Treatment for Stuttering in Preschool-Age Children: A Qualitative Document Analysis of Treatment Programs.

PURPOSE: The purpose of this study was to identify commonalities and differences between content components in stuttering treatment programs for preschool-age children. METHOD: In this document analysis, a thematic analysis of the content was conducted of handbooks and manuals describing Early Childhood Stuttering Therapy, the Lidcombe Program, Mini-KIDS, Palin Parent-Child Interaction Therapy, RESTART Demands and Capacities Model Method, and the Westmead Program. First, a theoretical framework defining a content component in treatment was developed. Second, we coded and categorized the data following the procedure of reflexive thematic analysis. In addition, the first authors of the treatment documents have reviewed the findings in this study, and their feedback has been analyzed and taken into consideration. RESULTS: Sixty-one content components within the seven themes-interaction, coping, reactions, everyday life, information, language, and speech-were identified across the treatment programs. The content component SLP providing information about the child's stuttering was identified across all treatment programs. All programs are multithematic, and no treatment program has a single focus on speech, language, or parent-child interaction. A comparison of the programs with equal treatment goals highlighted more commonalities in content components across the programs. The differences between the treatment programs were evident in both the number of content components that varied from seven to 39 and the content included in each treatment program. CONCLUSIONS: Only one common content component was identified across programs, and the number and types of components vary widely. The role that the common content component plays in treatment effects is discussed, alongside implications for research and clinical practice. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.25457929.

Stuttering Behavior in a National Age Cohort of Norwegian First-Graders With Down Syndrome.

PURPOSE: The aims of this study were to investigate the occurrence of stuttering behavior across time and to evaluate the relationship between stuttering behavior and language ability in children with Down syndrome. METHOD: A national age cohort of Norwegian first graders with Down syndrome (N = 75) participated in the study. Speech samples from a story-retelling task and a picture book dialogue as well as standardized measures of vocabulary, grammar, and nonverbal mental ability were collected at two time points approximately 5 months apart. Stuttering behavior was evaluated through counting stuttering-like disfluencies and stuttering severity ratings. The relationship between stuttering behavior and language ability was investigated through hierarchical regression analysis. RESULTS: The participants had stuttering severity ratings ranging from no stuttering behavior to severe and displayed all types of stuttering-like disfluencies. There were significant relationships between stuttering behavior and language ability at the first time point, whereas the relationships were not significant at the second time point. The stuttering severity ratings were significantly predicted by language ability across time, whereas the frequency of stuttering-like disfluencies was not. CONCLUSIONS: The occurrence of stuttering behavior was high across the measures and time points; however, the relationship between stuttering behavior and language ability varied across these variables. Thus, the nature of the relationship does not seem to follow a strict pattern that can be generalized to all children across time.

Efeito de um programa de exercício físico no ambiente de trabalho sobre a ansiedade / Efecto de un programa de ejercicio físico en el medio ambiente de trabajo sobre la ansiedad / Effect of a physical exercise program in the work environment on anxiety

Resumo: A pressão do mercado de trabalho somada às poucas horas de lazer têm acarretado em diversos distúrbios psicológicos, dentre eles a ansiedade, que influencia no bem estar do trabalhador, afetando até mesmo o seu rendimento profissional. Nessa perspectiva, o objetivo desse estudo foi verificar o efeito de um Programa de Exercício Físico no Ambiente de Trabalho sobre a ansiedade dos funcionários técnicos administrativos. O grupo de estudo foi constituído por 36 sujeitos com idade média de 33,81±1,45 anos, enquadrados como sedentários ou insuficientemente ativos pelo Questionário Internacional de Atividade Física versão VIII reduzida. A ansiedade dos sujeitos foi avaliada por meio do Inventário de Ansiedade de Beck - Bai. O pro grama de exercício físico no ambiente de trabalho foi desenvolvido utilizando exercícios de flexionamento, reforço muscular, relaxamen to e alongamento. Cada aula teve duração de 10 minutos, três vezes por semana em um período de 12 semanas, totalizando 36 aulas (6 horas de atividades). Os resultados apontaram uma diminuição da ansiedade dos sujeitos na comparação entre pré e pós teste no grupo experimental (p<0,010), sendo que não ocorreu o mesmo no grupo controle (p=0,348). Conclui-se, portanto, que a intervenção com exercícios físicos no ambiente de trabalho melhorou a ansiedade dos funcionários técnico-administrativos.

Resumen: La presión del mercado de trabajo sumada a las pocas horas de ocio ha acarreado en diversos disturbios psicológicos, entre ellos la ansiedad, que influye en el bienestar del trabajador, afectando incluso su rendimiento profesional. En esta perspectiva, el objetivo de este estudio fue verificar el efecto de un Programa de Ejercicio Físico en el Ambiente de Trabajo sobre la ansiedad de los funcionarios técnicos administrativos. El grupo de estudio fue constituido por 36 sujetos con edad media de 33,81 ± 1,45 años, encuadrados como sedentarios o insuficientemente activos por el Cuestionario Internacional de Actividad Física versión VIII reducida. La ansiedad de los sujetos fue evaluada a través del Inventario de Ansiedad de Beck - Bai. El programa de ejercicio físico en el ambiente de trabajo se desarrolló utilizando ejercicios de flexión, refuerzo muscular, relaja ción y estiramiento. Cada clase tuvo una duración de 10 minutos, tres veces por semana en un período de 12 semanas, totalizando 36 clases (6 horas de actividades). Los resultados mostraron una disminución de la ansiedad de los sujetos en la comparación entre pre y post test en el grupo experimental (p <0,010), siendo que no ocurrió lo mismo en el grupo control (p = 0,348). Se concluye, por lo tanto, que la intervención con ejercicios físicos en el ambiente de trabajo mejoró la ansiedad de los funcionarios técnico-administrativos.