Document Type
Article
Date
Spring 1-13-2017
Keywords
stuttering, assessment, speech
Language
English
Disciplines
Communication Sciences and Disorders
Description/Abstract
This review summarizes extant findings supporting multifactorial models of stuttering within the context of preschool-age stuttering assessment. Evidence is given for a number of speech-language and associated factors/domains to consider when evaluating young children who stutter. Selected factors are presented in two parts: (1) Caregiver Interview and (2) Direct Child Assessment. Factors addressed during caregiver interviews include: gender, time since and age at stuttering onset, family history of stuttering, caregivers’ perception/concerns about stuttering, and temperament. Factors addressed during direct child assessments include: stuttering behaviors, speech-associated attitudes/awareness, speech rate, as well as speech sound and language development. Interactions/relations among factors are noted, showing their combined effects and contributions to childhood stuttering. Additionally, suggested clinical applications are provided wherever appropriate. Such evidence and practical applications bridge the gap between theory and clinical practice, thus advancing the abilities of speech-language pathologists to conduct well-informed, comprehensive stuttering evaluations.
Recommended Citation
Clark, C., Tumanova, V., & Choi, D. (2017). Evidenced-based multifactorial assessment of preschool-age children who stutter. Perspectives of the ASHA Special Interest Groups 2(4), 4-27, doi: 10.1044/persp2.SIG4.4
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
