Preschool speech articulation and nonword repetition abilities may help predict eventual recovery or persistence of stuttering

The authors investigated whether expressive and receptive language, phonological, articulatory, and/or verbal working memory proficiencies aid in predicting eventual recovery or persistence of stuttering in preschool children. Receptive language, expressive language, and verbal working memory abilities did not distinguish children who stuttered but recovered from children who stuttered who stuttered and persisted. Preschool Bankson-Bernthal Test of Phonology-Consonant Inventory subtest (BBTOP, Bankson & Bernthal, 1990 ) scores and overall Nonword Repetition Test (NRT, Dollaghan & Campbell, 1998) proficiency significantly predicted future recovery status.

Spencer, Caroline & Weber-Fox, Christine. (2014). Preschool speech articulation and nonword repetition abilities may help predict eventual recovery or persistence of stuttering. Journal of Fluency Disorders. DOI: 10.1016/j.jfludis.2014.06.001

About rickyWburk

Ricky W. Burk, CCC-SLP, BCS-F, is a speech-language pathologist who provides in-home therapy for adolescents and adults residing in Tennessee and Mississippi who stutter. His career includes PreK, elementary, middle, and high school practice, undergraduate & graduate faculty appointments, skilled nursing, national & international consultation, private practice, and national & international speaking presentations. He holds the American Speech-Language Hearing Association Certificate of Clinical Competence, and he is a Board Certified Specialist in Fluency Disorders. He is the ASHA Continuing Education Administrator for the National Association for Speech Fluency.
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