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E-grāmata: Stuttering and Related Disorders of Fluency

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  • Formāts: 312 pages
  • Izdošanas datums: 13-Jun-2022
  • Izdevniecība: Thieme Medical Publishers Inc
  • Valoda: eng
  • ISBN-13: 9781638537076
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Stuttering and Related Disorders of FluencyPalielināt
  • Formāts: 312 pages
  • Izdošanas datums: 13-Jun-2022
  • Izdevniecība: Thieme Medical Publishers Inc
  • Valoda: eng
  • ISBN-13: 9781638537076
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"The book is organized into six sections and 17 chapters, with the first section describing basic facts and theories. The second section covers genetic, neural, linguistic, cognitive, and physiological factors. The third section features three dedicated chapters on the diagnosis of preschool-age children, school-age children, and adolescents and adults. The fourth section discusses treatment guidelines with three chapters organized by the same age demographics, while the fifth section covers bilingual and multicultural treatment considerations. The sixth, and last, section provides guidance on cluttering and acquired stuttering-from causes and symptoms to diagnosis and treatment"--

In a textbook for students of communication science and disorders at the upper-level undergraduate or beginning graduate level, specialists in stuttering and related fluency disorders discuss some characteristics and theories, processes associated with stuttering, diagnosis of stuttering, treatment of stuttering, additional treatment considerations, and related fluency disorders. Specific topics include a brief overview of some 20th-century and 21st-century theories of stuttering, temperamental and emotional processes, diagnosis of adolescents and adults, treatment of preschool-age children, bilingual and multicultural considerations, and pharmaceutical considerations. Annotation ©2022 Ringgold, Inc., Portland, OR (protoview.com)

A student-friendly resource on stuttering and related fluency disorders by a who's who of global experts

Stuttering and Related Disorders of Fluency, Fourth Edition honors the philosophy that discoveries of the past are the bedrock of the present and the inspiration for future explorations—in this context—the nature and treatment of stuttering. Initially developed over 30 years ago, the first two editions were edited by the late Richard F. Curlee and the third edition was co-edited by Richard F. Curlee and Edward G. Conture. The latest edition, co-edited by Patricia M. Zebrowski, Julie D. Anderson, and Edward G. Conture, brings together contemporary insights and a multinational perspective from 44 world-class academicians, clinicians, and researchers in the field of stuttering and related disorders.

The book is organized into six sections and 17 chapters, with the first section describing basic facts and theories. The second section covers genetic, neural, linguistic, cognitive, and physiological factors. The third section features three dedicated chapters on the diagnosis of preschool-age children, school-age children, and adolescents and adults. The fourth section discusses treatment guidelines with three chapters organized by the same age demographics, while the fifth section covers language and phonological, bilingual and multicultural, and pharmacological considerations for treatment. The sixth, and last, section provides guidance on cluttering and acquired stuttering—from causes and symptoms to diagnosis and treatment.

Key Highlights

  • Up-to-date, reader-friendly text is ideal for students with no or limited background or experience in the nature and treatment of stuttering and related fluency disorders
  • Comprehensive content covering all relevant aspects of stuttering in diverse populations across the lifespan, including etiology, development, diagnosis, and treatment
  • Contributions from a diverse group of top scholars and practitioners from the United States, Canada, Western Europe, and Australia

This text is essential reading for upper-class undergraduates and early-stage graduate students in communication sciences and disorders. It also provides an invaluable classroom tool for instructors teaching basic courses on this subject and is a helpful sourcebook for researchers investigating stuttering and related fluency disorders.

This print book includes complimentary access to a digital copy on https://medone.thieme.com.

