Epidemiologic and other considerations in treatment efficacy research with preschool age children who stutter
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Examining implicit and explicit attitudes toward stuttering
2018, Journal of Fluency DisordersCitation Excerpt :Such deficits may significantly impact these children’s success in the classroom, both in terms of academic performance and positive peer interaction, putting children who stutter at a disadvantage compared with their typically-fluent peers. Indeed, stuttering is associated with lower educational (e.g., O’Brien, Jones, Packman, Menzies, & Onslow, 2011) and vocational (e.g., Klein & Hood, 2004; Yairi, 1993) attainment later in life. Adults who stutter are at risk for elevated levels of stress and poorer mental health as compared to those who do not stutter (e.g., Blood, Blood, Dorward, Boyle, & Tramontana, 2011; Blood, Blood, Tellis, & Gabel, 2001; Klein & Hood, 2004).
Age of acquisition and repetition priming effects on picture naming of children who do and do not stutter
2008, Journal of Fluency DisordersAuditory abilities of speakers who persisted, or recovered, from stuttering
2006, Journal of Fluency DisordersAssessing efficacy of stuttering treatments
2001, Journal of Fluency DisordersLanguage abilities of children who stutter: A preliminary study
2000, Journal of Fluency DisordersRepresentativeness reasoning and the search for the origins of stuttering: A return to basic observations
1998, Journal of Fluency Disorders
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