Linguistic stress, within-word position, and grammatical class in relation to early childhood stuttering

2004 ◽  
Vol 29 (2) ◽  
pp. 109-122 ◽  
Author(s):  
Ulrich Natke ◽  
Patricia Sandrieser ◽  
Melanie van Ark ◽  
Reinhard Pietrowsky ◽  
Karl Theodor Kalveram
Keyword(s):  
Early Childhood ◽  
Grammatical Class ◽  
Word Position ◽  
Linguistic Stress

The First Three Words

1979 ◽  
Vol 22 (3) ◽  
pp. 604-612 ◽  
Author(s):  
Marcel E. Wingate
Keyword(s):  
Essential Feature ◽  
Grammatical Class ◽  
English Prose ◽  
Class Composition ◽  
Word Position ◽  
Sentence Position ◽  
Representative Samples

The regularly reported influence on stuttering of early sentence position, particularly the first three words, evidently is confounded with the influence of grammatical class, another variable consistently found to correlate with stuttering frequency. Representative samples of English prose are found to contain, in early sentence positions, words of grammatical classes known to be associated with high stuttering frequency. Use of a specially constructed passage, which markedly altered the grammatical class composition of the first three words of sentences, resulted in significant changes in the typical patterns of stuttering frequency associated with word position and grammatical class. The findings lead to an analysis which identifies linguistics stress as the essential feature responsible for the effect on stuttering of both grammatical class and sentence position.

Changes in the Probability of Stuttering Following a Stutter: A Test of Some Recent Models

1979 ◽  
Vol 22 (3) ◽  
pp. 565-571 ◽  
Author(s):  
A. W. Still ◽  
S. Griggs
Keyword(s):  
Multiple Regression ◽  
Initial Increase ◽  
Grammatical Class ◽  
Initial Phoneme ◽  
Sequential Dependencies ◽  
Independent Variables ◽  
Word Position ◽  
Word Classes ◽  
The Difference

To test the models of stuttering proposed by Still and Sherrard (1976), six stutterers (two adults and four children between 12 and 14 years old) read 33 or more passages of prose of approximately 200 words, in sessions of 16 or 17 passages. Predictions tested concerned changes in stuttering probability as words elapse following the last stutter. Such changes may be confounded with sequential dependencies among word classes, together with correlations between word classes and stuttering. To allow for this, a multiple regression was carried out on six independent variables—initial phoneme, grammatical class, length of word, position in sentence, session, and familiarity of passage. From this analysis, predicted changes in stuttering probability were generated, and compared with observed probabilities. There was a significant decrease in the difference between observed and expected probabilities over the first 30 words following a stutter. Also, two subjects (the adults) showed an initial increase in rate of stuttering. These results support a combination of the anxiety and feedback models of Still and Sherrard.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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