www.e-gagueira.com.br - Abstrat 2025 janeiro a julho

Abstract - Janeiro a Julho de 2025

A Biopsychosocial Overview of Speech Disorders: Neuroanatomical, Genetic, and Environmental Insights - TERAPIA

Review Biomedicines. 2025 Jan 20;13(1):239.

Diya Jaishankar et al

University of California, San Diego, CA, USA; Advancement and Research in the Sciences and Arts (ARISA) Foundation, Pune, India; Oklahoma State University Center for Health Sciences, Tulsa, OK, USA; SymphonyTech Biologics, Philadelphia, PA 19143, USA.

Speech disorders encompass a complex interplay of neuroanatomical, genetic, and environmental factors affecting individuals' communication ability. This review synthesizes current insights into the neuroanatomy, genetic underpinnings, and environmental influences contributing to speech disorders. Neuroanatomical structures, such as Broca's area, Wernicke's area, the arcuate fasciculus, and basal ganglia, along with their connectivity, play critical roles in speech production, comprehension, and motor coordination. Advances in the understanding of intricate brain networks involved in language offer insights into typical speech development and the pathophysiology of speech disorders. Genetic studies have identified key genes involved in neural migration and synaptic connectivity, further elucidating the role of genetic mutations in speech disorders, such as stuttering and speech sound disorders. Beyond the biological mechanisms, this review explores the profound impact of psychological factors, including anxiety, depression, and neurodevelopmental conditions, on individuals with speech disorders. Psychosocial comorbidities often exacerbate speech disorders, complicating diagnosis and treatment and underscoring the need for a holistic approach to managing these conditions. Future directions point toward leveraging genetic testing, digital technologies, and personalized therapies, alongside addressing the psychosocial dimensions, to improve outcomes for individuals with speech disorders. This comprehensive overview aims to inform future research and therapeutic advancements, particularly in treating fluency disorders like stuttering.

PMID: 39857822 PMCID: PMC11762365 DOI: 10.3390/biomedicines13010239

A discussion of topics related to teaching a graduate stuttering course - OUTRAS ÁREAS

J Fluency Disord. 2025 Feb 1:83:106103. Online ahead of print.

Julia S Kerrigan, Shelley B Brundage, Christopher D Constantino, Derek E Daniels, Naomi H Rodgers

University of Iowa, USA; George Washington University, USA; Florida State University, USA; Wayne State University, USA; University of Iowa, USA.

Purpose: To discuss instruction of graduate stuttering courses with a particular focus on contemporary issues such as the pseudostuttering, counting stuttering, and engaging with materials within the classroom and in clinical practice.

Methods: At a panel discussion at the World Stuttering and Cluttering Organization Congress in May 2024, attendees submitted their questions to a panel of experts in stuttering pedagogy. To document and continue the discussion, each expert responded in turn to the most frequently asked questions.

Results: While the included experts frame key learning activities differently within their respective courses, each takes care to center lived experiences of people who stutter and contextualize learning activities within their clinical purposes.

Conclusions: The pedagogical insights shared in this discussion offer guidance to instructors of stuttering courses to equip students with tools to assess, treat, and counsel their clients who stutter from a humanistic approach.

PMID: 39921936 DOI: 10.1016/j.jfludis.2025.106103

A pilot study of stuttering treatment for older children (STOC) - INFANTIL / TERAPIA

J Fluency Disord. 2025 Jan 26:83:106102. Online ahead of print.

Jóhanna T Einarsdóttir et al

University of Iceland, Iceland; Talþjálfun Mosfellsbæjar (Speech Clinic in Mosfellsbær), Iceland; Charles Sturt University, Australia.

Purpose: This pilot study explored an operant treatment for school-age children, Stuttering Treatment for Older Children (STOC), in increasing quality of life and the fluency of school-aged children who stutter.

Method: The participants were seven children 9-13 years old. A single-case experimental design using multiple baselines was utilized, with participants randomly assigned to baselines of different lengths. STOC is a home-based treatment program that combined time-out with a specific performance-based criteria. Recordings of children's speech were collected routinely as monthly samples (n = 653) and during treatment sessions (n = 1551). Clinicians immediately reviewed and provided feedback on recordings of sessions. Fidelity was measured in terms of dosage, adherence, quality of the delivery, and responsiveness.

