scholarly journals Evidence-Based Multifactorial Assessment of Preschool-Age Children Who Stutter

2017 ◽  
Vol 2 (4) ◽  
pp. 4-27 ◽  
Author(s):  
Chagit E. Clark ◽  
Victoria Tumanova ◽  
Dahye Choi
Keyword(s):  
Speech Rate ◽  
Speech Sound ◽  
Preschool Age ◽  
Evidence Based ◽  
Child Assessment ◽  
Practical Applications ◽  
Preschool Age Children ◽  
History Of ◽  
Child Assessments ◽  
Direct Child

This review summarizes extant findings supporting multifactorial models of stuttering within the context of preschool-age stuttering assessment. Evidence is given for a number of speech-language and associated factors/domains to consider when evaluating young children who stutter. Selected factors are presented in two parts: (1) Caregiver Interview and (2) Direct Child Assessment. Factors addressed during caregiver interviews include: gender, time since and age at stuttering onset, family history of stuttering, caregivers' perception/concerns about stuttering, and temperament. Factors addressed during direct child assessments include: stuttering behaviors, speech-associated attitudes/awareness, and speech rate, as well as speech sound and language development. Interactions/relations among factors are noted, showing their combined effects and contributions to childhood stuttering. Additionally, suggested clinical applications are provided wherever appropriate. Such evidence and practical applications bridge the gap between theory and clinical practice, thus advancing the abilities of speech-language pathologists to conduct well-informed, comprehensive stuttering evaluations.

Relationship of Articulatory Defects to Speech-Sound Identification

1974 ◽  
Vol 17 (3) ◽  
pp. 352-366 ◽  
Author(s):  
Lorraine M. Monnin ◽  
Dorothy A. Huntington
Keyword(s):  
Positive Relationship ◽  
Speech Sound ◽  
Preschool Age ◽  
Kindergarten Children ◽  
Speech Signals ◽  
Speech Sounds ◽  
Identification Task ◽  
Preschool Age Children ◽  
Relationship Of ◽  
Normal Speaking

Normal-speaking and speech-defective children were compared on a speech-sound identification task which included sounds the speech-defective subjects misarticulated and sounds they articulated correctly. The identification task included four tests: [r]-[w] contrasts, acoustically similar contrasts, acoustically dissimilar contrasts, and vowel contrasts. The speech sounds were presented on a continuum from undistorted signals to severely distorted speech signals under conditions which have caused confusion among adults. Subjects included 15 normal-speaking kindergarten children, 15 kindergarten children with defective [r]s, and 15 preschool-age children. The procedure employed was designed to test, in depth, each sound under study and to minimize extraneous variables. Speech-sound identification ability of speech-defective subjects was found to be specific rather than a general deficiency, indicating a positive relationship between production and identification ability.

scholarly journals Speech sound articulation abilities of preschool-age children who stutter

2013 ◽  
Vol 38 (4) ◽  
pp. 325-341 ◽  
Author(s):  
Chagit E. Clark ◽  
Edward G. Conture ◽  
Tedra A. Walden ◽  
Warren E. Lambert
Keyword(s):  
Speech Sound ◽  
Preschool Age ◽  
Preschool Age Children

OSAS in children: Correlation between endoscopic and polysomnographic findings

2005 ◽  
Vol 132 (2) ◽  
pp. 268-272 ◽  
Author(s):  
Fabiana C. P. Valera ◽  
Melissa A. G. Avelino ◽  
Márcia B. Pettermann ◽  
Reginaldo Fujita ◽  
Shirley S. N. Pignatari ◽  
...  
Keyword(s):  
Clinical History ◽  
Clinical Findings ◽  
Preschool Age ◽  
School Age Children ◽  
School Age ◽  
Tonsillar Hypertrophy ◽  
Adenotonsillar Hypertrophy ◽  
Obstructive Sleep ◽  
Preschool Age Children ◽  
History Of

OBJECTIVES: To correlate polysomnographic findings with clinical history of apnea, the degree of obstruction caused by tonsillar hypertrophy, and to age group. STUDY DESIGN AND SETTING: 267 children with a clinical diagnosis of obstructive sleep apnea (OSAS) were evaluated. Patients were divided into preschool- and school-age categories, and subdivided in 3 additional groups, according to tonsillar hypertrophy. Polysomnographic findings were compared within groups. RESULTS: 34% of children had history of OSAS and normal polysomnographic findings. Tonsillar hypertrophy was correlated to more severe apnea among preschool-age children, but not among school-age children. Among children with tonsillar hypertrophy, more severe apnea was observed in preschool-age children than in school-age children. CONCLUSIONS: There is little correlation between polysomnographic and clinical findings in children with OSAS. SIGNIFICANCE: Adenotonsillar hypertrophy leads to more severe polysomnographic patterns in preschool-age children. More severe apnea is observed in younger children with adenotonsillar hypertrophy than in older ones.

