Evaluating Stuttering Self-Stigma and Its Relationship to Adverse Impact in Children and Adolescents With the Child Stuttering Self-Stigma Scale.

Purpose: Self-stigma occurs when a person internalizes and applies stereotypes, prejudice, and discrimination to themselves. For adults who stutter, self-stigma is linked to negative outcomes and reduced quality of life. The development of self-stigma in people who stutter is not well understood.

Repetitive Negative Thinking in Adolescents Who Stutter.

Purpose: Repetitive negative thinking (RNT) is the process of engaging in negatively valenced and habitual thought patterns. RNT is strongly associated with mental health conditions and often affects quality of life. This study explored RNT in older school-age children and adolescents who stutter to quantify the relationship between RNT and self-reported anxiety characteristics.

Exploring the Relationship Between Resilience and the Adverse Impact of Stuttering in Children.

Purpose: People who stutter often experience significant adverse impact related to stuttering. However, it is unclear how adverse impact develops in children who stutter (CWS) and whether there are protective factors that may mitigate its development. This study examined the relationship between resilience, a potentially protective factor, and stuttering's adverse impact in CWS.

Error Characteristics Lend Specificity to Nonword Repetition Performance in Children Who Stutter With and Without Concomitant Disorders.

Purpose: In our earlier study, we found that overall accuracy on nonword repetition (NWR) lacked the specificity to differentiate among groups of children who stutter (CWS) with and without concomitant speech sound and/or language disorders and children who do not stutter (CWNS). The aim of this study was to determine whether NWR error characteristics distinguish these groups of children with different speech sound production and language abilities yielding insight into the deficits underlying poorer performance.

Method: Participants were 141 children (88 CWS, 53 CWNS).

Emotional Regulation and Its Influence on the Experience of Stuttering Across the Life Span.

Purpose: This study evaluated the relationship between (ER) and adverse impact related to stuttering across the developmental spectrum, in preschool and school-age children, adolescents, and adults who stutter. An additional aim examined how these variables relate to the ways that individuals approach speaking (i.e.

Consistency of children's hemodynamic responses during spontaneous speech.

Hemodynamic responses (HRs) are typically averaged across experimental sessions based on the assumption that brain activation is consistent over multiple trials. This may not be a safe assumption, especially in pediatric populations, due to unaccounted effects of inattention, fatigue, or habituation. The purpose of this study was to quantify the consistency of the HR over speech and language brain regions during speech production in typically developing school-aged children.

Nonword Repetition Performance Differentiates Children Who Stutter With and Without Concomitant Speech Sound and Developmental Language Disorders.

Purpose: The aim of this study was to examine how nonword repetition (NWR) performance may be impacted by the presence of concomitant speech and language disorders in young children who stutter (CWS).

Method: One hundred forty-one children (88 CWS and 53 children who do not stutter [CWNS]) participated. CWS were divided into groups based on the presence of speech sound and/or language disorder or typical speech sound production and language abilities.

Event-Related Potentials Elicited by Phonetic Errors Differentiate Children With Speech Sound Disorder and Typically Developing Peers.

Purpose: A growing body of research suggests that a deficit in speech perception abilities contributes to the development of speech sound disorder (SSD). However, little work has been done to characterize the neurophysiological processes indexing speech perception deficits in this population. The primary aim of this study was to compare the neural activity underlying speech perception in young children with SSD and with typical development (TD).

Novel Adjective Processing in Preschool Children: Evidence From Event-Related Brain Potentials.

Purpose Recent findings in preschool children indicated novel adjective recall was enhanced when learned using repeated retrieval with contextual reinstatement (RRCR) compared to repeated study (RS). Recall was similar for learned pictures used during training and new (generalized) pictures with the same adjective features. The current study compared the effects of learning method and learned/generalized pictures on the neural processes mediating the recognition of novel adjectives.

Neural Indices Mediating Rhyme Discrimination Differ for Some Young Children Who Stutter Regardless of Eventual Recovery or Persistence.

Purpose Previous studies of neural processing of rhyme discrimination in 7- to 8-year-old children who stutter (CWS) distinguished children who had recovered, children who had persisted, and children who did not stutter (CWNS; Mohan & Weber, 2015). Here, we investigate neural processing mediating rhyme discrimination for early acquired real words in younger CWS and CWNS (4;1-6;0 years;months), when rhyming abilities are newly emerging, to examine possible relationships to recovery (CWS-eRec) and persistence in stuttering (CWS-ePer). Method Children performed a rhyme discrimination task while their event-related brain potentials were recorded.

What Are Predictors for Persistence in Childhood Stuttering?

Over the past 10 years, we (the Purdue Stuttering Project) have implemented longitudinal studies to examine factors related to persistence and recovery in early childhood stuttering. Stuttering develops essentially as an impairment in speech sensorimotor processes that is strongly influenced by dynamic interactions among motor, language, and emotional domains. Our work has assessed physiological, behavioral, and clinical features of stuttering within the motor, linguistic, and emotional domains.