Videos xv
Foreword xvi
Preface xviii
Contributors xix
Section I Some Characteristics and Theories
1 Common Characteristics
3(13)
Edward C. Conture
Victoria Tumanova
Dahye Choi
1.1 Purpose
3(1)
1.2 Common Characteristics: Definitions of Stuttering, Speech Disfluency Types and Stuttered and Nonstuttered Disfluencies
3(1)
1.2.1 Definition
3(1)
1.2.2 Speech Disfluency Types
3(1)
1.2.3 Stuttered and Nonstuttered Disfluencies
3(1)
1.3 Common Characteristics: Measures of Stuttering and Associated Variables
4(1)
1.3.1 Stuttering Frequency
4(1)
1.3.2 Stuttering Severity
4(1)
1.3.3 Associated (Non) Speech Behaviors
4(1)
1.3.4 Speaking Rate and Speech Naturalness
5(1)
1.4 Common Characteristics: Variability (General Aspects)
5(2)
1.4.1 Variability
5(1)
1.4.2 Non-normally Distributed
6(1)
1.5 Common Characteristics: Variability (Specific Aspects)
7(2)
1.5.1 Adaptation Effect
7(1)
1.5.2 After the Effects of Adaptation Have Dissipated
8(1)
1.5.3 Consistency Effect
8(1)
1.5.4 Loci of Stuttering
8(1)
1.6 Other Common Characteristics: Age at Onset, Gender, Persistence, and Recovery from Stuttering
9(1)
1.6.1 Age at Onset
9(1)
1.6.2 Gender
9(1)
1.6.3 Stuttering Persistence and Recovery
10(1)
1.7 Common Characteristics: Behaviors and Conditions that Decrease Stuttering
10(3)
1.7.1 Behaviors associated with Decreases in Stuttering
10(1)
1.7.2 Conditions Associated with Decreases in Suttering
11(2)
1.8 Future Directions
13(1)
1.9 Conclusion
13(1)
1.10 Definitions
13(3)
References
14(2)
2 Some 20th- and 21st-Century Theories of Stuttering: A Brief Overview
16(21)
Edward G. Conture
Julie D. Anderson
Patricia M. Zebrowski
2.1 Introduction
16(1)
2.2 Humoral System of Medicine
16(1)
2.3 The Beginnings: Shifting from Humoral to Scientific Approaches
17(1)
2.4 The 18th and 19th Centuries: Establishment of the Scientific Method
18(1)
2.5 The 19th and 20th Century: Physiological and Psychological Theories
18(1)
2.6 The Early to Mid-20th Century: Physiological and Psychosocial Theories
19(2)
2.6.1 Nature Perspectives
19(1)
2.6.2 Nurture Perspective
20(1)
2.7 The Late 20th Century: Learning and Multifactorial Theories
21(2)
2.7.1 Nurture Perspectives
21(2)
2.7.2 Nature and Nurture Interaction Perspectives
23(1)
2.8 Late 20th to Early 21st Century: Prominent Contemporary Theories
23(4)
2.8.1 Speech-Language Planning Theories
23(1)
2.8.2 Multifactorial Theories
24(2)
2.8.3 Computational/Neurocomputational Models
26(1)
2.9 Further Considerations
27(3)
2.9.1 Theories of Stuttering Etiology
27(1)
2.9.2 Antecedents to versus Consequences of Stuttering
28(1)
2.9.3 The Diagnosis versus the Behavior of Stuttering
28(1)
2.9.4 Nature, Nurture, and Their Interaction
29(1)
2.9.5 Different Measurements, Different Results
30(1)
2.9.6 A Varying Effect, an Unvarying Cause
30(1)
2.10 Conclusions
30(1)
2.10.1 Recipes/Ingredients
30(1)
2.10.2 Divergent Approaches to Same Topic
31(1)
2.10.3 The Only Certainty is That Nothing is Certain
31(1)
2.10.4 Facts Are the Foundation
31(1)
2.11 Definitions
31(6)
References
32(5)
Section II Processes Associated with Stuttering
3 Genetic Processes
37(15)
Shelly Jo Kraft
Jennifer E. Below
3.1 Introduction
37(1)
3.1.1 Heritability of Stuttering
37(1)
3.2 Introduction to Basic Genetics
38(2)
3.2.1 DNA
38(1)
3.2.2 Chromosomes
39(1)
3.2.3 Genes
39(1)
3.2.4 RNA
39(1)
3.3 Genetic Variation
40(1)
3.3.1 Chromosomal Abnormalities
40(1)
3.3.2 Another Variation in the Human Genome: Single Nucleotide Polymorphism (SNP)
40(1)
3.4 Strategies for Measuring Genetic Variation
41(1)
3.4.1 Epigenetic Factors in the Expression of DNA
41(1)
3.5 Transmission Models of Inheritance
41(1)
3.5.1 Autosomal Dominant Inheritance
42(1)
3.5.2 Autosomal Recessive Inheritance
42(1)
3.5.3 Approaches to Mapping Disease Genes: Linkage Analysis
