoniatrics, Audiology
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di contenuto: 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.
• Sommario/riassunto: 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 disorders Comprehensive content covering all relevant aspects of stuttering in diverse populations across the lifespan, including etiology,; development, diagnosis, and treatment Contributions 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.