Development and evaluation of the psychometric properties of the caregiver burden scale for parents of children who stutter (CBS-PCWS)
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Cited by 3 publications
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Caregiver Predictions of Their 3- to 6-Year-Old Child Who Stutters' Communication Attitude
Purpose: Caregivers share critical insight during their child's stuttering evaluation; yet, there have been no empirical studies evaluating whether caregivers provide similar accounts of their 3- to 6-year-old child's communication attitude compared to their child's self-report. This study examined caregiver- and child-reported communication attitude and assessed potential moderators of more comparable caregiver and child ratings (i.e., caregiver confidence, caregiver–child conflict, observer-rated stuttering severity). Method: One hundred thirteen children who stutter ages 3 through 6 years and a primary caregiver were recruited from clinical settings across the United States. Children completed the Communication Attitude Test for Preschool and Kindergarten Children Who Stutter (KiddyCAT) and three speaking samples, which were recorded to assess observer-rated stuttering severity using the Stuttering Severity Instrument–Fourth Edition. Caregivers predicted their child's communication attitude (C-KiddyCAT) and provided a confidence rating for their prediction. Caregivers also rated caregiver–child conflict using the Child–Parent Relationship Scale–Short Form (CPRS-SF). Multiple regression was used to (a) evaluate whether caregiver C-KiddyCAT scores predicted child KiddyCAT scores and (b) assess potential moderators of the relationship between C-KiddyCAT and KiddyCAT scores. Results: Caregiver ratings of their child's communication attitude (C-KiddyCAT) predicted child communication attitude ratings (KiddyCAT). A significant interaction between caregiver–child conflict (CPRS-SF) and caregiver ratings of their child's communication attitude (C-KiddyCAT) suggested caregiver–child conflict changed the underlying relationship between C-KiddyCAT and KiddyCAT scores, such that low conflict resulted in more similar C-KiddyCAT and KiddyCAT scores. Neither caregiver confidence nor observer-rated stuttering severity influenced the relationship between C-KiddyCAT and KiddyCAT scores. Conclusions: Although many caregivers predicted communication attitude ratings that closely aligned with their child's report, some caregiver–child dyads provided divergent ratings. Clinicians should interpret caregiver predictions of their child's communication attitude within the context of their full evaluation and the caregiver–child relationship. Assessing both self-reported communication attitude and caregiver predictions of their child's communication attitude provides a meaningful starting point to counseling caregivers about cognitive components of stuttering for preschool- and kindergarten-age children who stutter.
Caregiver Predictions of Their 3- to 6-Year-Old Child Who Stutters' Communication Attitude
Purpose: Caregivers share critical insight during their child's stuttering evaluation; yet, there have been no empirical studies evaluating whether caregivers provide similar accounts of their 3- to 6-year-old child's communication attitude compared to their child's self-report. This study examined caregiver- and child-reported communication attitude and assessed potential moderators of more comparable caregiver and child ratings (i.e., caregiver confidence, caregiver–child conflict, observer-rated stuttering severity). Method: One hundred thirteen children who stutter ages 3 through 6 years and a primary caregiver were recruited from clinical settings across the United States. Children completed the Communication Attitude Test for Preschool and Kindergarten Children Who Stutter (KiddyCAT) and three speaking samples, which were recorded to assess observer-rated stuttering severity using the Stuttering Severity Instrument–Fourth Edition. Caregivers predicted their child's communication attitude (C-KiddyCAT) and provided a confidence rating for their prediction. Caregivers also rated caregiver–child conflict using the Child–Parent Relationship Scale–Short Form (CPRS-SF). Multiple regression was used to (a) evaluate whether caregiver C-KiddyCAT scores predicted child KiddyCAT scores and (b) assess potential moderators of the relationship between C-KiddyCAT and KiddyCAT scores. Results: Caregiver ratings of their child's communication attitude (C-KiddyCAT) predicted child communication attitude ratings (KiddyCAT). A significant interaction between caregiver–child conflict (CPRS-SF) and caregiver ratings of their child's communication attitude (C-KiddyCAT) suggested caregiver–child conflict changed the underlying relationship between C-KiddyCAT and KiddyCAT scores, such that low conflict resulted in more similar C-KiddyCAT and KiddyCAT scores. Neither caregiver confidence nor observer-rated stuttering severity influenced the relationship between C-KiddyCAT and KiddyCAT scores. Conclusions: Although many caregivers predicted communication attitude ratings that closely aligned with their child's report, some caregiver–child dyads provided divergent ratings. Clinicians should interpret caregiver predictions of their child's communication attitude within the context of their full evaluation and the caregiver–child relationship. Assessing both self-reported communication attitude and caregiver predictions of their child's communication attitude provides a meaningful starting point to counseling caregivers about cognitive components of stuttering for preschool- and kindergarten-age children who stutter.