42(1)
3.5.4 Association Studies
42(1)
3.6 Genetic Studies of Stuttering
42(3)
3.6.1 Stuttering Risk: GNPTAB and Lysosomal Transport Genes
44(1)
3.6.2 DRD2: A Potential Role for Dopamine in Stuttering Risk
44(1)
3.6.3 AP4E1: Intercellular Trafficking and Stuttering Risk
44(1)
3.6.4 Hormone Regulation May Explain Biological Sex Differences in Stuttering Risk
44(1)
3.6.5 Introducing Genetic Mutations into Animal Models of Stuttering
45(1)
3.7 Sources of Large-Scale Genetic Data from People Who Stutter
45(2)
3.7.1 The International Stuttering Project
45(1)
3.7.2 Biobanks
45(1)
3.7.3 Phenome Wide Association Studies (PheWAS)
45(1)
3.7.4 Additional Considerations: Analyzing Comorbidities Associated with Stuttering
46(1)
3.7.5 Summary of Findings from Genetic Studies in Stuttering
47(1)
3.8 Applying Research Findings to Models and Characteristics of Stuttering
47(1)
3.8.1 Modeling Polygenic Risk of Stuttering
47(1)
3.8.2 Correlations between Stuttering Risk and Related Traits
48(1)
3.9 Conclusions
48(1)
3.10 Definitions
49(3)
References
50(2)
4 Speech, Language, and Cognitive Processes
52(15)
Julie D. Anderson
Katerina Ntourou
Stacy Wagovich
4.1 Introduction
52(1)
4.2 Linguistic Constraints on Stuttering
53(1)
4.3 Speech and Language Abilities and Stuttering
54(3)
4.3.1 Articulation and Phonology
55(1)
4.3.2 Vocabulary and Morphosyntax
55(1)
4.3.3 Summary
56(1)
4.4 Cognitive Processes and Stuttering
57(2)
4.4.1 Executive Function
57(1)
4.4.2 Attention
58(1)
4.4.3 Summary
59(1)
4.5 Implications for Theory and Clinical Practice
59(3)
4.5.1 Theoretical
59(2)
4.5.2 Diagnostic
61(1)
4.5.3 Treatment
61(1)
4.6 Future Directions
62(1)
4.7 Conclusions
63(1)
4.8 Definitions
64(3)
References
64(3)
5 Neural and Physiological Processes
67(11)
Deryk Beal
Evan Usler
Anna Tendera
5.1 Introduction
67(1)
5.2 Level 1: Perceptual Disfluency
68(1)
5.3 Level 2: Articulator Laryngeal, and Respiratory Dynamics
68(1)
5.4 Level 3: Neuromuscular Activation
69(1)
5.5 Level 4: Electrocortical Activation
69(2)
5.6 Level 5: Brain Regions and Networks
71(2)
5.6.1 Structural Differences in Brain Regions and Networks of PWS
72(1)
5.6.2 Functional Differences in Brain Regions and Networks of PWS
72(1)
5.7 Discussion
73(2)
5.7.1 Theoretical Implications
73(1)
5.7.2 Treatment Implications and Future Directions
74(1)
5.8 Conclusion
75(1)
5.9 Definitions
75(3)
References
76(2)
6 Temperamental and Emotional Processes
78(17)
Robin Jones
Kurt Eggers
Hatun Zengin-Bolatkale
6.1 Brief Overview of Temperament and Emotional Processes
78(5)
6.1.1 Temperament
78(2)
6.1.2 Measurement of Temperament
80(1)
6.1.3 Emotion
80(3)
6.1.4 Role of Temperament and Emotion
83(1)
6.2 The Association between Temperamental and Emotional Processes and Developmental Stuttering
83(3)
6.2.1 Differences between People Who Stutter and People Who Do Not Stutter
84(1)
6.2.2 Association with Stuttering Frequency and Severity
84(1)
6.2.3 Summary of Empirical Evidence and Takeaways
84(2)
6.3 Theoretical and Clinical Implications
86(2)
6.3.1 Directionality of the Effect
86(1)
6.3.2 Theoretical Implications
86(1)
6.3.3 Diagnostic Implications
86(1)
6.3.4 Treatment Implications
87(1)
6.4 Future Directions
88(1)
6.5 Conclusions
88(1)
6.6 Definitions
88(7)
References
89(6)
Section III Diagnosis of Stuttering
7 Preschool-Age Children
95(24)
Ellen M. Kelly
Corrin I. Guis
Cara M. Singer
7.1 Purpose
95(1)
7.2 Setting the Stage for Assessing Preschoolers Who Stutter
95(1)
7.2.1 Multidimensional Assessment of a Multifactorial Disorder
95(1)
7.3 Preschool Stuttering Assessment: Look, Listen, and Learn
95(13)
7.3.1 Considering "Risk Factors" for Persistent Stuttering
95(2)
7.3.2 Assessing the Child
97(8)
7.3.3 Compiling and Synthesizing Results and Making Recommendations
