الفهرس 
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Abstract
Disturbance in auditory feedback and speech-induced suppression of the auditory cortex have been suggested as contributing factors in pathogenesis of developmental stuttering, which affect about 1% of school-age children in Egypt. Previous studies included neuroimaging and electrophysiology using cortical auditory evoked potentials, to provide more information about these factors. Due to paucity of these studies about the role of these auditory potentials in developmental stuttering in school-age children and the effect of stuttering therapy exercises, more research is needed.
The aim of our study was to investigate the differences in cortical auditory evoked potentials in school-age children with stuttering from school-age without stuttering and the effect of therapeutic intervention on these potentials
First a cross-sectional study included 40 cases and 40 control for assessment of auditory evoked potentials during a passive listening and a speech task, assessment of stuttering severity in the cases group using Arabic version of TOCS and Arabic version of SSI3.Then a quasi-experimental study assessed the auditory potentials and stuttering severity after applying the therapeutic program in 33 cases.
The study could not prove a significant difference in the listening task- cortical auditory evoked potentials between children with and without stuttering. However, there was a significant speech- induced suppression of the speech task-cortical auditory evoked potentials in children without stuttering in contrast to children with stuttering. There was also a significant speech-induced suppression of the speech task-cortical evoked potentials after intervention. The study also proved a significant correlation between measures of stuttering severity and components of cortical auditory evoked potentials.