A well-known parable depicts six blind men investigating the nature of an elephant through touch.[1] Each observer, interfacing with the elephant from a single vantage point (i.e., side, trunk, tusk, leg, ear, tail), reaches an independent conclusion (i.e., wall, snake, spear, large cow, carpet, or rope), seemingly incompatible with those of his peers. In the field of stuttering, and many others, this tale serves to remind us that a single or narrow view of the complexities of human nature falls short, as the whole is greater than any one perspective or even than the sum of its parts.[2] [3] Given this understanding, in recent decades, speech-language pathologists (SLPs) have become increasingly well-versed in applying theories, models, and evidence from research to clinical service provision across client populations, including those who stutter.[4] [5] [6] The inherent challenges associated with understanding and integrating the multifaceted development of distinct individuals in unique contexts into methods for the assessment, diagnosis, and treatment of children who stutter are evident in a proliferation of frameworks and clinical approaches.[7] [8] [9] [10] Increased attention also has been directed to understanding and addressing the relations between and among nature and nurture, or, more explicitly, the interplay between genetics and the environment through the process of epigenesis.[11] These endeavors provide speech-language clinicians with a window into the expected and unexpected processes and changes that occur over the course of development.[12] [13] Furthermore, the likelihood of stuttering cooccurring with other conditions, disorders, and communication challenges (e.g., autism spectrum disorder [ASD], language, articulation and/or phonological delays or disorders, and attention deficit hyperactive disorder) has broadened our understanding of relations between a wide range of characteristics and the need to address them integratively.[14] [15] This process presents challenges as we endeavor to interweave knowledge and methods from our own and other disciplines to maximize our clients' participation in and enjoyment of communication and its many qualities in the contexts of their everyday lives.In this issue of Seminars in Speech and Language, authors summarize available research evidence, present pertinent models, and utilize case-based examples to guide clinicians in the assessment and treatment of children who stutter, clutter, and/or have other challenges concomitant to stuttering. Multidimensional approaches incorporating affective, behavioral, and cognitive elements, with an eye to clients' and families' strengths and challenges, are provided to guide treatment. Incorporation of available research and implementable strategies are offered for immediate application by clinicians to positively impact the communication abilities of children who stutter.In the first part of the volume, we tap the expertise of two specialized clinical centers in Europe to explicate the intricacies of multidimensional treatment of school-age children who stutter. First, Sarah Caughter, Elaine Kelman, and Sarah Delpeche of the Michael Palin Centre for Stammering Children outline their conceptual model of developmental stuttering and the supporting evidence that guides their holistic approach to assessment and treatment. Utilizing data from two clients (ages 8 and 15), they demonstrate a client- and family-focused approach that elicits hopes, strengths, and resources, and incorporates approaches from psychology (i.e., solution-focused brief therapy [SFBT], cognitive behavior therapy [CBT], acceptance and commitment therapy, and compassion-focused therapy) to help children become confident, effective, competent communicators, and their families to understand and support them. Next, a Greek trio, George Fourlas, Katerina Ntourou, and Dimitris Marousos, explicate the Lexipontix therapy program for school-age children who stutter. The
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