The disfluent speech of a Spanish–English bilingual child who stutters

Taliancich-Klinger, Casey L.; Byrd, Courtney T.; Bedore, Lisa M.

doi:10.3109/02699206.2013.813076

Cited by 20 publications

(3 citation statements)

References 37 publications

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“…There are additional preliminary data that further confirm the apparent risk for false positive identification of stuttering in multilinguals may be compromised by an overlap in the speech behaviors considered typical and those that are considered to be stuttering in monoversus multilingual (Byrd , 2015b;Eggers, van Eerdenbrugh & Byrd, 2019;Gkalitsiou, Byrd, Bedore & Taliancich-Klinger, 2017;Taliancich-Klinger, Byrd & Bedore, 2013). For example, Byrdet al (2015b) explored the types and frequencies of speech disfluencies that are produced by typically fluent bilingual Spanish-English children (N = 18; 5 to 6 years old).…”

Section: Identifying Stuttering In Multilingual Speakersmentioning

confidence: 95%

Use of Monolingual English Guidelines to Assess Stuttering in Bilingual Speakers

Byrd

Werle

Coalson

et al. 2020

Journal of Monolingual and Bilingual Speech

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Speech-language pathologists can identify stuttering in multiple languages,even if they do not speak the language. However, due to differences in languagedevelopment, multilingual speakers have been documented with higherlevels of typical disfluencies in their speech than monolingual speakers. Thesehigher levels of disfluency put multilingual speakers at greater risk of misdiagnosis as individuals who stutter, due to poor understanding of the nature of the manifestation of stuttering in two or more languages and reliance on monolingual-English diagnostic criteria. The purpose of the present systematic review is to explore how stuttering is identified in multilingual speakers who are described as participants who stutter, and whether monolingual English-speaking guidelines were the most commonly used reference for determining the presence of stuttering.

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Section: Identifying Stuttering In Multilingual Speakersmentioning

confidence: 95%

Use of Monolingual English Guidelines to Assess Stuttering in Bilingual Speakers

Byrd

Werle

Coalson

et al. 2020

Journal of Monolingual and Bilingual Speech

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“…Indeed, repetitions of sounds, syllables, and monosyllabic words are harbingers of stuttering in monolingual English speakers when produced at rates that are considerably lower than what has been observed in the output of bilingual SE children in our studies. 16,22 Thus, the practicing clinician must take caution when listening to the speech of a child who speaks more than one language, as those children are likely to demonstrate both the disfluency types and the disfluency frequency that is indicative of stuttering in monolingual English speakers. However, they are not likely to produce dysrhythmic phonation or atypical tension; if either of these two factors is perceived in children's speech output, clinicians can feel more confident that the child is exhibiting stuttering, rather than typical disfluency associated with the linguistic uncertainty inherent in navigating two or more languages.…”

Section: Are Children Who Speak More Than One Language At Risk For Famentioning

confidence: 99%

Assessing Bilingual Children: Are Their Disfluencies Indicative of Stuttering or the By-product of Navigating Two Languages?

Byrd

2018

Semin Speech Lang

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Clinicians commonly report difficulty determining whether the disfluencies produced by their clients are indicative of stuttering or suggestive of something else, such as cluttering, autism, language impairment, or second language learning. In our clinical decision-making process, we identify features unique to specific speech and/or language disorders. This identification enables differential diagnosis in most cases. But what happens when features appear to overlap and, as a result, compromise our clinical decision making? This article provides information to assist in the differential diagnosis of stuttering, particularly as it pertains to the assessment of children who speak more than one language. It explores similarities in the speech behaviors produced by these speakers, contrasting them with stuttering behaviors in monolingual English speakers.

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“…There are few studies on maze production in general, and even fewer involving HS school-aged children ( Fiestas et al, 2005 ; Bedore et al, 2006 ; Carias and Ingram, 2006 ; Kaur et al, 2011 ; Taliancich-Klinger et al, 2013 , 2021 ; Byrd et al, 2015 ; Taliancich-Klinger and Bedore, 2019 ; Rojas and Irani, 2020 ). No studies to date, as far as we know, have examined maze production longitudinally in young HS with TLD and DLD.…”

Section: Introductionmentioning

confidence: 99%

The use of mazes over time in Spanish heritage speakers in the US

Martinez-Nieto,

Moen,

Pierce

et al. 2023

Front. Psychol.

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IntroductionMazes are linguistic disfluencies such as filled pauses, repetitions, or revisions of grammatical, phonological, or lexical aspects of words that do not contribute to the meaning of a sentence. Bilingual children are believed to increase the numbers of mazes in their native or heritage language, the minority language, as they become more proficient in the second language, the societal language. Mazes may increase over time in bilingual Spanish-speaking children as they become more proficient in English, the societal language in the United States. However, current studies have not been conducted longitudinally. Higher rates of mazes in the heritage language over time may be due to changes in language proficiency and differences in processing demands in the children as they use more complex language. Moreover, children with developmental language disorder (DLD) can also present higher rates of mazes than children with typical language. Heritage speakers, therefore, are at risk of being misdiagnosed with DLD due to high rates of mazes. Currently, we do not understand what the typical rates of mazes are as heritage speakers get older and become more proficient in the societal language. The current study examined the type and frequency of Spanish mazes longitudinally in a group of 22 Spanish heritage speakers with and without DLD and determined the changes over time.MethodsA total of 11 children with typical language development (TLD) and 11 with DLD participated in this 5-year longitudinal study. Using a wordless picture book, children completed a retelling task in Spanish during the spring of each academic year (PK to 3rd grade) as part of a 5-h testing battery. Narratives were transcribed and coded for types of mazes (filled pauses, repetitions, grammatical revisions, phonological revisions, and lexical revisions).Results and conclusionThe results of the study indicate that TLD children increased their overall percentage of mazed words and utterances. The opposite pattern was observed in the DLD group, which decreased their percentage of mazed words and utterances. In contrast, both groups demonstrated a decrease in repetitions in first grade and an increase in third grade. Additionally, the TLD and DLD children decreased in the percentage of fillers in first grade and then increased in the third grade. Results suggest that maze use is quite variable in heritage speakers and does not necessarily differentiate groups. Clinicians should not rely solely on mazes to determine ability status. In fact, high use of mazes can reflect typical language development.

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The disfluent speech of a Spanish–English bilingual child who stutters

Cited by 20 publications

References 37 publications

Use of Monolingual English Guidelines to Assess Stuttering in Bilingual Speakers

Use of Monolingual English Guidelines to Assess Stuttering in Bilingual Speakers

Assessing Bilingual Children: Are Their Disfluencies Indicative of Stuttering or the By-product of Navigating Two Languages?

The use of mazes over time in Spanish heritage speakers in the US

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