Journal of Fluency Disorders Impact Factor & Information

Publisher: Research Foundation for Communication Disorders; International Fluency Association, Elsevier

Journal description

Now recognized as the only publication devoted specifically to fluency, Journal of Fluency Disorders provides comprehensive coverage of clinical, experimental, and theoretical aspects of stuttering, including the latest remediation techniques. As the Official Journal of the International Fluency Association, the journal features full-length research and clinical reports; methodological, theoretical and philosophical articles; reviews; short communications and much more - all readily accessible and tailored to the needs of the professional. Selected abstracts from Journal of Fluency Disorders are available in Ampersand, the Elsevier Science linguistics newsletter.

Current impact factor: 1.08

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2013 / 2014 Impact Factor 1.082
2012 Impact Factor 2.226
2011 Impact Factor 4.05
2009 Impact Factor 2.188

Impact factor over time

Impact factor
Year

Additional details

5-year impact 2.96
Cited half-life 8.20
Immediacy index 0.19
Eigenfactor 0.00
Article influence 0.56
Website Journal of Fluency Disorders website
Other titles Journal of fluency disorders (Online)
ISSN 0094-730X
OCLC 38994167
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Elsevier

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Pre-print allowed on any website or open access repository
    • Voluntary deposit by author of authors post-print allowed on authors' personal website, arXiv.org or institutions open scholarly website including Institutional Repository, without embargo, where there is not a policy or mandate
    • Deposit due to Funding Body, Institutional and Governmental policy or mandate only allowed where separate agreement between repository and the publisher exists.
    • Permitted deposit due to Funding Body, Institutional and Governmental policy or mandate, may be required to comply with embargo periods of 12 months to 48 months .
    • Set statement to accompany deposit
    • Published source must be acknowledged
    • Must link to journal home page or articles' DOI
    • Publisher's version/PDF cannot be used
    • Articles in some journals can be made Open Access on payment of additional charge
    • NIH Authors articles will be submitted to PubMed Central after 12 months
    • Publisher last contacted on 18/10/2013
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper reports a preliminary study which trialled a novel approach for measuring speech output and social participation. The amount of phonation was accumulated via an objective measure called an Ambulatory Phonation Monitor (APM). (1) To establish whether adults who stutter will tolerate wearing an APM for an extended period of time (three days), (2) to test whether the APM can accumulate useful data about the amount of phonation adults who stutter produce in the course of a normal day and (3) to examine a possible relationship between stuttering severity and amount of phonation. Three adults who stutter wore an APM for three consecutive days during their waking hours. Each completed a questionnaire regarding the device and kept a speech diary outlining daily speaking activities and self-reported stuttering severity. APM data regarding amount of phonation was collected, analysed and compared with the participants' speech diaries. Each adult tolerated wearing the APM and while they felt comfortable speaking wearing the device, it was somewhat cumbersome. Variations in the amount of speaking across each day and in different speaking situations were evident. For two participants there was a positive correlation between phonation time and severity rating. Preliminary data suggests that the APM can provide valuable information about the amount adults who stutter speak. The APM is sufficiently sensitive to differentiate variations in the amount of phonation during different speaking situations. These favourable preliminary results suggest the value of a larger scale study. The reader will be able to: (a) describe the different aspects of stuttering currently routinely measured in clinical practice; (b) discuss the limitations of current measurement procedures; (c) discuss the advantages of speech measures obtained by an Ambulatory Phonation Monitor APM); (d) describe the perspectives of adults who stutter who have worn an APM to measure phonation time. Copyright © 2015 Elsevier Inc. All rights reserved.
    Journal of Fluency Disorders 02/2015; DOI:10.1016/j.jfludis.2015.02.001
  • [Show abstract] [Hide abstract]
