Exploring how preschoolers who stutter use spoken language during free play: A feasibility study

Langevin, M; Schneider, P; Packman, A; Onslow, M

Exploring how preschoolers who stutter use spoken language during free play: A feasibility study

Langevin, M Schneider, P Packman, A

Onslow, M

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Publication Type:: Journal Article
Citation:: International Journal of Speech-Language Pathology, 2019, 21 (6), pp. 646 - 654
Issue Date:: 2019-11-02

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Field	Value	Language
dc.contributor.author	Langevin, M	en_US
dc.contributor.author	Schneider, P	en_US
dc.contributor.author	Packman, A https://orcid.org/0000-0001-7378-326X	en_US
dc.contributor.author	Onslow, M https://orcid.org/0000-0003-2629-2390	en_US
dc.date.issued	2019-11-02	en_US
dc.identifier.citation	International Journal of Speech-Language Pathology, 2019, 21 (6), pp. 646 - 654	en_US
dc.identifier.issn	1754-9515	en_US
dc.identifier.uri	http://hdl.handle.net/10453/139143
dc.description.abstract	© 2018, © 2018 The Speech Pathology Association of Australia Limited Published by Informa UK Limited, trading as Taylor & Francis Group. Purpose: Play is critically important for the healthy development of children. This study explored the viability of a methodology to investigate how preschoolers who stutter use language in play with peers. Method: Transcripts of peer-directed utterances of four preschoolers who stutter and four matched non-stuttering children during free play were analysed for measures of verbal output (numbers of utterances and words), length and complexity of utterances (mean length of communication unit and syntactic complexity), and lexical diversity (number of different words, type token ratio and vocd). Result: Viable speech samples were obtained. Verbal output scores of two children who stutter were the same or higher than their matched controls whereas mean length of communication unit and syntactic complexity scores for three children who stutter were lower than their matched controls. In 22 of the 24 comparisons across number of different words, type token ratio, and vocd, scores of children who stutter were the same or higher than their matched controls. Conclusion: Interpretation of data is limited by the small sample size and lack of standardised testing. However, results indicate that the methodology has promise for future research into the way preschoolers who stutter use spoken language during play and the quality of their play.	en_US
dc.relation.ispartof	International Journal of Speech-Language Pathology	en_US
dc.relation.isbasedon	10.1080/17549507.2018.1505949	en_US
dc.subject.classification	Speech-Language Pathology & Audiology	en_US
dc.title	Exploring how preschoolers who stutter use spoken language during free play: A feasibility study	en_US
dc.type	Journal Article
utslib.citation.volume	6	en_US
utslib.citation.volume	21	en_US
utslib.for	1103 Clinical Sciences	en_US
utslib.for	1702 Cognitive Sciences	en_US
utslib.for	2004 Linguistics	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Graduate School of Health
pubs.organisational-group	/University of Technology Sydney/Strength - ASRC Australian Stuttering Research Centre
utslib.copyright.status	closed_access
pubs.issue	6	en_US
pubs.publication-status	Published	en_US
pubs.volume	21	en_US

Abstract:

© 2018, © 2018 The Speech Pathology Association of Australia Limited Published by Informa UK Limited, trading as Taylor & Francis Group. Purpose: Play is critically important for the healthy development of children. This study explored the viability of a methodology to investigate how preschoolers who stutter use language in play with peers. Method: Transcripts of peer-directed utterances of four preschoolers who stutter and four matched non-stuttering children during free play were analysed for measures of verbal output (numbers of utterances and words), length and complexity of utterances (mean length of communication unit and syntactic complexity), and lexical diversity (number of different words, type token ratio and vocd). Result: Viable speech samples were obtained. Verbal output scores of two children who stutter were the same or higher than their matched controls whereas mean length of communication unit and syntactic complexity scores for three children who stutter were lower than their matched controls. In 22 of the 24 comparisons across number of different words, type token ratio, and vocd, scores of children who stutter were the same or higher than their matched controls. Conclusion: Interpretation of data is limited by the small sample size and lack of standardised testing. However, results indicate that the methodology has promise for future research into the way preschoolers who stutter use spoken language during play and the quality of their play.

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http://hdl.handle.net/10453/139143