These articles are an excellent representation of the progress that has been made during the last 25 years in understanding the evaluation and treatment of fluency disorders in children. The authors have been fair in showing how their ideas draw on the contributions of others who have come before them or who are contemporary with them. This commentary will focus on topics that cut across early intervention with preschoolers and therapy for school-age and adolescent children.
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Hugo H. Gregory (1995) studied this question.
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