    ABSTRACT: Using a multi-dimensional measure of perfectionism: the Frost Multi-dimensional Perfectionism Scale (FMPS: Frost, Marten, Lahart, & Rosenblate, 1990), this study investigates: (a) whether adults who stutter (AWS) display more perfectionistic attitudes and beliefs than those who do not stutter, and (b) whether, in AWS, more perfectionistic attitudes and beliefs are associated with greater self-reported difficulty communicating verbally and speaking fluently. In the first analysis, FMPS responses from 81 AWS and 81 matched, normally-fluent controls were analyzed using logistic regression to investigate the relative contributions of four FMPS perfectionism-subscale self-ratings to the likelihood of being in the AWS group. In the subsequent analyses, data from the 81 AWS were analyzed using linear multiple regression to determine which FMPS subscale self-ratings best predicted their Communication-Difficulty and Fluency-Difficulty scores. Both the likelihood of being a member of the AWS group, and also the magnitude of the AWS group's Communication-Difficulty and Fluency-Difficulty scores, were positively part-correlated to respondents' Concern over Mistakes-Doubts about Actions (CMD) subscale self-ratings but negatively part-correlated to their Personal Standards (PS) subscale self-ratings. The FMPS profiles of respondents who stutter suggest that, as a group, they are not abnormally perfectionistic overall, but may be (or perceive themselves to be) abnormally error-prone. Also, AWS who are more concerned about their errors and uncertain of their actions experience more difficulty communicating verbally and speaking fluently. Educational Objectives: After reading this article, participants will be able to: (a) describe the findings of previous research investigating the role of perfectionism in stuttering and psychopathologies; (b) discuss why a multidimensional assessment of perfectionism is important in relation to stuttering; (c) discuss ways in which data from perfectionism assessments can contribute to the planning of therapy for adults who stutter. Copyright © 2015 Elsevier Inc. All rights reserved.
    Journal of Fluency Disorders 02/2015; DOI:10.1016/j.jfludis.2015.02.002
  • [Show abstract] [Hide abstract]
    ABSTRACT: This multiple-baseline across subjects study investigated the effectiveness of video self-modeling (VSM) in reducing stuttering and bringing about improvements in associated self-report measures. Participants' viewing practices and perceptions of the utility of VSM also were explored. Three adult males who had previously completed speech restructuring treatment viewed VSM recordings twice per week for 6 weeks. Weekly speech data, treatment viewing logs, and pre- and post-treatment self-report measures were obtained. An exit interview also was conducted. Two participants showed a decreasing trend in stuttering frequency. All participants appeared to engage in fewer avoidance behaviors and had less expectations to stutter. All participants perceived that, in different ways, the VSM treatment had benefited them and all participants had unique viewing practices. Given the increasing availability and ease in using portable audio-visual technology, VSM appears to offer an economical and clinically useful tool for clients who are motivated to use the technology to recover fluency. Educational Objectives: Readers will be able to describe: (a) the tenets of video-self modeling; (b) the main components of video-self modeling as a fluency recovery treatment as used in this study; and (c) speech and self-report outcomes. Copyright © 2015 Elsevier Inc. All rights reserved.
    Journal of Fluency Disorders 01/2015; DOI:10.1016/j.jfludis.2015.01.003
  • [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of the present study was to enhance our understanding of phonological working memory in adults who stutter through the comparison of nonvocal versus vocal nonword repetition and phoneme elision task performance differences. For the vocal nonword repetition condition, participants repeated sets of 4- and 7-syllable nonwords (n=12 per set). For the nonvocal nonword repetition condition, participants silently identified each target nonword from a subsequent set of three nonwords. For the vocal phoneme elision condition, participants repeated nonwords with a target phoneme eliminated. For the nonvocal phoneme elision condition, participants silently identified the nonword with the designated target phoneme eliminated from a subsequent set of three nonwords. Adults who stutter produced significantly fewer accurate initial productions of 7-syllable nonwords compared to adults who do not stutter. There were no talker group differences for the silent identification of nonwords, but both talker groups required significantly more mean number of attempts to accurately silently identify 7-syllable as compared to 4-syllable nonwords. For the vocal phoneme elision condition, adults who stutter were significantly less accurate than adults who do not stutter in their initial production and required a significantly higher