Fine Motor Function and Oral-Motor Imitation Skills in Preschool-Age Children With Speech-Sound Disorders

2007 ◽  
Vol 46 (7) ◽  
pp. 604-611 ◽  
Author(s):  
Amy J. Newmeyer ◽  
Sandra Grether ◽  
Carol Grasha ◽  
Jaye White ◽  
Rachel Akers ◽  
...  
Keyword(s):  
Motor Function ◽  
Speech Sound ◽  
Preschool Age ◽  
Fine Motor ◽  
Speech Sound Disorders ◽  
Oral Motor ◽  
Motor Imitation ◽  
Fine Motor Function ◽  
Preschool Age Children

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

Comparative Analysis: The State of Colorado Study, Part II

2004 ◽  
Vol 9 (2) ◽  
pp. 1-16
Author(s):  
Christopher R. Brigham ◽  
Kathryn Mueller ◽  
Douglas Van Zet ◽  
Debra J. Northrup ◽  
Edward B. Whitney ◽  
...  
Keyword(s):  
Daily Living ◽  
Scientific Evidence ◽  
Pain Syndrome ◽  
Evidence Based ◽  
Clinical Assessments ◽  
Physician Judgment ◽  
History Of ◽  
Key Terms ◽  
Causation Analysis ◽  
Work Interference

Abstract [Continued from the January/February 2004 issue of The Guides Newsletter.] To understand discrepancies in reviewers’ ratings of impairments based on different editions of the AMA Guides to the Evaluation of Permanent Impairment (AMA Guides), users can usefully study the history of the revisions as successive editions attempted to provide a comprehensive, valid, reliable, unbiased, and evidence-based system. Some shortcomings of earlier editions have been addressed in the AMA Guides, Fifth Edition, but problems remain with each edition, largely because of the limited scientific evidence available. In the context of the history of the different editions of the AMA Guides and their development, the authors discuss and contextualize a number of key terms and principles including the following: definitions of impairment and normal; activities of daily living; maximum medical improvement; impairment percentages; conversion of regional impairments; combining impairments; pain and other subjective complaints; physician judgment; and causation analysis; finally, the authors note that impairment is not synonymous with disability or work interference. The AMA Guides, Fifth Edition, contrasts impairment evaluations and independent medical evaluations (this was not done in previous editions) and discusses impairment evaluations, rules for evaluations, and report standards. Upper extremity and lower extremity impairment evaluations are discussed in terms of clinical assessments and rating processes, analyzing important changes between editions and problematic areas (eg, complex regional pain syndrome).

The German Strengths and Difficulties Questionnaire (SDQ)

2010 ◽  
Vol 26 (4) ◽  
pp. 256-262 ◽  
Author(s):  
Ulrike Petermann ◽  
Franz Petermann ◽  
Ina Schreyer
Keyword(s):  
Correlation Analysis ◽  
Teacher Ratings ◽  
Screening Instrument ◽  
Preschool Age ◽  
Strengths And Difficulties Questionnaire ◽  
Preschool Age Children ◽  
Discriminant Analyses ◽  
Strengths And Difficulties ◽  
Behavioral Attributes ◽  
And Behavior

The Strengths and Difficulties Questionnaire (SDQ) is a screening instrument that addresses positive and negative behavioral attributes of children and adolescents. Although this questionnaire has been used in Germany to gather information from parents and teachers of preschoolers, few studies exist that verify the validity of the German SDQ for this age. In the present study, teacher ratings were collected for 282 children aged 36 to 60 months (boys = 156; girls = 126). Likewise, teacher ratings were collected with another German checklist for behavior problems and behavior disorders at preschool age (Verhaltensbeurteilungsbogen für Vorschulkinder, VBV 3–6). Moreover, children’s developmental status was assessed. Evaluation included correlation analysis as well as canonical correlation analysis to assess the multivariate relationship between the set of SDQ variables and the set of VBV variables. Discriminant analyses were used to clarify which SDQ variables are useful to differentiate between children with or without developmental delay in a multivariate model. The results of correlation and discriminant analyses underline the validity of the SDQ for preschoolers. According to these results, the German teacher SDQ is recommended as a convenient and valid screening instrument to assess positive and negative behavior of preschool age children.

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