105(3)
7.4 Closing the Visit
108(1)
7.5 Case Studies
108(2)
7.5.1 Case 1: "M"
109(1)
7.5.2 Case 2: "J"
109(1)
7.6 Conclusions
110(9)
References
110(1)
Appendix 7.1
111(3)
Appendix 7.2
114(3)
Appendix 7.3
117(2)
8 School-Age Children
119(17)
Kenneth J. Logan
Hayley S. Arnold
8.1 Introduction
119(1)
8.2 A Framework for Assessing Stuttering In School-Aged Children
119(14)
8.2.1 School-Age Children and Stuttering
119(2)
8.2.2 An Assessment Protocol for School-Aged Children Who Stutter
121(12)
8.3 Case Scenario
133(1)
8.3.1 Intake Information
133(1)
8.3.2 Clinical Interview
133(1)
8.3.3 Clinical Application Questions for the Case Study
133(1)
8.4 Future Directions
133(1)
8.5 Conclusions
134(2)
References
134(2)
9 Adolescents and Adults
136(17)
Eric S. Jackson
Anthony DiLollo
9.1 Introduction
136(1)
9.1.1 Basic Assumptions
136(1)
9.1.2 Client Expectations: A Word about Controlled Speech versus Spontaneous Fluency
136(1)
9.1.3 Impact of Stuttering and What Needs to Change
137(1)
9.2 A Clinical Definition of Stuttering
137(1)
9.3 Anticipation: Stuttering Below the Surface
137(2)
9.4 Measuring the Unobservable and Observable: A Framework for Stuttering Assessment
139(2)
9.4.1 Impact of Stuttering
139(1)
9.4.2 Variability Not Frequency of Stuttering
140(1)
9.4.3 Reframing Overt and Covert Aspects of Stuttering: Technical and Adaptive Challenges
140(1)
9.5 The Assessment Process
141(4)
9.5.1 Case History
141(1)
9.5.2 Diagnostic Interview
142(1)
9.5.3 Adaptive Measures
143(1)
9.5.4 Technical Measures
144(1)
9.5.5 Closing Interview
144(1)
9.6 Case Study
145(2)
9.7 Conclusion
147(1)
9.8 Definitions
147(6)
References
147(2)
Appendix 9.1 Sample Case History Form for Adult Stutterers
149(4)
Section IV Treatment of Stuttering
10 Preschool-Age Children
153(21)
Marie-Christine Franken
Sharon Millard
Anna Hearne
10.1 Introduction
153(1)
10.2 Therapy Approaches for Preschool Children Who Stutter
154(14)
10.2.1 Palin Parent-Child Interaction Therapy
154(5)
10.2.2 The Lidcombe Program
159(5)
10.2.3 Restart-Demands and Capacities Model Based Treatment
164(4)
10.3 Discussion
168(1)
10.4 Conclusions and Future Directions
169(5)
References
169(2)
Appendix 10.1
171(1)
Appendix 10.2
172(2)
11 School-Age Children
174(18)
J. Scott Yaruss
Craig Coleman
Janet Beilby
Caryn Herring
11.1 Introduction
174(1)
11.2 The Importance of Assessment
174(1)
11.3 General Considerations for Working with School-Age Children
175(2)
11.3.1 School-Age Children Who Stutter Are Still Growing
175(1)
11.3.2 Stuttering Affects School-Age Children Differently from Preschool Children
176(1)
11.3.3 School-Age Children Are Not Adolescents or Adults
176(1)
11.3.4 Stuttering Also Affects School-Age Children's Caregivers Differently
176(1)
11.4 Comprehensive Treatment for School-Age Children Who Stutter
177(4)
11.4.1 A Framework for Understanding Stuttering
177(1)
11.4.2 Selecting Appropriate Treatment Goals
178(1)
11.4.3 Focusing on Communication Rather than Speech Fluency as a Primary Outcome
179(1)
11.4.4 The Importance of Practice-Based Evidence
180(1)
11.5 Sample Treatment Goals, Procedures, and Activities for School-Age Children Who Stutter
181(7)
11.5.1 Sample Goals, Procedures, and Activities: Stuttering Impairment
181(1)
11.5.2 Sample Goals, Procedures, and Activities: Child's Reactions to Stuttering
182(2)
11.5.3 Sample Goals, Procedures, and Activities: Environment's Reactions to Stuttering
184(2)
11.5.4 Sample Goals, Procedures, and Activities: Activity Limitations and Participation Restrictions
186(2)
11.6 Discussion
188(1)
11.7 Future Directions
188(1)
11.8 Conclusion
188(1)
11.9 Definitions
189(3)
References
189(3)
12 Adolescents and Adults
192(23)
Patricia M. Zebrowski
Naomi Rodgers
Hope Gerlach-Houck
12.1 Introduction
192(1)