mean number of attempts to accurately produce 7-syllable nonwords with a phoneme eliminated. This talker group difference was also significant for the nonvocal phoneme elision condition for both 4- and 7-syllable nonwords. Present findings suggest phonological working memory may contribute to the difficulties persons who stutter have establishing and/or maintaining fluent speech. Educational Objectives: (a) Readers can describe the role of phonological working memory in planning for and execution of speech; (b) readers can describe two experimental tasks for exploring the phonological working memory: nonword repetition and phoneme elision; (c) readers can describe how the nonword repetition and phoneme elision skills of adults who stutter differ from their typically fluent peers. Copyright © 2015 Elsevier Inc. All rights reserved.
    Journal of Fluency Disorders 01/2015; DOI:10.1016/j.jfludis.2015.01.004
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study was set up to further establish the construct validity of the Self-Stigma of Stuttering Scale (4S) by demonstrating its associations with other established scales and replicating its original factor structure and reliability estimates. Web surveys were completed by 354 adults who stutter recruited from Board Certified Specialists in Fluency Disorders, and adult chapters of the National Stuttering Association. Participants completed a series of psychometrically validated scales measuring self-stigma, hope, empowerment, quality of life, social support, anxiety, depression, and self-rated speech disruption. Higher subscale and total stigma scores on the 4S were associated with significantly lower levels of hope, empowerment, quality of life, and social support, and significantly higher levels of anxiety, depression, and self-rated speech disruption. The original factor structure of the 4S was replicated, and reliability estimates of the subscales ranged from adequate to excellent. The findings of this study support the construct validity of the 4S and its use by clinicians and researchers intending to measure the construct of self-stigma in adults who stutter. Educational objectives: Readers should be able to: (a) distinguish between the various components of self-stigma; (b) describe how the various components of the self-stigma model relate to hope, empowerment, quality of life, and social support, self-rated speech disruption, anxiety, and depression; (c) summarize the psychometric properties of the Self-Stigma of Stuttering Scale (4S) in terms of reliability, factor structure, and construct validity; (d) discuss how the 4S could be used in research and clinical practice. Copyright © 2015 Elsevier Inc. All rights reserved.
    Journal of Fluency Disorders 01/2015; 43. DOI:10.1016/j.jfludis.2014.12.002
  • [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this study is to compare the health-related quality of life (HrQoL) of preschool children who stutter (CWS) and a reference population of children who do not stutter, and to evaluate the association between stuttering severity and HrQoL. Baseline data were used from 197 children participating in a multicenter Randomized Clinical Trial in the Netherlands. Information on stuttering severity and time since onset (TSO) of stuttering was obtained from the baseline evaluation by speech- and language therapists. Stuttering severity was measured using the SSI-3. HrQoL was assessed using proxy versions of two Child Health Questionnaires (ITQOL-97 and CHQ-PF28), the Health Utility Index 3 (HUI3) and the EuroQoL EQ-VAS (EQ-VAS). While the outcomes on the EQ-VAS and the HUI3 showed that the HrQoL of CWS is slightly poorer than that of the Dutch reference population, results on the different dimensions of the CHQ-instruments did not reveal any difference in scores between stuttering children and reference groups. Within the group of CWS, two ITQOL-97 and four CHQ-PF28 scales showed statistically different scores for children in different SSI stuttering severity or TSO categories. However, the effect sizes showed that these differences were so small that they could be considered negligible. The results of this study do not reveal a diminished HrQoL for preschool CWS. Future research should include a larger cohort of children with severe stuttering, study the longitudinal course of HrQoL and incorporate additional parameters such as the characteristics of the child and his environment. The reader will be able to: (a) summarize the current evidence base on HrQoL in people who stutter; (b) describe the HrQoL of preschool CWS on different HrQoL measures; (c) describe the relationship between stuttering severity and HrQoL in preschool CWS. Copyright © 2014 Elsevier Inc. All rights reserved.
    Journal of Fluency Disorders 12/2014; 42:1-12. DOI:10.1016/j.jfludis.2014.09.001
  • [Show abstract] [Hide abstract]
