Managing Stuttering Beyond the Preschool Years Purpose This prologue serves to introduce a research forum composed of studies that address the topic of stuttering in school-age children and adolescents. Researchers are encouraged to continue to build the knowledge base that sustains evidence-based practice in this area. Method The nature of stuttering as it evolves ... Research Forum
Research Forum  |   July 01, 2012
Managing Stuttering Beyond the Preschool Years
 
Author Affiliations & Notes
  • Marilyn A. Nippold
    University of Oregon, Eugene
  • Ann Packman
    The University of Sydney, Australia
  • Correspondence to Marilyn A. Nippold: nippold@uoregon.edu
  • Editor: Carol Scheffner Hammer
    Editor: Carol Scheffner Hammer×
  • Associate Editor: Patrick Finn
    Associate Editor: Patrick Finn×
Article Information
Speech, Voice & Prosodic Disorders / Fluency Disorders / School-Based Settings / Research Forum
Research Forum   |   July 01, 2012
Managing Stuttering Beyond the Preschool Years
Language, Speech, and Hearing Services in Schools, July 2012, Vol. 43, 338-343. doi:10.1044/0161-1461(2012/12-0035)
History: Received April 15, 2012 , Accepted June 6, 2012
 
Language, Speech, and Hearing Services in Schools, July 2012, Vol. 43, 338-343. doi:10.1044/0161-1461(2012/12-0035)
History: Received April 15, 2012; Accepted June 6, 2012
Web of Science® Times Cited: 3

Purpose This prologue serves to introduce a research forum composed of studies that address the topic of stuttering in school-age children and adolescents. Researchers are encouraged to continue to build the knowledge base that sustains evidence-based practice in this area.

Method The nature of stuttering as it evolves from early childhood into the school years is briefly described. Beyond the preschool years, children are unlikely to spontaneously recover from stuttering, and they often go on to suffer negative consequences, academically and socially, because of their disorder. If they are to overcome or manage their stuttering successfully, school-age children and adolescents require high-quality treatment. Three data-based studies that address the topic of stuttering in school-age children or adolescents are described, the ongoing need for empirical evidence regarding the management of stuttering is emphasized, and several issues relevant to future studies in this area are discussed.

Conclusion Progress has occurred in the management of stuttering in school-age children and adolescents. Nevertheless, important questions remain unanswered concerning the most effective techniques and strategies to use in helping students who stutter achieve more fluent and natural-sounding speech in their quest to become more confident and effective communicators.

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