Topography of Stuttering IN Cantonese

This is the first study to investigate the behavioral nature (topography) of stuttering in Cantonese. Cantonese, a Sino-Tibetan language, is both tonal and syllable-timed. Previous studies of stuttering topography have mainly been in Western languages, which are mainly stress-timed. Methods: Conversational speech samples were collected from 24 native Cantonese-speaking adults who stuttered. Six consecutive stuttering moments from each participant were analyzed using the Lidcombe behavioral data language (LBDL). A complexity analysis based on the LBDL was developed to indicate the proportion of multiple-behavior stuttering moments for each participant. Results: There was no significant difference in the frequency of the 7 LBDL behaviors. Almost half the stuttering moments across participants were reported as complex, containing more than 1 stuttering behavior, and stuttering complexity correlated significantly with stuttering severity. Conclusions: These preliminary findings require replication because of their important theoretical and clinical implications. Differences in topography across languages have the potential to contribute to our understanding of the nature of stuttering. Clinically, the recognition of such differences may assist practitioners in identifying stuttering, for example when screening for early stuttering. The LBDL complexity score developed in this study has the potential to be used in other languages.

Law T, Packman A, Onslow M, To C, K, -S, Tong M, C, -F, Lee K, Y, -S, The Topography of Stuttering in Cantonese. Folia Phoniatr Logop 2017;69:110-117

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Free books for children birth to 5

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2016-08-21-stuttering_therapy_online-Mississippi-fluency_specialist-Tennessee-1BRKE7D

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Self-Help Conferences and Change in the Experience of Stuttering: Preliminary Findings and Implications for Self-help Activities

Online self-help activities have improved accessibility for PWS with internet access, but this does not negate the accessibility

issue for those without internet access, those who live too far from, or those who prefer in-person activities.

Numerous studies have recognized that the internet has brought about a number of ways for self-help activities to exist

online for PWS. Research in this realm of online, self-help for PWS has also shown positive benefits.

Some of the current self-help activities that exist online for PWS include the following: discussion groups (e.g. Stutt-L,

Covert-S, podcasts (e.g. StutterTalk, Women Who Stutter, Stuttering is Cool), blogs (e.g. Make Room for the Stuttering, Diary of

a Stutterer), social networking websites (e.g. Facebook groups such as Stuttering Community and Stuttering Arena (Trichon,

2010), video conferencing community websites (e.g. Stutter Social) and smartphone applications that have also been specifically

developed to facilitate communication between PWS (e.g. Stutter Social).

Stutter Social, which formed in 2011, is an organization that has built a video conferencing community website and a

smartphone application to facilitate online self-help activities for PWS.

Trichon, Mitchell & Tetnowski, John. (2016) Self-Help Conferences and Change in the Experience of Stuttering:

Preliminary Findings and Implications for Self-help Activities. ASHA Special Interest Group 4 Perspectives on Fluency and Fluency Disorders, 19, 28-38.

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2016-08-14-fluency_specialist-rickywburk-Mississippi-stuttering-1BR26G2

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In-home online therapy for stuttering

2016-08-09-online_speech_therapy-stuttering_therapy_online-in-home_speech_therapy-fluency_specialist-1BQL1N7
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Strategies for Teachers to Manage Stuttering in the Classroom: A Call for Research

The 4 most commonly recommended strategies for teachers were found via searches of electronic databases and personal libraries of the authors. The peer-reviewed evidence for each recommendation was subsequently located and detailed. There are varying amounts of evidence for the 4 recommended teacher strategies outside of the classroom, but there are no data for 2 of the strategies, and minimal data for the others, in a classroom setting. That is, there is virtually no evidence regarding whether or not the actions put forth influence, for example, stuttering frequency, stuttering severity, participation, or the social, emotional, and cognitive components of stuttering in the classroom.

Davidow, Jason H., Zaroogian, Lisa, and Garcia-Barrera, Mauricio A. (2016). Strategies for teachers to manage stuttering in the classroom: A call for research. Language, Speech, and Hearing Services in Schools. doi:10.1044/2016_LSHSS-15-0057

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