Concomitant speech, language, and learning problems in adult stutterers and in members of their families

Homzie, M. J.; Lindsay, Jean S.; Simpson, Juliet G.; Hasenstab, Suzanne

doi:10.1016/0094-730x(88)90017-4

Cited by 8 publications

(4 citation statements)

References 13 publications

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“…First, in this study, 25.6% of CWS were suspected to have SLD. In the 1980s, most studies on SLD comorbidity reported low rates, including 3.5% (Homize et al, 1988) and 7% (Blood & Seider, 1981). However, recent years have seen this rate increase, with reports staying between 24% (Arndt & Healey, 2001) and 58% (Boulet et al, 2009).…”

Section: Comorbidity Of Sld and Stutteringmentioning

confidence: 99%

Estimating the Prevalence of Specific Learning Disorder, Attention-Deficit/Hyperactivity Disorder, and Autism Spectrum Disorder in Japanese School-Age Children Who Stutter

et al. 2022

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Purpose: This study aimed to predict special educational needs in children who stutter (CWS) using a screening test for three neurodevelopmental disorders (specific learning disorder [SLD], attention-deficit/hyperactivity disorder [ADHD], and autism spectrum disorder [ASD]). While most previous studies have been conducted by speech-language pathologists, this study was conducted in an educational setting. Additionally, we investigated correlations between children's scores in scales for assessing neurodevelopmental disorders and stuttering severity. Method: Participants were 116 CWS (ages 6–12 years) from resource rooms for speech-language disorders in Japan. Speech-language teachers in resource rooms were asked to evaluate CWS and respond to the Learning Disabilities Inventory–Revised, ADHD Rating Scale, and Autism Spectrum Screening Questionnaire. Results: We received 90 valid responses with no missing values. Among them, 32 (35.5%) children were judged as having difficulties related to SLD, ADHD, and ASD in school life. Among them, 23 (25.6%) were SLD suspected, 12 (13.3%) were ADHD suspected, and nine (10.0%) were ASD suspected. Difficulty in speaking, writing, math, and hyperactivity/impulsivity was significantly and positively correlated with stuttering severity. Moreover, in the group of CWS with suspected neurodevelopmental disorders, the distribution of scores related to SLD was skewed toward high scores. Conclusions: CWS in this study showed higher rates of suspected SLD, ADHD, and ASD within a school setting compared with the rates for typically developing children surveyed in Japan in 2012 through another prior study. In addition, the effect of stuttering severity on academic skills is discussed.

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Section: Comorbidity Of Sld and Stutteringmentioning

confidence: 99%

Estimating the Prevalence of Specific Learning Disorder, Attention-Deficit/Hyperactivity Disorder, and Autism Spectrum Disorder in Japanese School-Age Children Who Stutter

et al. 2022

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“…Interest in the study of stuttering with comorbid disorders has recently been increasing (Arndt & Healey, 2001;Blood & Seider, 1981;Briley & Ellis, 2018;Donaher, Healey, & Zobell, 2009;Donaher & Richels, 2012;Druker, Hennessey, Mazzucchelli, & Beilby, 2019;Graham, 2006;Homzie, Lindsay, Simpson, & Hasenstab, 1988;Nippold, 1990;Nippold & Schwarz,1990). In particular, in addition to articulation/phonological and/or language disorders (e.g., Arndt & Healey, 2001;Blood & Seider, 1981;Nippold, 1990), developmental disorders also have been frequently reported (e.g., Briley & Ellis, 2018;Blood, Ridenhour, Qualls, & Hammer, 2003) as comorbid disorders with stuttering.…”

Section: Introductionmentioning

confidence: 99%

Co-Occurring Disorders in Children Who Stutter: Analysis of Using the Japanese Checklist for Possible Cluttering

Miyamoto

2020

JSER

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is study aimed to investigate the rate and type of co-occurring disorders in children receiving special support for stuttering in speech and language classrooms (resource rooms and special classes for children with speech and language disorders) and compare the results of the Japanese Checklist for Possible Cluttering (JCPC) ver. 2 between the high-score and not-high-score groups. Results indicated that 27 (11.4%) of 237 children who had uency disorder and were trained as children who stutter (CWS) were either medically diagnosed or suspected by their teachers as having co-occurring disorders. e co-occurrence of disorders was observed signi cantly more frequently in the high-score than not-high-score groups. e most frequent co-occurring disorders in the high-score group were "AD/HD (N=4), " followed by "Asperger syndrome (N=3), " "intellectual disability (N=3), " and "LD (N=3), " which were consist with previous studies aside from "intellectual disability. "

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“…As the association between stuttering and language and/or phonology impairment has been established 3 4 5 6 7 (c.f., Sasisekaran 8 ), it is essential that SLPs recognize the interactive nature of fluency and language and plan treatment accordingly. On the surface, it may seem apparent that addressing stuttering requires reduction in language demands and the establishment of fluency stability before attempting to advance language skills.…”

mentioning

confidence: 99%

“…In fact, Kelly and colleagues relate that, when queried about their caseloads over a 2-year span, approximately 61% of SLPs report having at least one child who stutters with concomitant language concerns and 74% report having a child who stutters with concomitant articulation/phonology concerns. 2 As the association between stuttering and language and/or phonology impairment has been established [3][4][5][6][7] (c.f., Sasisekaran 8 ), it is essential that SLPs recognize the interactive nature of fluency and language and plan treatment accordingly. On the surface, it may seem apparent that addressing stuttering requires reduction in language demands and the establishment of fluency stability before attempting to advance language skills.…”

mentioning

confidence: 99%

Treating Concomitant Language and/or Phonology Impairment in Children Who Stutter

2022

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Stuttering can co-occur with phonological and/or language impairment in a nontrivial number of children. This article provides a framework for addressing concomitant phonology/language impairment and stuttering through the application of the World Health Organization's International Classification of Functioning, Disability and Health (ICF) framework. Described is a multifactorial approach to understanding stuttering, the application of the ICF to treating children who stutter with concomitant disorders, and models for structuring-related therapy. A case study is explored to illustrate this process and includes a sample treatment plan with goals, short-term objectives, and sample activities.

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Concomitant speech, language, and learning problems in adult stutterers and in members of their families

Cited by 8 publications

References 13 publications

Estimating the Prevalence of Specific Learning Disorder, Attention-Deficit/Hyperactivity Disorder, and Autism Spectrum Disorder in Japanese School-Age Children Who Stutter

Estimating the Prevalence of Specific Learning Disorder, Attention-Deficit/Hyperactivity Disorder, and Autism Spectrum Disorder in Japanese School-Age Children Who Stutter

Co-Occurring Disorders in Children Who Stutter: Analysis of Using the Japanese Checklist for Possible Cluttering

Treating Concomitant Language and/or Phonology Impairment in Children Who Stutter

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