Development and evaluation of a combined fluency rules program (FRP) with parent-child interaction training for preschool children who stutter: A randomized controlled trial

Abstract

Introduction

This study aimed to develop and evaluate the effectiveness of a combined Fluency Rules Program (FRP) with parent-child interaction training for preschool children with stuttering.

Methods

A randomized controlled trial was conducted with 49 preschool children who stuttered. Participants were randomly assigned to either the experimental group, which received the combined FRP with parent-child interaction training, or the control group, which received only the FRP. Both groups attended 45-min therapy sessions twice weekly for three months.

Results

According to the change score analysis, at posttest measurement, there were significant decreases in the stuttering severity scores in both groups, but intervention group had a greater decrease than control group (mean differences = 4.50, 95 % CI [3.55 to 5.45], P < 0.001). The improvement (i.e., increase) in the “Severity of Stuttering and Impact on the Parents” scores in the intervention group was 1.49 (95 % CI [1.10 to 1.89], P < 0.001) points higher than the control group. The similar result was obtained for “Parent's Knowledge and Confidence in Managing it” factor. There was no statistically significant difference in the “Impact of Stuttering on the Child” scores between control and intervention groups (P = 0.163).

Conclusion

The combined FRP with parent-child interaction training was more effective than the FRP alone in reducing the severity of stuttering and improving parental confidence.