Reduced stuttering for school-age children: A systematic review

Johnson, Georgina; Onslow, Mark; Horton, Sarah; Kefalianos, Elaina

doi:10.1016/j.jfludis.2023.106015

Cited by 4 publications

(2 citation statements)

References 123 publications

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“…The search methods reported here capture clinical reports of school-age children who stutter that measure behavioural outcomes, psychosocial outcomes, or both. The search methods are therefore the same as those detailed in Johnson et al (2022), a companion review of interventions designed to reduce stuttering severity for school-age children. The present review used these search methods to investigate the psychosocial measures included in past clinical reports.…”

Section: Search Methodsmentioning

confidence: 99%

Psychosocial features of stuttering for school‐age children: A systematic review

Johnson

Onslow

Horton

et al. 2023

Intl J Lang & Comm Disor

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BackgroundContemporary clinical and empirical perspectives indicate that management of the psychosocial features of stuttering is fundamental for effective treatment. Interventions that improve psychosocial outcomes for school‐age children who stutter are, therefore, needed.AimsThis systematic review identifies what psychosocial outcomes have been explored in existing school‐age clinical research, the measures used and the potential treatment effects. This will provide guidance for developing interventions that reflect contemporary perspectives of stuttering management.Methods & ProceduresA total of 14 databases and three conference proceedings were searched for clinical reports of psychosocial outcomes of children aged 6–12 years. The review did not include pharmacological interventions. Psychosocial measures and outcomes were analysed in each study based on data recorded pre‐treatment, immediately post‐treatment and for any follow‐up assessments.Main ContributionsOf the 4051 studies identified from the databases, a total of 22 studies met criteria for inclusion in the review. From these 22 studies, the review identified four prominent psychosocial domains that have been explored in school‐age clinical research to date: Impact of stuttering, communication attitude, anxiety and speech satisfaction. These domains vary in measurement and effect sizes. Two behavioural treatments were associated with anxiety reduction, even though they did not contain anxiolytic procedures. No evidence of potential treatment effects emerged for communication attitudes. Quality of life—an important psychosocial domain pertinent to health economics—did not feature in school‐age clinical reports.Conclusions & ImplicationsThe psychosocial features of stuttering need to be managed during the school years. Three psychosocial domains—impact of stuttering, anxiety and speech satisfaction—show evidence of potential treatment effects. This review provides direction for future clinical research so that speech–language pathologists can effectively and holistically manage school‐age children who stutter.What this paper addsWhat is already known on the subject Elevated levels of anxiety are apparent for children and adolescents who stutter. Therefore, the need to assess and manage psychosocial features of stuttering are expertly regarded as clinical priorities. Clinical trials of such psychosocial features of stuttering for children aged 6−12 years are not well advanced and, therefore, do not reflect current best practice management of this disorder.What this study adds to existing knowledge This systematic review identifies four different psychosocial domains measured and reported in the literature for school‐age stuttering management. For three psychosocial domains, some evidence of potential treatment effects emerged with participant numbers greater than 10: Impact of stuttering, anxiety and speech satisfaction. Though treatment effect sizes varied, there is a suggestion that cognitive behaviour therapy can improve anxiety of school‐age children who stutter. There is also suggestion that two other behavioural treatments can improve anxiety of school‐age children who stutter.What are the potential or actual clinical implications of this work? Given the essential need for school‐age children who stutter to receive management of any speech‐related anxiety they may experience, it would be productive to discover in future clinical research what interventions could contribute to that goal—behavioural or psychosocial, or both. This review reveals that cognitive behaviour therapy, and other behavioural treatments, are associated with anxiety reductions. Such approaches should be considered for future clinical trial research to help advance the evidence base for managing school‐age stuttering.

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Section: Search Methodsmentioning

confidence: 99%

Psychosocial features of stuttering for school‐age children: A systematic review

Johnson

Onslow

Horton

et al. 2023

Intl J Lang & Comm Disor

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“…Como se ha manifestado anteriormente la fonética, la fonología, son componentes del lenguaje que incluye el pragmático pudiendo provocar alteraciones en el lenguaje y de hecho las personas que padecen la afectación sienten la necesidad de recibir atención ya que no poseen una comodidad fonética debido a que los sonidos articulados se generan cuando dejas salir el aire de los pulmones al expirar, ese aire pasa por los bronquios, después por la tráquea y termina recorriendo la laringe, donde se encuentran las cuerdas vocales, en ese momento las cuerdas vocales vibran y emiten un sonido articulado que es sonoro, aunque si no vibran las cuerdas vocales el sonido es sordo. (16,17) Cuando todo este proceso fisiológico es fallido no existe comodidad fonética y puede presentarse tanto en personas adultas como en niños ejemplo de todo este proceso es la presencia de infecciones respiratorias que pueden provocar una disfonía, o una laringotomía etc.…”

Section: Componente Pragmático Del Lenguajeunclassified

A look at phonetics and the pragmatic component of language from a speech therapy point of view

Arzola-Castillo

2023

Salud, Ciencia y Tecnología

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Nowadays we can find several alterations in the language that gives the guideline to deepen in the subject to approach, for the importance that is conferred to the speech therapy as science, that extends its services to the public health and pedagogy, the speech therapy in the two sectors pursues the purpose of raising the quality of the services, join efforts to achieve an integral citizen in tune with the current demands of the society. Different methods were used from the beginning to the end of the scientific contribution, from the theoretical level: analytical-synthetic, historical-logical, inductive-deductive, from the empirical level: observation, documentary study, speech therapy exploration. These methods made it possible to determine theoretical elements that support the research, evidencing the existence of the problem addressed and its possible ways of solution. For this reason, the scientific problem posed is how to prepare speech therapists on phonetics and the pragmatic component of language from the speech therapy care.

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A theory building critical realist evaluation of an integrated cognitive-behavioural fluency enhancing stuttering treatment for school-age children. Part 1: Development of a preliminary program theory from expert speech-language pathologist data.

Swift,

Langevin

2024

Journal of Fluency Disorders

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Reduced stuttering for school-age children: A systematic review

Cited by 4 publications

References 123 publications

Psychosocial features of stuttering for school‐age children: A systematic review

Psychosocial features of stuttering for school‐age children: A systematic review

A look at phonetics and the pragmatic component of language from a speech therapy point of view

A theory building critical realist evaluation of an integrated cognitive-behavioural fluency enhancing stuttering treatment for school-age children. Part 1: Development of a preliminary program theory from expert speech-language pathologist data.

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