Results: For all participants, the STOC intervention showed promising results. Participant-reported quality of life significantly increased for those participants who completed the STOC program. The frequency of stuttering (percentage of syllables stuttered) decreased by an average of 72 % between the initial baseline measurement and later stages. Additionally, the quantity of speech increased by 18 %, speech sounded more natural, with naturalness scores increased by 50 %, and the severity of stuttering decreased by 56 %. Only four participants finished the intervention. This suggests that the benefits of the intervention include both overall greater well-being and less disfluencies.

Conclusions: This pilot study showed increased speech fluency and quality of life among participants who completed the intervention. However, further investigation is crucial, and we encourage the academic community to engage in this research area.

PMID: 39892195 DOI: 10.1016/j.jfludis.2025.106102

A year in stuttering research: A systematic review of global representation and sociodemographic reporting practices in English-language journals in 2020 - CONCEITO

Review J Commun Disord. 2025 Jan 31:114:106500. Online ahead of print.

Free article: https://www.sciencedirect.com/science/article/pii/S0021992425000073?via%3Dihub

Ryan A Millager et al

Vanderbilt University, Nashville, TN, USA; Boston University, Boston, MA, USA; Vanderbilt University Medical Center, Nashville, TN, USA.

Purpose: Demographic data is inconsistently reported and defined in communication sciences and disorders research, yet gender, ethnicity, and socioeconomic status (SES) may be critical considerations for investigations of stuttering. Therefore, the purpose of this study is to evaluate the global scope and sociodemographic reporting practices among stuttering research published in the year 2020.

Methods: Article searches were conducted in February 2023 in PsycINFO, PubMed, and ASHAWire for studies sampling participants with developmental stuttering or cluttering. Further inclusion criteria for systematic review were that articles must: (a) be published in the year 2020, (b) be published in a peer-reviewed journal, and (c) present original empirical research. Participant gender, ethnicity, and SES were extracted via a manualized coding scheme.

Results: The total corpus for review included k = 92 articles, representing a total n = 7,342 participants recruited from 26 different countries. The majority of articles (k = 36) were based in the United States (US), with all other countries contributing between 1 and 5 articles each. Gender (or sex) was reported in 93.5% of included studies, ethnicity in 22.8%, and SES in 41.3%. Reporting practices did not significantly differ between US and non-US countries. Of note, only one article in 2020 recruited participants who clutter, with all others recruiting participants who stutter.

Conclusion: This is the first systematic review of diversity and reporting practices in the global stuttering research literature. Our results revealed a narrow global distribution of research participants, with limited reporting and analyses regarding participant ethnicity or SES. Consequently, we have identified opportunities to improve research participant transparency and to further consider sociocultural variables toward the advancement of global and inclusive stuttering research.

PMID: 39921930 DOI: 10.1016/j.jcomdis.2025.106500

An Exploratory Comparison of Attitudes Toward Stuttering and Cluttering of Chinese Practicing Speech and Language Therapists (SLTs) and SLT Students - SOCIAL

Folia Phoniatr Logop. 2025 Mar 3:1-25. Online ahead of print.

Yu-An Chen et al

This study aimed to compare attitudes toward stuttering and cluttering among speech and language therapists (SLTs) and speech and language therapy students in China and how they differ from those in other countries. It also seeks to explore factors that may influence these attitude differences. We utilized online versions of the Public Opinion Survey of Human Attributes-Stuttering (POSHA-S) and Public Opinion Survey of Human Attributes-Cluttering (POSHA-Cl) instruments to conduct surveys of 54 SLTs and 99 SLT students at six Chinese universities offering speech and language therapy programs. Chinese SLTs had more positive attitudes than did SLT students. For example, rejecting learning and emotional trauma as a cause of stuttering or cluttering (a positive response) was more likely in SLTs than in SLT students. Both groups expressed more positivity about their knowledge sources than the average ratings from international samples. Increased positive exposure opportunities with stuttering or cluttering will likely positively impact on attitudes toward stuttering and cluttering in China. It is crucial for speech and language professionals in China to recognize the widespread misinformation in various sources and actively combat misconceptions about stuttering and cluttering.