    ABSTRACT: The Index of Phonological Complexity and the Word Complexity Measure are two measures of the phonological complexity of a word. Other phonological measures such as phonological neighborhood density have been used to compare stuttered versus fluent words. It appears that in preschoolers who stutter, the length and complexity of the utterance is more influential than the phonetic features of the stuttered word. The present hypothesis was that in school-age children who stutter, stuttered words would be more phonologically complex than fluent words, when the length and complexity of the utterance containing them is comparable. School-age speakers who stutter were hypothesized to differ from those with a concomitant language disorder. Sixteen speakers, six females and ten males (M age=12;3; Range=7;7 to 19;5) available from an online database, were divided into eight who had a concomitant language disorder (S+LD) and eight age- and sex-matched speakers who did not (S-Only). When all stuttered content words were identified, S+LD speakers produced more repetitions, and S-Only speakers produced more inaudible sound prolongations. When stuttered content words were matched to fluent content words and when talker groups were combined, stuttered words were significantly (p≤0.01) higher in both the Index of Phonological Complexity and the Word Complexity Measure and lower in density ("sparser") than fluent words. Results corroborate those of previous researchers. Future research directions are suggested, such as cross-sectional designs to evaluate developmental patterns of phonological complexity and stuttering plus language disordered connections. Educational objectives: The reader will be able to: (a) Define and describe phonological complexity; (b) Define phonological neighborhood density and summarize the literature on the topic; (c) Describe the Index of Phonological Complexity (IPC) for a given word; (d) Describe the Word Complexity Measure (WCM) for a given word; (e) Summarize two findings from the current study and describe how each relates to studies of phonological complexity and fluency disorders. Copyright © 2014. Published by Elsevier Inc.
    Journal of Fluency Disorders 11/2014; DOI:10.1016/j.jfludis.2014.11.001
  • [Show abstract] [Hide abstract]
    ABSTRACT: Purpose The aim of the study was to determine the correlation between the personality trait extraversion and the communication attitude in people who stutter (PWS). Method Thirty PWS completed Erickson's Communication Attitude Scale (S-24) (Andrews & Cutler, 1974) as well as a Dutch adaptation of the extraversion scale of the NEO Five-Factor Inventory (Hoekstra, 1996). Results The communication attitude scores correlated significantly with the extraversion scores: PWS with a more negative communication attitude were more introvert and PWS with a more positive attitude were more extravert. Conclusion This result suggests that the S-24 is not only sensitive to communication attitude in relation to speech impairment, but also to the respondent's degree of extraversion. Consequently, assessment of communication attitude needs to be re-thought so as to take personality factors into account. Educational objectives: Readers should be able to: (1) describe the difference between temperament and personality; (2) describe what the S-24 Communication attitude scale measures in PWS; (3) describe how the personality trait extraversion may influence the communication attitude in PWS; (4) describe how the extraversion scale is correlated to the communication attitude scale according to the authors of this article.
    Journal of Fluency Disorders 09/2014; DOI:10.1016/j.jfludis.2014.08.001
  • [Show abstract] [Hide abstract]
    ABSTRACT: Purpose In preschool children, we investigated whether expressive and receptive language, phonological, articulatory, and/or verbal working memory proficiencies aid in predicting eventual recovery or persistence of stuttering. Methods. Participants included 65 children, including 25 children who do not stutter (CWNS) and 40 who stutter (CWS) recruited at age 3;9-5;8. At initial testing, participants were administered the Test of Auditory Comprehension of Language, 3rd edition (TACL-3), Structured Photographic Expressive Language Test, 3rd edition (SPELT-3), Bankson-Bernthal Test of Phonology-Consonant Inventory subtest (BBTOP-CI), Nonword Repetition Test (NRT; Dollaghan & Campbell, 1998), and Test of Auditory Perceptual Skills-Revised (TAPS-R) auditory number memory and auditory word memory subtests. Stuttering behaviors of CWS were assessed in subsequent years, forming groups whose stuttering eventually persisted (CWS-Per; n = 19) or recovered (CWS-Rec; n = 21). Proficiency scores in morphosyntactic skills, consonant production, verbal working memory for known words, and phonological working memory and speech