Telepractice in School-age Children Who Stutter: A Controlled Before and After Study to Evaluate the Efficacy of MIDA-SP

Tomaiuoli, Donatella; Gado, Francesca Del; Marchetti, Sara; Scordino, Lisa; Vedovelli, Diletta

doi:10.5195/ijt.2021.6380

Cited by 7 publications

(10 citation statements)

References 19 publications

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“…Appendix C shows four studies with more than 10 children that measured impacts of stuttering using the OASES, with substantial treatment effects reported in the range of around 20-25% improvement posttreatment, and the one follow-up reported showing an improvement of 33%. The Tomaiuoli et al (2021) intervention was associated with positive change for the domain of stuttering impact. However, beyond that, little can be said about any individual procedures that may have contributed to that effect because it was a hybrid treatment, which involved 'principles and strategies from both the stuttering modification and fluency shaping approaches' including procedures 'to reduce fear, anxiety, and other negative emotions and thoughts about stuttering' (2).…”

Section: F I G U R E 1 Study Screening Processmentioning

confidence: 91%

“…The Tomaiuoli et al. (2021) intervention was associated with positive change for the domain of stuttering impact. However, beyond that, little can be said about any individual procedures that may have contributed to that effect because it was a hybrid treatment, which involved ‘principles and strategies from both the stuttering modification and fluency shaping approaches’ including procedures ‘to reduce fear, anxiety, and other negative emotions and thoughts about stuttering’ (2).…”

Section: Main Contributionsmentioning

confidence: 95%

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Psychosocial features of stuttering for school‐age children: A systematic review

Johnson

Onslow

Horton

et al. 2023

Intl J Lang & Comm Disor

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BackgroundContemporary clinical and empirical perspectives indicate that management of the psychosocial features of stuttering is fundamental for effective treatment. Interventions that improve psychosocial outcomes for school‐age children who stutter are, therefore, needed.AimsThis systematic review identifies what psychosocial outcomes have been explored in existing school‐age clinical research, the measures used and the potential treatment effects. This will provide guidance for developing interventions that reflect contemporary perspectives of stuttering management.Methods & ProceduresA total of 14 databases and three conference proceedings were searched for clinical reports of psychosocial outcomes of children aged 6–12 years. The review did not include pharmacological interventions. Psychosocial measures and outcomes were analysed in each study based on data recorded pre‐treatment, immediately post‐treatment and for any follow‐up assessments.Main ContributionsOf the 4051 studies identified from the databases, a total of 22 studies met criteria for inclusion in the review. From these 22 studies, the review identified four prominent psychosocial domains that have been explored in school‐age clinical research to date: Impact of stuttering, communication attitude, anxiety and speech satisfaction. These domains vary in measurement and effect sizes. Two behavioural treatments were associated with anxiety reduction, even though they did not contain anxiolytic procedures. No evidence of potential treatment effects emerged for communication attitudes. Quality of life—an important psychosocial domain pertinent to health economics—did not feature in school‐age clinical reports.Conclusions & ImplicationsThe psychosocial features of stuttering need to be managed during the school years. Three psychosocial domains—impact of stuttering, anxiety and speech satisfaction—show evidence of potential treatment effects. This review provides direction for future clinical research so that speech–language pathologists can effectively and holistically manage school‐age children who stutter.What this paper addsWhat is already known on the subject Elevated levels of anxiety are apparent for children and adolescents who stutter. Therefore, the need to assess and manage psychosocial features of stuttering are expertly regarded as clinical priorities. Clinical trials of such psychosocial features of stuttering for children aged 6−12 years are not well advanced and, therefore, do not reflect current best practice management of this disorder.What this study adds to existing knowledge This systematic review identifies four different psychosocial domains measured and reported in the literature for school‐age stuttering management. For three psychosocial domains, some evidence of potential treatment effects emerged with participant numbers greater than 10: Impact of stuttering, anxiety and speech satisfaction. Though treatment effect sizes varied, there is a suggestion that cognitive behaviour therapy can improve anxiety of school‐age children who stutter. There is also suggestion that two other behavioural treatments can improve anxiety of school‐age children who stutter.What are the potential or actual clinical implications of this work? Given the essential need for school‐age children who stutter to receive management of any speech‐related anxiety they may experience, it would be productive to discover in future clinical research what interventions could contribute to that goal—behavioural or psychosocial, or both. This review reveals that cognitive behaviour therapy, and other behavioural treatments, are associated with anxiety reductions. Such approaches should be considered for future clinical trial research to help advance the evidence base for managing school‐age stuttering.

