A comparison of the performance of Persian speaking children who do and do not stutter on three nonwords repetition tasks

Sakhai, Farhad; Darouie, Akbar; Anderson, Julie D.; Dastjerdi-Kazemi, Mahdi; Golmohammadi, Golnoosh; Bakhshi, Enayatollah

doi:10.1016/j.jfludis.2020.105825

Cited by 2 publications

(1 citation statement)

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“…The relationship between WM and stuttering has been evaluated, and most studies believe that people with stuttering have deficits in WM [7][8][9][10][11][12][13][14][15][16]. Sakhaei et al found that children before school age had a weaker performance in repeating non-words than nonstuttering children of the same age, which indicates problems in their phonological WM [17]. In this regard, it is possible to investigate cognitive effects on the severity of stuttering using dual tasks in people with stuttering verbally (phonological), non-verbally (visuospatial), or using attentional conflict (central executive).…”

Section: Introductionmentioning

confidence: 99%

Investigation of Dual Task Effect on the Severity of Stuttering in School-Age Children

Keyhani

Darouie²,

Farazi³

et al. 2022

J Rehab

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Objective Stuttering is a speech disorder that occurs with frequent and abnormal disruptions in speech, such as sound repetition, sound prolongation, and sound or airflow blockage. Despite the many theories, the cause of stuttering has not been entirely determined, and various factors have been proposed for its etiology. According to the vicious circle hypothesis, increased speech disfluency results from hypervigilance to speech. This study aimed to measure the effect of reduced attention on speech through verbal and non-verbal dual tasks among school children with stuttering. Furthermore, the effect of dual tasks on the severity of stuttering was investigated among them. Materials & Methods In this cross-sectional study, the participants included 39 children (5 girls, 12.8%) and (34 boys, 87.2%) aged 8-12 years (10.25±1.35) with developmental stuttering selected via convenience sampling from primary schools in districts four and eight and speech therapy clinics in Tehran, Iran. Dual tasks were designed using the Visual Basic program. During the study, four speech samples were recorded for each participant. The second and third samples were designed as a dual task (addition of verbal or non-verbal tasks), while the first and fourth samples were designed as a single task. The participant’s severity of stuttering in each sample was calculated based on the number of stuttered syllables (SS%), and data were analyzed by SPSS 20 software. Given the non-normal distribution of data, the generalized linear model with the Generalized Estimating Equation (GEE) and Bonferroni test were used to determine the difference in stuttering severity among speech samples. Results The GEE results showed that the severity of stuttering was different among the four speech samples (P=0.015). The lowest and highest mean stuttering severity among the 39 participants pertained to the non-verbal dual task (14.85) and the single initial task (17.11), respectively. A pairwise comparison of stuttering severity showed that the mean severity in the final single task was significantly lower than in the single initial task (P<0.05). However, mean stuttering severity was not significantly different between verbal and non-verbal tasks (P>0.05). Conclusion The findings showed that stuttering severity reduces when children with stuttering perform dual tasks. In other words, focusing children’s attention on verbal and non-verbal tasks while talking reduced their dysfluency.

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Section: Introductionmentioning

confidence: 99%

Investigation of Dual Task Effect on the Severity of Stuttering in School-Age Children

Keyhani

Darouie²,

Farazi³

et al. 2022

J Rehab

View full text Add to dashboard Cite

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Nonword Repetition Performance Differentiates Children Who Stutter With and Without Concomitant Speech Sound and Developmental Language Disorders

Gerwin

Walsh

Tichenor

2022

J Speech Lang Hear Res

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Purpose: The aim of this study was to examine how nonword repetition (NWR) performance may be impacted by the presence of concomitant speech and language disorders in young children who stutter (CWS). Method: One hundred forty-one children (88 CWS and 53 children who do not stutter [CWNS]) participated. CWS were divided into groups based on the presence of speech sound and/or language disorder or typical speech sound production and language abilities. NWR abilities were measured using stimuli composed of one- to four-syllable nonwords. Results: CWS with typical speech and language and CWNS had higher accuracy scores than CWS with concomitant speech and language disorders. We found no difference in accuracy scores between CWNS and CWS with typical speech and language abilities, nor did we find differences between CWS with speech sound disorder and CWS with both speech sound and language disorders. Accuracy decreased as nonword length increased for all groups. Conclusions: We found that the presence of a concomitant speech and language disorder was a driving factor behind poorer NWR performance in CWS. Accuracy scores differentiated CWS with concomitant disorders from CWS with typical speech and language but not CWS with typical speech and language from CWNS. Considering the speech and language abilities of CWS helped clarify poorer NWR performance and enhances generalizability to the population that exists clinically.

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A comparison of the performance of Persian speaking children who do and do not stutter on three nonwords repetition tasks

Cited by 2 publications

References 74 publications

Investigation of Dual Task Effect on the Severity of Stuttering in School-Age Children

Investigation of Dual Task Effect on the Severity of Stuttering in School-Age Children

Nonword Repetition Performance Differentiates Children Who Stutter With and Without Concomitant Speech Sound and Developmental Language Disorders

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