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Multidimensional and Comprehensive Educational and Clinical Approaches to School-Age Children Who Stutter: A Review

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Other Title
  • 学齢期吃音に対する多面的・包括的アプローチ
  • 学齢期吃音に対する多面的・包括的アプローチ : わが国への適応を視野に入れて
  • ガクレイキ キツオン ニ タイスル タメンテキ ・ ホウカツテキ アプローチ : ワガクニ エ ノ テキオウ オ シヤ ニ イレテ
  • ―わが国への適応を視野に入れて―

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Abstract

In the present article, multidimensional and comprehensive approaches to various aspects of problems associated with stuttering in school-aged children who stutter are reviewed. The aspects of stuttering problems covered include speech symptoms of stuttering ("stuttered" speech characteristics), cognitive and affective aspects related to stuttering, and characteristics of the environment of children who stutter. The review is done from 3 perspectives: (a) factors underlying the establishment and development of multidimensional and comprehensive approaches, (b) the current status of these approaches, and (c) similarities between these approaches and the reality of educational and clinical practice for children in Japan who stutter. The conclusions include the following: (a) There is a need to undertake studies that investigate sub-types of stuttering, as well as multifactorial models of stuttering, and a need to change the principles and trends of current educational and clinical practice related to stuttering, so that there would be a transition in the interpretation of this "disorder" in relation to the establishment and development of multidimensional and comprehensive approaches; (b) there is a need for approaches characterized by the provision of assessment and treatment frameworks for the speech symptoms of stuttering, including cognitive and affective aspects, as well as the environment; (c) there is a need for approaches with a robust similarity to educational and clinical practice for children in Japan who stutter. Future prospects of multidimensional and comprehensive approaches are discussed from the standpoint of applying them to educational and clinical practice for children in Japan who stutter.

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