PMID: 40031890 DOI: 10.1159/000543442

Administering the Lidcombe Program to children who stutter with concomitant disorders: Insights from an exploratory retrospective chart review study – INFANTIL/ TERAPIA

J Fluency Disord. 2025 Jan 26:83:106101. Online ahead of print.

Free text: https://www.sciencedirect.com/science/article/pii/S0094730X25000038?via%3Dihub

Sébastien Finlay et al

Université de Montréal, Montreal, Quebec, Canada; Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal, Montreal, Quebec, Canada; Integrated University Health and Social Service Centres of Centre-Sud-de-l'Île-de-Montréal, Montreal, Quebec, Canada; Faculty of Dental Medicine and Oral Health Sciences, Université McGill, Montreal, Quebec, Canada.

Purpose: Children who stutter (CWS) in clinical settings may present with concomitant disorders (CDs), which can complexify the delivery of the Lidcombe Program (LP). However, there is limited evidence on how CDs influence treatment outcomes in CWS, leaving clinicians with little guidance regarding best practices with these children. This exploratory study, conducted in partnership with a rehabilitation center's clinical team, aims to understand which CDs and suspected CDs speech-language pathologists document when treating CWS with the LP and their relationship to treatment characteristics and outcomes.

Method: A retrospective chart review was conducted on 47 children diagnosed with developmental stuttering who received the LP between 2016 and 2018.

Results: 38 CWS (80.9 %) had either at least one confirmed (59.6 %) or suspected (21.3 %) CD, of which 61.7 % were language-related and 27.6 % attention-related. CWS with diagnosed and suspected CDs had significantly higher stuttering severity rating (SR) scores post-treatment as compared to CWS without CDs (p =.001), although all groups significantly reduced their stuttering. There were high drop-out rates in all groups. CWS with diagnosed and suspected CDs who dropped out had significantly higher SR scores than CWS without CDs who progressed to Stage 2 (p =.011 and p =.014, respectively).

Conclusion: The LP is effective in improving fluency in both CWS with and without CDs. However, CWS with diagnosed or suspected CDs finished or dropped out of Stage 1 with significantly higher SR scores than CWS without CDs. Future research is needed to confirm these results and investigate the factors underlying the observed differences.

PMID: 39879701 DOI: 10.1016/j.jfludis.2025.106101

Assessment of verbal and nonverbal cognitive abilities in children with stuttering using 5th edition Stanford Binet - INFANTIL / PROCESSUAL

Appl Neuropsychol Child. 2025 Jan 28:1-8. Online ahead of print.

Rasha Sami Abdul-Aziz, Sherine Ramzy, Ghada Tarek Orabi

National Research Center, Giza, Egypt; American University in Cairo, New Cairo, Egypt.

Stuttering is a speech disorder disrupting fluency with implications that could affect psychological, educational, social, and occupational aspects of life. Cognitive functions include mental processes that allows for execution of goal-directed responses in different situations. They are usually referred to as executive functions (EF) which consists of three main components, working memory, cognitive flexibility, and inhibitory control. The Stanford Binet 5th edition (SB5) is an intelligence scale designed to assess various cognitive skills by measuring five main domains that require the administration of these executive skills. Recent research has focused on executive functions skills among children with stuttering (CWS), and how it might affect stuttering development and severity.

Aim of the study: The aim of this study was to compare the cognitive verbal and nonverbal skills using the Stanford Binet intelligence quotient test 5th edition (SB5) between children with stuttering (CWS) and children with no stuttering (CWNS) and to assess which of these skills affected stuttering severity among CWS.

Methods: A total of 70 children, 40 CWS and 30 CWNS, were assessed using the SB5 test. Further assessment of the CWS was done using the stuttering severity index (SSI) to determine the degree of stuttering. Statistical analysis and comparison were used to determine results and differences in cognitive skills, and regressive analysis was used to determine the most predicative factor in stuttering development and severity.

