An Evaluation of an Integrated Stuttering and Parent-Administered Self-Regulation Program for Early Developmental Stuttering Disorders

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Autor/inn/en	Druker, Kerianne; Mazzucchelli, Trevor; Hennessey, Neville; Beilby, Janet
Titel	An Evaluation of an Integrated Stuttering and Parent-Administered Self-Regulation Program for Early Developmental Stuttering Disorders
Quelle	In: Journal of Speech, Language, and Hearing Research, 63 (2020) 9, S.2894-2912 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mazzucchelli, Trevor) ORCID (Hennessey, Neville) ORCID (Beilby, Janet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Stuttering; Program Implementation; Evidence Based Practice; Self Management; Symptoms (Individual Disorders); Comparative Analysis; Outcomes of Treatment; Attention Deficit Hyperactivity Disorder; Child Behavior; Parent Child Relationship; Parenting Styles; Behavior Problems; Preschool Children; Program Evaluation; Metacognition; Foreign Countries; Screening Tests; Questionnaires; Language Tests; Measures (Individuals); Australia; Strengths and Difficulties Questionnaire; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Stammer; Stottern; Selbstmanagement; Psychiatrische Symptomatik; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Screening-Verfahren; Fragebogen; Language test; Sprachtest; Messdaten; Australien
Abstract	Purpose: This study reports findings from a clinical trial that implemented an early stuttering treatment program integrated with evidence-based parenting support (EBPS) to children who stutter (CWS) with concomitant self-regulation challenges manifested in elevated attention-deficit/hyperactivity disorder (eADHD) symptoms and compared those outcomes to CWS receiving stuttering treatment without EBPS. Method: Participants were 76 preschool CWS and their parent(s). Thirty-six of these children presented with eADHD and were quasirandomized into two groups: stuttering treatment only (eADHD[subscript standard]) or stuttering treatment integrated with EBPS (eADHD[subscript integrated]). The remaining children did not meet criteria for eADHD symptoms and received stuttering treatment only (No-eADHD[subscript standard]). Pre, post, and 3-month follow-up measures of stuttering treatment outcomes as well as treatment effects on measures of child behavior difficulties and parenting practices were examined. Results: Significant reduction in stuttering was found for all groups. However, the eADHD[subscript integrated] group showed a greater reduction in stuttering frequency than the eADHD[subscript standard] group, and at follow-up, stuttering frequencies in the eADHD[subscript integrated] group matched those of children in the No-eADHD[subscript standard] group, while stuttering in the eADHD[subscript standard] group remained significantly higher. Children with eADHD symptoms who received the integrated program also required significantly less stuttering intervention time than those children with eADHD symptoms who received stuttering treatment only. Families in the eADHD[subscript integrated] group reported large and significant improvements in child behavior and parenting practices. Conclusion: This study provides support for an early treatment program for CWS. The integrated stuttering and self-regulation management program for CWS with eADHD symptoms proved successful for fluency and behavioral improvements, which were sustained at follow-up. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01