Measures of psychological impacts of stuttering in young school-age children: A systematic review

Jones, ML; Menzies, RG; Onslow, M; Lowe, R; O'Brian, S; Packman, A

Measures of psychological impacts of stuttering in young school-age children: A systematic review

Jones, ML Menzies, RG Onslow, M

Lowe, R

O'Brian, S

Packman, A

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Publisher:: American Speech-Language-Hearing Association
Publication Type:: Journal Article
Citation:: Journal of Speech, Language, and Hearing Research, 2021, 64, (6), pp. 1918-1928
Issue Date:: 2021-06-04

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Field	Value	Language
dc.contributor.author	Jones, ML
dc.contributor.author	Menzies, RG
dc.contributor.author	Onslow, M https://orcid.org/0000-0003-2629-2390
dc.contributor.author	Lowe, R https://orcid.org/0000-0003-3826-5306
dc.contributor.author	O'Brian, S https://orcid.org/0000-0002-0882-1909
dc.contributor.author	Packman, A https://orcid.org/0000-0001-7378-326X
dc.date.accessioned	2022-01-05T02:58:40Z
dc.date.available	2022-01-05T02:58:40Z
dc.date.issued	2021-06-04
dc.identifier.citation	Journal of Speech, Language, and Hearing Research, 2021, 64, (6), pp. 1918-1928
dc.identifier.issn	1092-4388
dc.identifier.issn	1558-9102
dc.identifier.uri	http://hdl.handle.net/10453/152686
dc.description.abstract	Purpose: Recent research has shown that some school-age children who stutter may have speech-related anxiety. Given this, speech-language pathologists require robust measures to assess the psychological effects of stuttering during the school-age years. Accordingly, this systematic review aimed to explore available measures for assessing the psychological impacts of stuttering in young school-age children and to examine their measurement properties. Method: The systematic search protocol was registered with PROSPERO (ID: 163181). Seven online databases, in addition to manual searching and screening of reference lists, were used to identify appropriate measures for the population of children who stutter aged 7-12 years. The first two authors independently assessed the measures using the quality appraisal tool described by Terwee et al. (2007). Results: Despite the comprehensive search strategy, only six measures were identified for quality appraisal. No assessment tool was found to possess adequate measurement properties for the eight assessed domains: content validity, internal consistency, construct validity, reproducibility, reliability, responsiveness, floor and ceiling effects, and interpretability. No measure had clear evidence of responsiveness to clinical change. Based on the criterion defined by the Terwee et al. (2007) appraisal tool, the Communication Attitude Test and the Overall Assessment of the Speaker's Experience of Stuttering for School-Age Children received the highest number of ratings in support of their measurement properties. Conclusions: The results highlight a lack of available measures in this domain and poor practices in developing and testing measurement instruments. To ensure that clinicians and researchers are equipped with sound measures to meet the mental health needs of this vulnerable population, further research to establish resources is needed.
dc.format	Print-Electronic
dc.language	en
dc.publisher	American Speech-Language-Hearing Association
dc.relation.ispartof	Journal of Speech, Language, and Hearing Research
dc.relation.isbasedon	10.1044/2021_jslhr-20-00455
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1103 Clinical Sciences, 1702 Cognitive Sciences, 2004 Linguistics
dc.subject.classification	Speech-Language Pathology & Audiology
dc.subject.mesh	Humans
dc.subject.mesh	Stuttering
dc.subject.mesh	Reproducibility of Results
dc.subject.mesh	Speech
dc.subject.mesh	Psychological Tests
dc.subject.mesh	Schools
dc.subject.mesh	Child
dc.subject.mesh	Child
dc.subject.mesh	Humans
dc.subject.mesh	Psychological Tests
dc.subject.mesh	Reproducibility of Results
dc.subject.mesh	Schools
dc.subject.mesh	Speech
dc.subject.mesh	Stuttering
dc.title	Measures of psychological impacts of stuttering in young school-age children: A systematic review
dc.type	Journal Article
utslib.citation.volume	64
utslib.location.activity	United States
utslib.for	1103 Clinical Sciences
utslib.for	1702 Cognitive Sciences
utslib.for	2004 Linguistics
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Strength - ASRC Australian Stuttering Research Centre
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Graduate School of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Graduate School of Health/GSH.Australian Stuttering Research Centre
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2022-01-05T02:58:38Z
pubs.issue	6
pubs.publication-status	Published
pubs.volume	64
utslib.citation.issue	6

Abstract:

Purpose: Recent research has shown that some school-age children who stutter may have speech-related anxiety. Given this, speech-language pathologists require robust measures to assess the psychological effects of stuttering during the school-age years. Accordingly, this systematic review aimed to explore available measures for assessing the psychological impacts of stuttering in young school-age children and to examine their measurement properties. Method: The systematic search protocol was registered with PROSPERO (ID: 163181). Seven online databases, in addition to manual searching and screening of reference lists, were used to identify appropriate measures for the population of children who stutter aged 7-12 years. The first two authors independently assessed the measures using the quality appraisal tool described by Terwee et al. (2007). Results: Despite the comprehensive search strategy, only six measures were identified for quality appraisal. No assessment tool was found to possess adequate measurement properties for the eight assessed domains: content validity, internal consistency, construct validity, reproducibility, reliability, responsiveness, floor and ceiling effects, and interpretability. No measure had clear evidence of responsiveness to clinical change. Based on the criterion defined by the Terwee et al. (2007) appraisal tool, the Communication Attitude Test and the Overall Assessment of the Speaker's Experience of Stuttering for School-Age Children received the highest number of ratings in support of their measurement properties. Conclusions: The results highlight a lack of available measures in this domain and poor practices in developing and testing measurement instruments. To ensure that clinicians and researchers are equipped with sound measures to meet the mental health needs of this vulnerable population, further research to establish resources is needed.

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http://hdl.handle.net/10453/152686