Statistically model potentially confounding variables as covariates. This model-based approach has an advantage over matching talker groups for possible confounds (e.g., age) because it (a) allows the experimenter to obtain representative samples of both talker groups more closely reflective of the natural variation in these variables and, more importantly, and (b) assess whether such variables (e.g., gender) actually impact reported between-group differences in speech disfluencies. In the present study, and based on review of empirical studies of speech get Cyclopamine disfluencies in young children, we selected three variables commonly matched or considered when assessing between-group differences: age, gender, and speech-language abilities. These three variables were covariates in our statistical models/data analyses of preschool-age children’s speech disfluencies. Certainly, these are not the only possible covariates, but they are three of the most common variables investigators have reported considering when assessing group differences between preschool-age CWS and CWNS. Immediately below we briefly review the possible association of each of these three variables and childhood stuttering.NIH-PA Author Manuscript NIH-PA Author Manuscript NIH-PA Author ManuscriptJ Commun Disord. Author manuscript; available in PMC 2015 May 01.Tumanova et al.PageRegarding the chronological age of preschool-age CWS, it should be noted that most if not all standardized speech-language tests are age-normed. Further, experience with stuttering (i.e., time since onset) in young children is intimately connected to chronological age (e.g., Pellowski Conture, 2002), with some tests used to assess childhood stuttering, for example, the KiddyCAT, apparently being sensitive to chronological age (e.g., Clark, Conture, Frankel, Walden, 2012). Indeed, frequency of different disfluency types may vary with age and differ between young and older children (e.g., Davis, 1939; DeJoy Gregory, 1985; Yairi Clifton, 1972). Whether chronological age impacts between-group differences in stuttered and non-stuttered disfluencies remains an open empirical question. With regard to the gender of preschool-age CWS, there is considerable evidence that the prevalence of stuttering is greater in males than females (e.g., Bloodstein Bernstein Ratner, 2008), and that males are also more at risk for persistence (Yairi Ambrose, 1992; Yairi Ambrose, 2005; Yairi, Ambrose, Paden, Throneburg, 1996). In view of this gender difference among CWS, it seems important to better understand whether gender impacts between-group differences in stuttered and non-stuttered disfluencies, as well as within-group differences. Based on their findings, Johnson et al. (1959) suggest that gender does not impact these between- and within-group differences, but to the present buy 5-BrdU authors’ knowledge this issue has not been empirically replicated, especially with large samples of both preschool-age CWS and their CWNS peers. It is known that speech and language abilities develop with age and that stuttering for many children begins during the time of rapid language growth between the 2.5 and 5 years of age (e.g., Bloodstein Bernstein Ratner, 2008). Furthermore, there is some evidence of between group-differences (CWS vs. CWNS) in articulation and/or phonological disorder (e.g., Blood, Ridenour, Qualls, Hammer, 2003; cf. Clark et al., 2013). Likewise, metaanalytical findings suggested that CWS scored significantly low.Statistically model potentially confounding variables as covariates. This model-based approach has an advantage over matching talker groups for possible confounds (e.g., age) because it (a) allows the experimenter to obtain representative samples of both talker groups more closely reflective of the natural variation in these variables and, more importantly, and (b) assess whether such variables (e.g., gender) actually impact reported between-group differences in speech disfluencies. In the present study, and based on review of empirical studies of speech disfluencies in young children, we selected three variables commonly matched or considered when assessing between-group differences: age, gender, and speech-language abilities. These three variables were covariates in our statistical models/data analyses of preschool-age children’s speech disfluencies. Certainly, these are not the only possible covariates, but they are three of the most common variables investigators have reported considering when assessing group differences between preschool-age CWS and CWNS. Immediately below we briefly review the possible association of each of these three variables and childhood stuttering.NIH-PA Author Manuscript NIH-PA Author Manuscript NIH-PA Author ManuscriptJ Commun Disord. Author manuscript; available in PMC 2015 May 01.Tumanova et al.PageRegarding the chronological age of preschool-age CWS, it should be noted that most if not all standardized speech-language tests are age-normed. Further, experience with stuttering (i.e., time since onset) in young children is intimately connected to chronological age (e.g., Pellowski Conture, 2002), with some tests used to assess childhood stuttering, for example, the KiddyCAT, apparently being sensitive to chronological age (e.g., Clark, Conture, Frankel, Walden, 2012). Indeed, frequency of different disfluency types may vary with age and differ between young and older children (e.g., Davis, 1939; DeJoy Gregory, 1985; Yairi Clifton, 1972). Whether chronological age impacts between-group differences in stuttered and non-stuttered disfluencies remains an open empirical question. With regard to the gender of preschool-age CWS, there is considerable evidence that the prevalence of stuttering is greater in males than females (e.g., Bloodstein Bernstein Ratner, 2008), and that males are also more at risk for persistence (Yairi Ambrose, 1992; Yairi Ambrose, 2005; Yairi, Ambrose, Paden, Throneburg, 1996). In view of this gender difference among CWS, it seems important to better understand whether gender impacts between-group differences in stuttered and non-stuttered disfluencies, as well as within-group differences. Based on their findings, Johnson et al. (1959) suggest that gender does not impact these between- and within-group differences, but to the present authors’ knowledge this issue has not been empirically replicated, especially with large samples of both preschool-age CWS and their CWNS peers. It is known that speech and language abilities develop with age and that stuttering for many children begins during the time of rapid language growth between the 2.5 and 5 years of age (e.g., Bloodstein Bernstein Ratner, 2008). Furthermore, there is some evidence of between group-differences (CWS vs. CWNS) in articulation and/or phonological disorder (e.g., Blood, Ridenour, Qualls, Hammer, 2003; cf. Clark et al., 2013). Likewise, metaanalytical findings suggested that CWS scored significantly low.
