TL;DR: There is no reason to accept a recent suggestion that AAF devices would be a defensible clinical option for children, and critical knowledge about the effect of AAF during conversational speech and in everyday speaking situations is missing.

TL;DR: Results indicated that PWS were significantly slower in phoneme monitoring compared to PNS, which was interpreted to suggest a specific deficiency at the level of phonological monitoring, rather than a general monitoring, reaction time or auditory monitoring deficit in PWS.

TL;DR: Findings of this study support past research studies that has found that individuals who stutter mildly are perceived more positively than those who are severe and that PWS that attend therapy are perceivedMore positively than Those who do not attend therapy.

TL;DR: It is suggested that PWS were slower in the encoding of segmental, phonological units during silent naming, and absence of such differences in perception ruled out a general monitoring deficit in PWS.

TL;DR: This paper developed a VR job interview environment which allowed experimental control over communication style and gender of interviewers, and indicated that interviewer communication style affected the amount of stuttering produced by participants, with more stuttering observed during challenging virtual interviews.

TL;DR: Results indicated that the interaction of communication, ethnicity, and culture affected how the participants perceived themselves, their stuttering, and their life choices.

TL;DR: Overall, results suggest that, the CSP appears to be similarly effective in both cultures and thus, sufficiently sensitive to the culture of Dutch adults who stutter.

TL;DR: Although stuttering reduced in the SpeechEasy device compared to the baseline conditions during at least one of three speech tasks for most participants, degree and pattern of benefit varied greatly across participants.

TL;DR: These results replicate previous findings of high agreement coexisting with low accuracy in students' judgments of stuttering, extending those findings to show that similar problems are evident in judgments made by practicing clinicians.

TL;DR: The findings show that, based on treatment gains, specific subgroups can be identified, each requiring different treatment approaches and underlines the necessity of developing a better understanding of how various dimensions of stuttering relate to treatment outcome.

TL;DR: In this article, the authors clarify statements made by Bernstein Ratner in her article, "Evidence-based practice in stuttering: Some questions to consider" (JFD, 2005).

TL;DR: How German-speaking preschool children who stutter and who do not stutter display stuttering-like and normal disfluencies including number of iterations is described and how powerful classification measures for the diagnosis of stuttering are explained is explained.

TL;DR: Findings lend support to previous work, suggesting that nonword repetition skills differ for CWS compared with CWNS, and that these findings cannot be attributed to (a) weak language performance on the part of CWS, or (b) the occurrence of stuttering in the course of nonword production.

TL;DR: Results suggested that control subjects transitioned to quick, accurate and increasingly automatic performance on the sequencing task after practice, while PWS did not, which may have important clinical implications for stuttering treatment effectiveness.

TL;DR: Results partially supported the inference that PWS demonstrated differences in early stages of sequence skill learning compared to PNS, and summarized the reviewed literature concerning the performance of PWS on speech and nonspeech sequencing tasks over practice.

TL;DR: Backward masking performance at teenage is one factor that distinguishes speakers who persist in their stutter from those who recover, and hearing disorders have been implicated in other language disorders.

TL;DR: Findings were taken to suggest that CWS tend to organize lexical information functionally more so than physically and that this tendency may relate to difficulties establishing normally fluent speech and language.