The Most Important Therapy Outcomes for School-Aged Children Who Stutter: An Exploratory Study Purpose The aim of this article was to identify what school-aged children who stutter consider to be the most important outcomes from therapy. Method A Delphi approach was employed for the study. Eighteen participants aged 9–13 years completed a survey, generating 90 statements that would constitute successful therapy ... Research Article
Research Article  |   October 19, 2018
The Most Important Therapy Outcomes for School-Aged Children Who Stutter: An Exploratory Study
 
Author Affiliations & Notes
  • Katie Cooke
    City University London, United Kingdom
  • Sharon K. Millard
    City University London, United Kingdom
    The Michael Palin Centre for Stammering, London, United Kingdom
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Katie Cooke, who is now at Speech Therapy Specialists Ltd, Nottingham, United Kingdom: katie@speechtherapyservice.co.uk
  • Editor-in-Chief: Krista Wilkinson
    Editor-in-Chief: Krista Wilkinson×
  • Editor: Nancy Hall
    Editor: Nancy Hall×
  • Publisher Note: This article is part of the Special Issue: The 11th Oxford Dysfluency Conference.
    Publisher Note: This article is part of the Special Issue: The 11th Oxford Dysfluency Conference.×
Article Information
Speech, Voice & Prosodic Disorders / Fluency Disorders / Special Issue: The 11th Oxford Dysfluency Conference / Research Articles
Research Article   |   October 19, 2018
The Most Important Therapy Outcomes for School-Aged Children Who Stutter: An Exploratory Study
American Journal of Speech-Language Pathology, October 2018, Vol. 27, 1152-1163. doi:10.1044/2018_AJSLP-ODC11-17-0195
History: Received November 17, 2017 , Revised March 13, 2018 , Accepted May 21, 2018
 
American Journal of Speech-Language Pathology, October 2018, Vol. 27, 1152-1163. doi:10.1044/2018_AJSLP-ODC11-17-0195
History: Received November 17, 2017; Revised March 13, 2018; Accepted May 21, 2018
Web of Science® Times Cited: 1

Purpose The aim of this article was to identify what school-aged children who stutter consider to be the most important outcomes from therapy.

Method A Delphi approach was employed for the study. Eighteen participants aged 9–13 years completed a survey, generating 90 statements that would constitute successful therapy outcomes. After categorization and reduction, 79 statements were sent to participants in a second survey to seek consensus on their importance. Fifteen participants aged 8–14 years completed this second survey. Statements with the highest median ratings and smallest standard deviations were retained.

Results Twenty-one statements were retained after analysis. These reflected hopes for affective and behavioral change in the young person and in other people after therapy. Important outcomes included, but are not limited to, increased fluency, greater independence, increased confidence at school, others knowing how to support the individual, and communication situations feeling easier.

Conclusions Participants identified a range of outcomes that were important to achieve as a result of speech and language therapy. The findings suggest a need for a more holistic view of what is meant by successful therapy, incorporating improvements in the ability to communicate and participate in daily situations. The findings suggest that an integrated or holistic approach to intervention would be required to achieve these goals and should include significant others from the child's environment. The important statements identified in this study could be used to inform the content of therapy and to evaluate change over time.

Supplemental Material https://doi.org/10.23641/asha.7144205

Acknowledgments
This study was supported by Whittington Health and The Michael Palin Centre. Thank you to all the children who participated in this study and the staff at The Michael Palin Centre, particularly Nicole Palanyandi for all her administrative support.
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