production for novel nonwords obtained at the initial testing were analyzed for each group. Results. CWS-Per were less proficient than CWNS and CWS-Rec in measures of consonant production (BBTOP-CI) and repetition of novel phonological sequences (NRT). In contrast, receptive language, expressive language, and verbal working memory abilities did not distinguish CWS-Rec from CWS-Per. Binary logistic regression analysis indicated that preschool BBTOP-CI scores and overall NRT proficiency significantly predicted future recovery status. Conclusion. Results suggest that phonological and speech articulation abilities in the preschool years should be considered with other predictive factors as part of a comprehensive risk assessment for the development of chronic stuttering.
    Journal of Fluency Disorders 09/2014; 41. DOI:10.1016/j.jfludis.2014.06.001
  • [Show abstract] [Hide abstract]
    ABSTRACT: Purpose Social anxiety is common for those who stutter and efficacious Cognitive Behavior Therapy (CBT) for them appears viable. However, there are difficulties with provision of CBT services for anxiety among those who stutter. Standalone Internet CBT treatment is a potential solution to those problems. CBTpsych is a fully automated, online social anxiety intervention for those who stutter. This report is a Phase I trial of CBTpsych. Method Fourteen participants were allowed 5 months to complete seven sections of CBTpsych. Pre-treatment and post-treatment assessments tested for social anxiety, common unhelpful thoughts related to stuttering, quality of life and stuttering frequency. Results Significant post-treatment improvements in social anxiety, unhelpful thoughts, and quality of life were reported. Five of seven participants diagnosed with social anxiety lost those diagnoses at post-treatment. The two participants who did not lose social anxiety diagnoses did not complete all the CBTpsych modules. CBTpsych did not improve stuttering frequency. Eleven of the fourteen participants who began treatment completed Section 4 or more of the CBTpsych intervention. Conclusions CBTpsych provides a potential means to provide CBT treatment for social anxiety associated with stuttering, to any client without cost, regardless of location. Further clinical trialing is warranted. Educational objectives The reader will be able to: 1) describe that social anxiety is common in those who stutter 2) discuss the origin of social anxiety and the associated link with bullying 3) summarize the problems in provision of effective evidence based cognitive behavior therapy for adults who stutter 4) describe a scalable computerized treatment designed to tackle the service provision gap 5) describe the unhelpful thoughts associated with stuttering that this fully automated computer program was able to tackle 6) list the positive outcomes for individuals who stuttered that participated in this trial such as the reduction of social anxiety symptoms and improvement in the quality of life for individuals who stuttered and participated in this trial.
    Journal of Fluency Disorders 09/2014; 41. DOI:10.1016/j.jfludis.2014.04.001
  • [Show abstract] [Hide abstract]
    ABSTRACT: Purpose We investigated short-term practice and retention of nonwords in 10 adults who stutter (Mean age = 30.7 years, SD = 15.1) and age and sex-matched 10 control participants (Mean age = 30.8 years, SD = 14.9). Methods. Participants were required to repeat nonwords varying in length (3, 4, 6 syllables), phonotactic constraint (PC vs. NPC, on 3-syllable nonwords only), and complexity (simple, complex). They were tested twice with one hour gap between sessions. Results. Logistic mixed model of speech accuracy revealed that the AWS showed a significantly lower probability of correct responses with increasing length and complexity. Analysis of speech kinematics revealed practice effects within Session 1 in AWS seen as a reduction in movement variability for the 3-syllable nonwords; the control group was performing at ceiling at this length. For the 4-syllable nonwords, the control group showed a significant reduction in movement variability with practice, and retained this reduction in Session 2, while the AWS group did not show practice or retention. Group differences were not evident at the 6-syllable level. Conclusions. Group differences in speech accuracy suggest differences in phonemic encoding and/or speech motor processes. Group differences in changes in movement variability within and between sessions suggest reduced practice and retention in AWS. Relevance of the combined use of both behavioral and kinematic measures to interpret the nature of the skill acquisition deficit in persons who stutter is discussed.
    Journal of Fluency Disorders 09/2014; 41. DOI:10.1016/j.jfludis.2014.02.004
  • Journal of Fluency Disorders 06/2014; 40C:1-3. DOI:10.1016/j.jfludis.2014.05.001