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NEW UC RESEARCH IDENTIFIES BRAIN NETWORK LINK TO STUTTERING


27 May 2024

A new study published in the prestigious Brain journal has identified a specific
brain network hub that plays a key role in stuttering.


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Photo caption: Associate Professor Catherine Theys is the lead author of a new
study published in the prestigious Brain journal which has identified a specific
brain network hub that plays a key role in stuttering.

The research, by Te Whare Wānanga o Waitaha | University of Canterbury (UC)
Associate Professor Catherine Theys, examines two different types of stuttering
– developmental and acquired – to show a clear neural basis for the speech
condition.

“Stuttering affects approximately 1% of adults and can result in significant
communication problems and social anxiety, yet the cause of stuttering is still
unknown,” says Associate Professor Theys. “It most often occurs as a
developmental disorder but can also be caused by focal brain damage following a
stroke or other neurological conditions. While most research treats these
different types of stuttering as separate conditions, this study takes a unique
approach by combining datasets to see if we can identify a common link.”

The multidisciplinary study, in collaboration with researchers from the
University of Turku (Finland), University of Toronto, Boston University, and
Brigham and Women’s Hospital at Harvard Medical School, used three independent
datasets: case reports from published literature of acquired neurogenic
stuttering following stroke; a clinical single study cohort with acquired
neurogenic stuttering following stroke; and adults with persistent developmental
stuttering.

While previous research has looked at specific brain lesion locations to try to
find out how the brain works, Associate Professor Theys says this research uses
a new technique that looks at the brain networks affected by lesions and whether
there might be a common hub.

“We used the first two datasets and lesion network mapping to test whether
lesions causing acquired stuttering map to a common brain network. We then used
the third dataset to test whether this lesion-based network was relevant to
developmental stuttering.

“By looking at each of the datasets we were able to locate a common stuttering
network, narrowing it down to a specific part of the left putamen, which is
responsible for lip and face movements, and timing and sequencing of speech. We
also identified two additional new areas of interest for speech imaging and
stuttering research, which are the claustrum and amygdalostriatal transition
area. They are tiny areas of the brain – only a few millimetres wide – which is
why they may typically not have been identified in previous studies. This shows
a plausible network for stuttering.

“People have always looked at acquired and developmental stuttering as two
separate things, but we have been able to show that as well as the similarities
at the behavioural level, there are also similarities at the neural level.”

Dr Theys says the findings have relevance for treatment.

“For people with acquired stuttering, this provides a good explanation of what
might be going on. When you look at that part of the putamen, it’s really the
sequencing of movements that seems to be a key underlying difficulty, and
therefore an important aspect to focus our treatments on. The identified network
areas also provide insights in possible links with emotional responses in
stuttering. The claustrum and amygdalostriatal transition area findings provide
an important new direction in mapping the neural basis of stuttering, and
ensuring the best possible diagnostic and treatment approaches can be
developed.”

This study was partially funded by a Royal Society Te Apārangi Marsden Fund
Grant. Associate Professor Theys and Professor Joutsa can be contacted
at catherine.theys@canterbury.ac.nz and jtjout@utu.fi for more information about
the study. A next stage of the research focuses on treatment for preschoolers.
Associate Professor Theys says they would like more preschool-aged children to
participate in the study, with parents and caregivers encouraged to contact her.

Sustainable Development Goal (SDG) 3 - Good health and wellbeing.


--------------------------------------------------------------------------------

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