PubMed Health⌕ Search
Home/Archive/PubMed

PubMed · 12601582

Developing intervention programs for children with stuttering and concomitant impairments.

Kenneth J Logan·Lisa R LaSalle
View original source ↗Export metadata ↓

Abstract

School-aged children who stutter often present concomitant impairments in articulation and language that can complicate treatment. In this article, a framework is offered for designing intervention programs for such children. It is stressed that clinicians must first identify clinical priorities by determining the severity of the impairments, their impact on daily activities, others' reactions to the impairments, and the likelihood of unassisted recovery. Several potential treatment models are presented, as are general treatment principles and specific treatment strategies for three profiles of children who stutter. Suggestions are also provided for including parents and teachers in the intervention plan.

Explore related subjects

Articulation DisordersChildHumansLanguage DisordersProgram EvaluationSpeech TherapyStutteringEvaluation StudyJournal Article

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

Kenneth J Logan, Lisa R LaSalle. 2003. Developing intervention programs for children with stuttering and concomitant impairments.. https://doi.org/10.1055/s-2003-37383

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2007

Further evidence of pleiotropy influencing speech and language: analysis of the DYX8 region.

BACKGROUND/AIMS: Genetic studies have raised the possibility of common bases for cognitive linguistic disorders such as speech sound disorder (SSD), reading disorder (RD) and language impairment (LI). Thus, some of the same genes may jointly influence cognitive components within and between these three disorders. We examined the plausibility of this theory in a sample of families ascertained on the basis of a child with SSD. METHODS: Using the method of generalized estimating equations to solve a bivariate family predictive model we obtained measures of comorbidity and familial aggregation of SSD and LI. We then used two methods of multipoint model-free linkage analysis to evaluate SSD and LI psychometric test measures over a region previously implicated in linkage studies of RD, DYX8 region, 1p34-p36. RESULTS: Bivariate phenotypic analyses show evidence of comorbidity and within family aggregation and coaggregation of SSD and LI. In addition, two regions on chromosome 1 show suggestive evidence of linkage. The first region was previously reported in dyslexia studies. Our maximum linkage signal in this region measured articulation (p = 0.0009) in SSD sibling pairs. The second region is characterized by processes involved in language production, with the maximum linkage signal measuring listening comprehension (p = 0.0019) using all sibling pairs. CONCLUSION: We conclude that the DYX8 region could bear genes controlling pleiotropic effects on SSD, LI and RD.

Articulation Disorders↗
PubMed2007

[Validated diagnostics for dysgrammatism].

BACKGROUND: Non-standardized procedures are used to evaluate, in particular, grammatical performance in most German institutions performing diagnostic procedures on children with impaired speech and language development. This makes a comparison of results difficult. METHODS: We studied 181 boys and 72 girls aged between 5 and 6 years using four subtests of IDIS additionally to the routine procedure. Results were compared to the "degree of dysgrammatism" determined from the traditional evaluation based on expert rating. RESULTS: The new procedure is able to divide the children into groups with normal speech and language ability, with deficits accessible to a traditional logopedic treatment, and with severe speech and language impairment that necessitates intensive treatment. DISCUSSION: The proposed tests allow an accurate evaluation of grammatical performance instead of subjective estimates.

Articulation Disorders↗
PubMed2007

The prevalence of stuttering, voice, and speech-sound disorders in primary school students in Australia.

PURPOSE: The aims of this study were threefold: to report teachers' estimates of the prevalence of speech disorders (specifically, stuttering, voice, and speech-sound disorders); to consider correspondence between the prevalence of speech disorders and gender, grade level, and socioeconomic status; and to describe the level of support provided to schoolchildren with speech disorders. METHOD: Students with speech disorders were identified from 10,425 students in Australia using a 4-stage process: training in the data collection process, teacher identification, confirmation by a speech-language pathologist, and consultation with district special needs advisors. RESULTS: The prevalence of students with speech disorders was estimated; specifically, 0.33% of students were identified as stuttering, 0.12% as having a voice disorder, and 1.06% as having a speech-sound disorder. There was a higher prevalence of speech disorders in males than in females. As grade level increased, the prevalence of speech disorders decreased. There was no significant difference in the pattern of prevalence across the three speech disorders and four socioeconomic groups; however, students who were identified with a speech disorder were more likely to be in the higher socioeconomic groups. Finally, there was a difference between the perceived and actual level of support that was provided to these students. CONCLUSION: These prevalence figures are lower than those using initial identification by speech-language pathologists and similar to those using parent report.

Articulation Disorders↗