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Section: F I G U R E 1 Study Screening Processmentioning

confidence: 91%

Section: Main Contributionsmentioning

confidence: 95%

Psychosocial features of stuttering for school‐age children: A systematic review

Johnson

Onslow

Horton

et al. 2023

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

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“…People who have been diagnosed with speech-language disorders can participate in a variety of speech therapies in an effort to alleviate some of the sufferings they experience as a result of having these disorders. Different techniques from the field of speech-language therapy are employed in order to diagnose and successfully treat speech disorders [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

“…Telepractice allows speech therapists to deliver their services remotely rather than in person. The World Health Organization (WHO) defines telepractice as the delivery of clinical and rehabilitation services by means of information and communication technology (ICT) with the assistance of telephones, mobile applications, and other videoconferencing platforms in settings in which the patients and their treating physicians are geographically separated from one another over a range of distances, both short and long [ 3 , 4 , 7 , 9 ]. In light of the current COVID-19 pandemic, the purpose of this review article is to study the usefulness of using telepractice for speech-language therapy and to discuss potential next steps in the field.…”

Section: Introductionmentioning

confidence: 99%

Speech-Language Therapy Through Telepractice During COVID-19 and Its Way Forward: A Scoping Review

Guglani,

Sanskriti,

Joshi

et al. 2023

Cureus

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The overall burden of voice disorders is vast, and speech-language therapy has been in use for long to prevent, assess, diagnose, and treat different speech and language disorders. Due to the COVID-19 outbreak, these services are not readily accessible because of various precautionary measures that have been laid down by the government to check the blowout of infection; as a solution to this, there has been a rise in telepractice. The purpose of this review article is to study the usefulness of telepractice for speech-language therapy during the COVID-19 pandemic and its way forward. Search was performed in the PubMed database. A total of 102 articles were found, out of which 32 articles were included through a comprehensive inclusion and exclusion criteria. This study analyzes various papers on the use of telepractice during COVID-19 for speech-language therapy. The satisfaction was greater among women as compared to men because women could get the appointment done at home and they could easily manage their household chores. It has been recognized as an "attend anywhere" web-based platform that provides us with the 5 C's, namely, easy-to-access care, increased comfort, increased convenience, reduced cost, and higher confidentiality. Patients look for such sessions in the future, even when the pandemic is over. Telepractice has now been accepted as the new healthcare delivery model with multiple advantages and disadvantages. However, more research needs to be done on the moral and environmental aspects related to its use.

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“…Looking closely at the TP stuttering management research on both adults and children, several studies have investigated therapy outcomes using TP in delivering the Lidcombe Program for pre‐school children (Bridgman et al., 2016; Harrison et al., 1999; Lewis et al., 2008; O'Brian et al., 2014; Van Eerdenbrugh et al., 2018), different therapy approaches for school‐age children (Ryer & Poll, 2020; Tomaiuoli et al., 2021), and the Camperdown Program for adults (Carey et al., 2010; Erickson et al., 2016; O'Brian et al., 2008), suggesting that TP is an efficacious model for delivering stuttering therapy. Unfortunately, although assessment is the first step before management, to date not a single study can be found in which the viability of TP stuttering assessments of children is evaluated (Lowe et al., 2013; McGill et al., 2019).…”

Section: Introductionmentioning

confidence: 99%

Telepractice application for the overt stuttering assessment of children aged 6–15 years old

Aldukair

Ward

2022

Intl J Lang & Comm Disor

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Background: Despite the importance of delivering speech and language therapy services to children who stutter (CWS), there are barriers to accessing speech and language therapy. One way to improve access for those who may otherwise be deprived of speech and language therapy services, including CWS, is through telepractice (TP). However, there is currently no evidence as to the viability of TP stuttering assessments for CWS. Aim: To investigate the validity and reliability, and acceptability of using a TP application to assess overt stuttering behaviour children aged 6-15 years. Methods & Procedure: A total of 30 CWS, aged between 6 and 15 years, were recruited from a speech therapy clinic in King Abdulaziz University Hospital in Riyadh, Saudi Arabia. Children were divided into two testing conditions, either face-to-face (f2f)-led or TP-led testing, and the Stuttering Severity Instrument (SSI-IV) was administered, percentage of syllables stuttered (%SS) was calculated, and severity ratings (SR) assigned, either via f2f or via TP using two laptops with webcams, video conference software and a broadband internet connection. Agreement and reliability of scoring in the two testing conditions were reported in addition to findings from questionnaires exploring children's and their caregivers' perceptions both before and immediately after the TP assessment was carried out.Outcome & Results: A total of 30 sessions were successfully carried out, with results revealing unsatisfactory levels of agreement when applying the Bland and Altman method. However, when discrepancies were found, these were comparable with those from traditional f2f studies. Generally, parents and children exhibited high levels of satisfaction and held a positive view regarding TP preand post-assessment. Conclusions & Implications:The results of the study suggest that conducting an overt stuttering assessment via TP for 6-15-year-olds CWS is reliable and valid. Although the TP model posed some (mainly technical) challenges for executing the assessment, high levels of satisfaction were recorded by parents and children alike. The TP system and equipment chosen in this study has provided a basis for the delivery of TP overt stuttering assessment in a clinical setting, thus addressing the barriers to access that are present for CWS. These results are preliminary, but 1050

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Telepractice in School-age Children Who Stutter: A Controlled Before and After Study to Evaluate the Efficacy of MIDA-SP

Cited by 7 publications

References 19 publications

Psychosocial features of stuttering for school‐age children: A systematic review

Psychosocial features of stuttering for school‐age children: A systematic review

Speech-Language Therapy Through Telepractice During COVID-19 and Its Way Forward: A Scoping Review

Telepractice application for the overt stuttering assessment of children aged 6–15 years old

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