Validity and reliability of the revised scale of avoidance and struggle behaviours in stuttering (r‐SASBS)
BackgroundSecondary behaviours, which encompass reactions developed due to an individual's fear and stress about stuttering, have the potential to exacerbate the condition. Therefore, self‐evaluation of secondary behaviours is significant in the multidimensional approach for people who stutter (PWS).AimTo determine the validity and reliability of the Revised Scale of Avoidance and Struggle Behaviours in Stuttering (r‐SASBS).Methods & ProceduresThe results of the item analysis and content validity of the Scale of Avoidance and Struggle Behaviours in Stuttering (SASBS), whose pilot study was completed, were reviewed and the number of items was reduced from 30 to 16. The r‐SASBS was administered to 440 participants (PWS = 365; people who did not stutter = 75). The content, construct, discriminant validity, internal consistency and test–retest reliability of the r‐SASBS were analysed.Outcomes & ResultsContent validity was analysed quantitatively based on expert opinions and was found to be high. The r‐SASBS had two factors based on exploratory factor analysis. The number of items was reduced to 14 using confirmatory factor analysis. With discriminant validity, it was found that the r‐SASBS could distinguish between the groups. The internal consistency and reliability of the test–retest scores were found to be high.Conclusions & ImplicationThese findings indicated that the r‐SASBS is a reliable and valid scale for the self‐evaluation of secondary behaviours in PWS. Thus, it can be used by speech–language pathologists for the multidimensional assessment of stuttering. The validity and reliability of the r‐SASBS should be investigated in school‐aged children who stutter.WHAT THIS PAPER ADDSWhat is already known on this subject Assessment of secondary behaviours in stuttering can be performed using objective and subjective tools. In this regard, a preliminary study was conducted to evaluate these behaviours, using the SASBS, which was developed based on interviews with PWS and a literature review. This study established the content and structural validity of the assessment and found it to have high internal consistency.What this study adds to the existing knowledge Although secondary behaviour assessments need to be comprehensive, it can be time‐consuming in busy clinical settings. Owing to the importance of self‐reported secondary behaviours in the assessment of stuttering and the reliability of information obtained from the client, there is a need for scales that can be administered quickly to assess the impact of secondary behaviours in PWS. This study examines the validity and reliability of the r‐SASBS.What are the practical and clinical implications of this work? The SASBS was reviewed in this study and the number of items was reduced. The r‐SASBS was administered to 440 participants. The validity of the r‐SASBS was determined based on its content, discriminant, and construct validity. The reliability of the r‐SASBS was determined using internal consistency and test–retest reliability. The results indicate that the r‐SASBS is a reliable and valid tool for self‐evaluating secondary behaviours in PWS. This could be a valuable measure of secondary behaviours in stuttering, which could improve treatment outcomes.
Validation of the Persian Version of the Palin Parent Rating Scales
Introduction: The Palin Parent Rating Scales (Palin PRS) is a structured questionnaire filled out by parents of children who stutter. It is designed to assess the effects of stuttering on both the children and their parents. The goal of this study was to translate the Palin PRS into Persian and to evaluate its validity and reliability for application in preschool children who stutter. Methods: This research was conducted from August 2021 to December 2022, involving 139 parents of children who stutter. The parents completed the Palin PRS and provided their demographic data. Descriptive statistics were used to examine the floor and ceiling effects on all subscales of the Palin PRS. The internal consistency of the scale was assessed using Cronbach’s alpha method, while the Intraclass Correlation Coefficient (ICC) was calculated to determine its test-retest reliability. An Exploratory Factor Analysis was also performed to clarify the factor structure of the scale. Results: The Exploratory Factor Analysis results were highly consistent with the factor structure found in the original version. No floor or ceiling effects were observed for the factors of the Palin PRS. The three factors of the Persian version of the Palin PRS (P-Palin PRS) showed good internal consistency (Cronbach’s alpha>0.8) and excellent test-retest reliability (ICC>0.9). Additionally, normative scores were derived by converting raw scores into Stanine scores. Conclusion: The P-Palin PRS showed strong reliability, thereby establishing it as a suitable instrument for evaluating how parents perceive the effects of stuttering on their children and themselves. Further research may explore its application in diverse clinical settings and populations.
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