12.2 What Needs To Be Changed about Stuttering and Who Decides?
192(1)
12.3 What Contributes to Treatment Outcomes?
193(2)
12.3.1 The Common Factors
193(1)
12.3.2 Spotlight on the Client's Contribution to Therapy Outcomes: Stages of Change
194(1)
12.4 Getting Started: A Stage-Based Framework for Therapy Planning
195(5)
12.4.1 Creating the Therapy Plan: Deciding What is Helpful
195(4)
12.4.2 Implementing the Therapy Plan: Learning the Things that Help
199(1)
12.5 Selecting Therapy Approaches: Learn to Speak More Fluently or Stutter More Easily
200(4)
12.5.1 Normal Talking Process
200(3)
12.5.2 Speak More Fluently
203(1)
12.5.3 Stutter More Easily
203(1)
12.5.4 Summary
204(1)
12.6 Selecting Therapy Approaches: Changing Thoughts and Feelings
204(2)
12.6.1 Listening and Valuing
205(1)
12.6.2 Cognitive Behavioral Therapy
205(1)
12.7 Mindfulness
206(1)
12.7.1 Acceptance and Commitment Therapy
206(1)
12.7.2 Solution-Focused Brief Therapy
206(1)
12.7.3 Narrative Therapy
206(1)
12.7.4 Bibliotherapy
207(1)
12.7.5 Self-Help and Support Organizations
207(1)
12.8 Selecting Therapy Approaches: Approaching Talking without Avoiding
207(1)
12.8.1 Avoidance Reduction Therapy for Stuttering
207(1)
12.8.2 Pseudostuttering
207(1)
12.8.3 Self-Disclosure
208(1)
12.8.4 Summary
208(1)
12.9 Putting It All Together: Two Cases
208(7)
References
208(2)
Appendix 12.1 Case Study: Teen
210(1)
Appendix 12.2 Case Study: Adult
210(1)
References
211(4)
Section V Additional Treatment Considerations
13 Language and Phonological Considerations
215(12)
Nancy E. Hall
Julianne Carbarino
Nan Bernstein Ratner
13.1 Introduction
215(1)
13.2 Intervention Principles
216(1)
13.3 Diagnostic Considerations
216(1)
13.3.1 A Thorough Evaluation
216(1)
13.3.2 Differential Diagnosis
216(1)
13.3.3 Profiles of "Atypical" Disfluency
217(1)
13.4 Treatment Options
217(8)
13.4.1 Principles of Evidence-Based Practice and Practice-Based Evidence
217(1)
13.4.2 Monitoring Outcomes
218(1)
13.4.3 Therapeutic Approaches
219(3)
13.4.4 Linguistic Context
222(1)
13.4.5 Treating Concomitant Stuttering and Phonology
222(2)
13.4.6 Treating Concomitant Stuttering and Language
224(1)
13.5 Conclusions
225(1)
13.6 Definitions
225(1)
13.7 References
225(2)
14 Bilingual and Multicultural Considerations
227(9)
Courtney Byrd
Kia Noelle Johnson
Julie Fortier-Blanc
14.1 Introduction
227(1)
14.1.1 Basic Concepts
227(1)
14.2 Speech, Language, and Fluency in Bilingual Speakers
228(1)
14.3 Challenges In Identifying Stuttering in Bilingual Speakers
228(2)
14.3.1 Use of Monolingual Guidelines for Stuttering Assessment
228(1)
14.3.2 Speech Disfluencies Produced by Bilingual Children Who Do Not Stutter
229(1)
14.3.3 Misperception of Bilingualism as a Risk Factor for Stuttering
229(1)
14.3.4 Inconsistency in the Description of Bilingualism
230(1)
14.3.5 Assumption That Stuttering is Related to Language Dominance
230(1)
14.4 Culturally and Linguistically Sensitive Assessment of Stuttering
230(2)
14.4.1 Formal Assessment of Stuttering
231(1)
14.4.2 Informal Assessment of Stuttering
231(1)
14.5 Additional Cultural Considerations
232(1)
14.5.1 Age and Gender
232(1)
14.5.2 Conversational Style
232(1)
14.5.3 Views on the Cause of Stuttering
232(1)
14.6 Considerations for Intervention
233(1)
14.7 Conclusion
