Translating Recent Research into Meaningful Clinical Practice

Ratner, Nan Bernstein

doi:10.1055/s-0030-1265757

Cited by 10 publications

(3 citation statements)

References 78 publications

(90 reference statements)

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“…These results are contrary to a previous study that reported an association between tic disorders and stuttering [14]. A previous study has also suggested that children who begin stuttering may recover by 6 years of age [21], so assessing the association between tics and stuttering may be di cult. However, given that early-onset tic disorder is linked to an increased stuttering rate [22], additional studies may reveal differences in the stuttering rate between the tic and non-tic groups.…”

Section: Discussioncontrasting

confidence: 91%

Relationships between tic disorders and obscure neurodevelopmental disorders in preschool-aged children: a cross-sectional study

Fujio

Kawai

Fujiwara

et al. 2022

Preprint

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Background Associations between tic disorders and other neurodevelopmental disorders, such as stuttering, dyslexia, and developmental coordination disorder (DCD) in preschool children are unknown, especially in Japan. This study investigated these associations and their relationship with the support requirements using new screening tool named “Check List of obscure disabilities in Preschoolers” (CLASP). Methods We distributed questionnaires to the guardians of children aged 5 or 6 years old in the final grade of preschool. In total, we collected 103 responses. After excluding the responses with missing answers and those that did not provide consent, we analyzed 98 responses. We used t-tests with unequal variances and Spearman’s correlation coefficients to investigate the associations between tic disorders and other neurodevelopmental disorders. We also conducted a two-step hierarchical multiple regression analysis to examine how the severity of tic and other neurodevelopmental disorders symptoms was associated with the support requirements of parents. Results T-tests and correlation analyses suggested weak relationships between tics and stuttering and dyslexia. Conversely, tics and DCD had a significant and robust correlation. Furthermore, multiple regression analyses demonstrated that tics and DCD were significantly associated with parents requiring support. Conclusions These results suggest a relationship between tics and DCD in preschool children. More research on these relationships could promote additional support for children of this age with tic and neurodevelopmental disorders and their parents.

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Section: Discussioncontrasting

confidence: 91%

Relationships between tic disorders and obscure neurodevelopmental disorders in preschool-aged children: a cross-sectional study

Fujio

Kawai

Fujiwara

et al. 2022

Preprint

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“…However, over the years, although research has affirmed old research impressions that children stutter more when attempting to say linguistically more complex utterances, 79 virtually no research suggests that children match their parents' linguistic or rate models. Parents' speech to children at stuttering onset appears well matched to their linguistic skills, 80 as do their perceptions of the children's relative language skills.…”

Section: Stutteringmentioning

confidence: 99%

Why Talk with Children Matters: Clinical Implications of Infant- and Child-Directed Speech Research

Ratner

2013

Semin Speech Lang

Self Cite

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This article reviews basic features of infant- or child-directed speech, with particular attention to those aspects of the register that have been shown to impact profiles of child language development. It then discusses concerns that arise when describing adult input to children with language delay or disorder, or children at risk for depressed language skills. The article concludes with some recommendations for parent counseling in such cases, as well as methods that speech-language pathologists can use to improve the quality and quantity of language input to language-learning children.

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“…In addition, gaining further understanding of the child's language profile is included in the overall assessment of the fluency disorder, as this may impact both diagnosis and decision making. 54 An SLP must also gather information such as concerns, observations, and perceptions from the child's caregivers as well as teachers. The important note here is the rules and regulations do allow for a broad-based evaluation.…”

Section: Process Challengesmentioning

confidence: 99%

How Can We Overcome the Challenges of Providing School-Based Fluency Services?

Chmela

Johnson²

2018

Semin Speech Lang

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Providing speech and language services in the school setting can be challenging, especially for complex problems such as stuttering and other fluency disorders. Speech-language pathologists (SLPs) feel less comfortable working with students who have fluency disorders, which makes problem solving around delivering these services even more difficult. The purpose of this article is to identify three categories of challenges school-based therapists may face when evaluating and treating this population. The challenges discussed in this article are drawn from our literature, interviews with several practicing therapists, and the authors' experiences providing assessment and therapy to school-age children, as well as consultations and in-services for school-based SLPs. We provide suggestions for facilitating positive change across these challenges.

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Translating Recent Research into Meaningful Clinical Practice

Cited by 10 publications

References 78 publications

Relationships between tic disorders and obscure neurodevelopmental disorders in preschool-aged children: a cross-sectional study

Relationships between tic disorders and obscure neurodevelopmental disorders in preschool-aged children: a cross-sectional study

Why Talk with Children Matters: Clinical Implications of Infant- and Child-Directed Speech Research

How Can We Overcome the Challenges of Providing School-Based Fluency Services?

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