Results: Showed that CWS performed lower scores than CWNS in all SB5 domains except in non-verbal domain, where the two groups did not differ significantly in their performance. Working memory was the weakest skill among CWS and stood out as the only significant predicative factor in stuttering. Children with severe stuttering performed higher in their total IQ, nonverbal IQ, knowledge, and fluid reasoning than moderate stutterers, having the strongest performance in non-verbal IQ, still none of these domains turned out to be of a predicative significance in severity.

Conclusion: Findings suggest that working memory is the weakest executive skill in CWS as well as other executive functions related to cognitive flexibility compared to fluent controls. Working memory skills are significantly lower in CWS but does not correlate with its severity; whereas the strongest skills, among CWS compared to fluent controls, are in the nonverbal domains.

PMID: 39873215 DOI: 10.1080/21622965.2024.2448009

Bilingualism as a risk factor for false reports of stuttering in the Early Childhood Longitudinal Study (ECLS-K:2011): Corrigendum

Published Erratum Front Psychol. 2025 Jan 7:15:1481398.

Susanne Gahl

University of California at Berkeley, Berkeley, CA, United States.

[This corrects the article DOI: 10.3389/fpsyg.2023.1155895.].

PMID: 39839931 PMCID: PMC11749021

Brain anatomy differences in Chinese children who stutter: a preliminary study - INFANTIL / NEUROCIÊNCIAS

Front Neurol. 2025 Jan 27:16:1483157.

Dan Ma et al

Sichuan University, Chengdu, Sichuan, China; Ministry of Education, Chengdu, Sichuan, China.

Background and purpose: It is unknown the neural mechanisms of developmental stuttering (DS). The aim of this study was to investigate the changes in the structural morphology of the brain in Chinese children who stutter.

Methods: A case-control study was conducted to collect magnetic resonance imaging data from stuttering and non-stuttering children, thereby analyzing whole-brain gray matter volume and cortical morphological changes in stuttering children.

Results: A total of 108 subjects were recruited (stuttering group: control group = 1:1). Comparing to healthy controls, the gray matter volume was significantly decreased in right temporal gyrus and bilateral cerebellum. Additionally, there was a significant reduction in cortical folds in the right insula and right superior temporal gyrus. Moreover, the gray matter volume of the right cerebellum and right temporal gyrus is related to the severity score of stuttering.

Conclusion: The present study proposes that the neural mechanisms underlying DS are intricately linked to the cortico-basal ganglia-thalamo-cortical loop and the dorsal language pathway. This finding is expected to provide reference value for the clinical treatment of DS.

PMID: 39931552 PMCID: PMC11807804

Contemporary clinical conversations about stuttering: How to keep up with stuttering treatment research - CONCEITO

Int J Speech Lang Pathol. 2025 Jan 19:1-5. Online ahead of print.

Free text: https://www.tandfonline.com/doi/epdf/10.1080/17549507.2025.2452897?needAccess=true

Julie Anderson, Robyn Lowe, Elaine Yandeau, Marie Parolini, Mark Onslow

Indiana University, IN, USA; University of Technology Sydney, NSW, Australia; Yokohama International School, Yokohama, Japan; Private Practice, Yokohama, Japan; Private Practice, Blois, France; University of Tours, Tours, France.

Purpose: To discuss how speech-language pathologists can keep up with stuttering treatment research. To inform junior clinicians and students of speech-language pathology about this matter.

Method: The issue was discussed by two university researchers and two speech-language pathologists who provide clinical services. Written conversational turns in an exchange were limited to 100 words each.

Result: There was agreement among the group that keeping up to date with stuttering research is essential for speech-language pathologists, and to do so requires a basic understanding of research methods. For treatment research, there are several levels of evidence, and there was agreement that they are all relevant to clinical practice. All in the group agreed that basic research is essential to inform clinical practice, particularly in five domains. The volume of stuttering research is challenging for generalist clinicians to keep up with.

Conclusion: We make recommendations about how speech-language pathologists can keep up with stuttering treatment research in a time-efficient manner. This may be particularly useful for junior clinicians and students of speech-language pathology.

PMID: 39829034 DOI: 10.1080/17549507.2025.2452897

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