{"title":"学龄前口吃儿童句子理解能力低于单词理解能力预示着学龄期口吃的持续性和严重程度。","authors":"L W Stipdonk, T Rietveld, M C Franken","doi":"10.1080/02699206.2025.2560630","DOIUrl":null,"url":null,"abstract":"<p><p>This study investigated whether preschool language profiles predict persistent stuttering and stuttering severity at school-age, and whether children who stutter (CWS) with specific language profiles respond differently to RESTART-DCM treatment versus the Lidcombe Program (LP). Data from 149 CWS in a longitudinal follow-up of the RESTART randomised trial were analysed. Four difference scores within individual language profiles at preschool age (3;0-6;3 years) were examined: word comprehension minus sentence comprehension quotient (∆WC-SC), word comprehension minus word production quotient (∆WC-WP), word production minus sentence production quotient (∆WP-SP), and sentence comprehension minus sentence production quotient (∆SC-SP). Outcome measures at school age (8-17 years) included Stuttering Severity Instrument scores from trained observers and subjective severity ratings from parents, speech-language pathologists, children, and teachers using Yairi & Ambrose's eight-point scale. Results revealed that children with persistent stuttering (CWS-per) showed imbalanced language profiles at preschool age, particularly with sentence comprehension lagging behind word comprehension. In contrast, children with transient stuttering (CWS-tran) demonstrated balanced profiles. The word-sentence comprehension difference score significantly predicted persistent stuttering and stuttering severity at school age, especially in boys. Treatment type showed no significant effect. In conclusion, an imbalanced preschool language profile, specifically when sentence comprehension lags behind word comprehension, represents a risk factor for persistent stuttering at school age in boys. While this finding has clinical implications, no evidence suggested differential treatment benefits between RESTART-DCM and LP based on the preschool language profile.</p>","PeriodicalId":49219,"journal":{"name":"Clinical Linguistics & Phonetics","volume":" ","pages":"1-22"},"PeriodicalIF":1.0000,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Lower sentence comprehension than word comprehension in preschool children who stutter predicts persistent stuttering and stuttering severity at school-age.\",\"authors\":\"L W Stipdonk, T Rietveld, M C Franken\",\"doi\":\"10.1080/02699206.2025.2560630\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>This study investigated whether preschool language profiles predict persistent stuttering and stuttering severity at school-age, and whether children who stutter (CWS) with specific language profiles respond differently to RESTART-DCM treatment versus the Lidcombe Program (LP). Data from 149 CWS in a longitudinal follow-up of the RESTART randomised trial were analysed. Four difference scores within individual language profiles at preschool age (3;0-6;3 years) were examined: word comprehension minus sentence comprehension quotient (∆WC-SC), word comprehension minus word production quotient (∆WC-WP), word production minus sentence production quotient (∆WP-SP), and sentence comprehension minus sentence production quotient (∆SC-SP). Outcome measures at school age (8-17 years) included Stuttering Severity Instrument scores from trained observers and subjective severity ratings from parents, speech-language pathologists, children, and teachers using Yairi & Ambrose's eight-point scale. Results revealed that children with persistent stuttering (CWS-per) showed imbalanced language profiles at preschool age, particularly with sentence comprehension lagging behind word comprehension. In contrast, children with transient stuttering (CWS-tran) demonstrated balanced profiles. The word-sentence comprehension difference score significantly predicted persistent stuttering and stuttering severity at school age, especially in boys. Treatment type showed no significant effect. In conclusion, an imbalanced preschool language profile, specifically when sentence comprehension lags behind word comprehension, represents a risk factor for persistent stuttering at school age in boys. While this finding has clinical implications, no evidence suggested differential treatment benefits between RESTART-DCM and LP based on the preschool language profile.</p>\",\"PeriodicalId\":49219,\"journal\":{\"name\":\"Clinical Linguistics & Phonetics\",\"volume\":\" \",\"pages\":\"1-22\"},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2025-09-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Clinical Linguistics & Phonetics\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1080/02699206.2025.2560630\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Linguistics & Phonetics","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1080/02699206.2025.2560630","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}
引用次数: 0
摘要
本研究调查了学龄前语言特征是否能预测学龄期的持续性口吃和口吃严重程度,以及具有特定语言特征的口吃儿童(CWS)对RESTART-DCM治疗和Lidcombe Program (LP)的反应是否不同。在RESTART随机试验的纵向随访中分析了149名CWS的数据。考察幼儿(3岁、0-6岁、3岁)个体语言特征的四项差异得分:单词理解减去句子理解商(∆WC-SC)、单词理解减去单词产生商(∆WC-WP)、单词产生减去句子产生商(∆WP-SP)、句子理解减去句子产生商(∆SC-SP)。学龄(8-17岁)的结果测量包括来自训练有素的观察员的口吃严重程度仪器评分和来自父母、语言病理学家、儿童和教师的主观严重程度评分,使用Yairi & Ambrose的八分制量表。结果表明,持续性口吃儿童在学龄前表现出语言特征的不平衡,尤其是句子理解落后于单词理解。相比之下,短暂性口吃儿童(CWS-tran)表现出平衡的特征。单词-句子理解差异得分显著预测学龄期持续口吃和口吃严重程度,尤其是男孩。处理方式无显著影响。总之,学龄前语言特征不平衡,特别是当句子理解落后于单词理解时,是男孩学龄期持续口吃的一个危险因素。虽然这一发现具有临床意义,但没有证据表明基于学龄前语言特征的RESTART-DCM和LP之间有不同的治疗效果。
Lower sentence comprehension than word comprehension in preschool children who stutter predicts persistent stuttering and stuttering severity at school-age.
This study investigated whether preschool language profiles predict persistent stuttering and stuttering severity at school-age, and whether children who stutter (CWS) with specific language profiles respond differently to RESTART-DCM treatment versus the Lidcombe Program (LP). Data from 149 CWS in a longitudinal follow-up of the RESTART randomised trial were analysed. Four difference scores within individual language profiles at preschool age (3;0-6;3 years) were examined: word comprehension minus sentence comprehension quotient (∆WC-SC), word comprehension minus word production quotient (∆WC-WP), word production minus sentence production quotient (∆WP-SP), and sentence comprehension minus sentence production quotient (∆SC-SP). Outcome measures at school age (8-17 years) included Stuttering Severity Instrument scores from trained observers and subjective severity ratings from parents, speech-language pathologists, children, and teachers using Yairi & Ambrose's eight-point scale. Results revealed that children with persistent stuttering (CWS-per) showed imbalanced language profiles at preschool age, particularly with sentence comprehension lagging behind word comprehension. In contrast, children with transient stuttering (CWS-tran) demonstrated balanced profiles. The word-sentence comprehension difference score significantly predicted persistent stuttering and stuttering severity at school age, especially in boys. Treatment type showed no significant effect. In conclusion, an imbalanced preschool language profile, specifically when sentence comprehension lags behind word comprehension, represents a risk factor for persistent stuttering at school age in boys. While this finding has clinical implications, no evidence suggested differential treatment benefits between RESTART-DCM and LP based on the preschool language profile.
期刊介绍:
Clinical Linguistics & Phonetics encompasses the following:
Linguistics and phonetics of disorders of speech and language;
Contribution of data from communication disorders to theories of speech production and perception;
Research on communication disorders in multilingual populations, and in under-researched populations, and languages other than English;
Pragmatic aspects of speech and language disorders;
Clinical dialectology and sociolinguistics;
Childhood, adolescent and adult disorders of communication;
Linguistics and phonetics of hearing impairment, sign language and lip-reading.