A Scoping Review of the School-Aged Stuttering Intervention Literature
Evidence-Based Communication Assessment & Intervention
Mallick, R., Kathard, H., et al. (2021).
Evidence-Based Communication Assessment & Intervention, 15(4), 194-206.
<div>This scoping review investigates the effects of stuttering intervention (e.g., prolonged speech, continuous phonation, controlled speech rate, light contacts, easy onsets, syllable-timed speech, delayed auditory feedback, modified regulated breathing, awareness and competing response training, classroom-based intervention targeting environmental factors and peer attitudes) for school-aged children who stutter.</div>
University of Cape Town (South Africa); South African National Research Fund (NRF); Carnegie African Diaspora Fellowship Programme (CADFP)
From database inception to June 2018
<div>Randomized-controlled trials (RCTs) and non-RCTs, quantitative and qualitative studies</div>
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<div>With intervention, a decrease in stuttering frequency was noted in 7/7 studies investigating stuttering interventions for school-aged children (6-14). Studies investigating change in syllables per minute showed mixed results, with two reporting increases while one found no change. Two studies measuring change in peer attitudes reported positive findings. Interventions were carried out over a timeframe of 1 month to approximately 1 year. Generally, the methodological quality was reported to be low.</div>
