ABSTRACT
One of the most consistent features of stuttering is that it changes as it becomes established, something we have already seen from a number of perspectives in previous chapters. From a linguistic perspective, for example, we have noted that the focus of stuttering tends to change from function to content words at around age 8 to 10, and also that stuttering commonly begins with part-word repetition, but later tends to expand to include blocks and prolongations. There may be changes between the way that auditory information is processed in very young children who stutter and older children and adults. The development of stuttering is also associated with psychological changes which lead to the development of secondary speech and nonspeech characteristics. We can speculate that functional or (even structural) neurological differences might exist amongst young children who stutter and older primary school children, although this possibility awaits a database of information on the neural correlates of stuttering in young children. Similarly, there is a large gap in current understanding of the motor control capabilities of young children who stutter, largely due to difficulties in children at age 3 or 4 tolerating the measurement procedures involved.