234(2)
References
234(2)
15 Pharmacological Considerations
236(23)
Lisa LaSalle
Angharad Ames
Gerald Maguire
15.1 Introduction
236(1)
15.2 Stuttering and the Dopamine Hypothesis
237(2)
15.3 Stuttering and the "Two-Loop" Hypothesis of Speech Output
239(1)
15.4 Background Pertaining to Pharmacotherapy for Stuttering
240(2)
15.4.1 Neuropharmacology Impact on Neurotransmitters: Reuptake
240(1)
15.4.2 Limiting or Controlling the Placebo Effect
241(1)
15.4.3 Four Phases of Clinical Trials and the Example of Pagoclone
241(1)
15.5 Medications for Stuttering: A Historical Perspective
242(6)
15.6 The Effect of Medications prescribed for Other Conditions on Stuttering
248(3)
15.6.1 Parkinsonism versus Parkinson's Disease and "Stuttering"
248(1)
15.6.2 Schizophrenia, Bipolar Disorder, Major Depressive Disorder, and Stuttering
248(1)
15.6.3 Anxiety Disorders and Stuttering
249(1)
15.6.4 Tourette's Syndrome and Stuttering
250(1)
15.6.5 Attention Deficit Hyperactivity Disorder and stuttering
250(1)
15.6.6 Autoimmune conditions and stuttering
250(1)
15.7 Recreational Drugs and Self-medicating Behaviors and Stuttering
251(1)
15.8 Future Directions In Pharmacological Options for Adults Who Stutter
251(1)
15.9 Conclusions
252(1)
15.10 Definitions
252(7)
References
254(5)
Section VI Related Fluency Disorders
16 Cluttering: Etiology, Symptomatology, Identification, and Treatment
259(12)
Kathleen Scaler Scott
Hilda Sansterud
Isabella Reichel
16.1 Introduction
259(1)
16.1.1 Common Characteristics of Cluttering: Past and Present
259(1)
16.2 Diagnostic Considerations
260(4)
16.2.1 Important Background Information
260(1)
16.2.2 Continuous or Intermittent Rapid or Irregular Speech Rate
261(1)
16.2.3 Excessive "Normal" Disfluencies
261(1)
16.2.4 Excessive Moments of Over-Coarticulation
261(1)
16.2.5 Atypical Pauses
261(1)
16.2.6 Co-occurring Symptoms/Disorders
261(2)
16.2.7 Patterns of LCD Symptoms
263(1)
16.3 Cluttering Research: Past and Present
264(1)
16.4 Treatment Options for Cluttering
265(2)
16.4.1 Treatment of LCD Symptoms
265(1)
16.4.2 Improving Self-Regulation
266(1)
16.4.3 Treatment of Concomitant Symptoms/Disorders
266(1)
16.4.4 Treatment of Affective and Cognitive Components of Cluttering
267(1)
16.4.5 Cluttering and the Working Alliance
267(1)
16.5 Future Directions In cluttering
267(1)
16.6 Conclusions
268(1)
16.7 Definitions
269(2)
References
269(2)
17 Acquired Stuttering: Etiology, Symptomatology, Identification, and Treatment
271(13)
Catherine Theys
Luc F. De Nil
17.1 Introduction
271(1)
17.1.1 Definition
271(1)
17.1.2 Subtypes
271(1)
17.2 Etiology
271(3)
17.2.1 Acquired Neurogenic Stuttering
271(3)
17.2.2 Acquired Functional Stuttering
274(1)
17.3 Symptomatology
274(2)
17.3.1 Acquired Neurogenic Stuttering
274(1)
17.3.2 Acquired Functional Stuttering
275(1)
17.4 Diagnostic Considerations
276(3)
17.4.1 General Considerations
276(1)
17.4.2 Assessment Protocol
277(2)
17.5 Treatment Options
279(2)
17.5.1 General Considerations
279(1)
17.5.2 Treatment Approaches
280(1)
17.6 Case Study
281(2)
17.6.1 Background
281(1)
17.6.2 Assessment
281(1)
17.6.3 Treatment
282(1)
17.7 Concluding Remarks
283(1)
References 284(3)
Index 287
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
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