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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Language Development

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Elaborative Rehearsals01:07

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Related Experiment Video

Updated: Jul 9, 2026

Modeling Verbal Behavior Deficits with the Stimulus Control Ratio Equation, SCoRE
06:57

Modeling Verbal Behavior Deficits with the Stimulus Control Ratio Equation, SCoRE

Published on: May 14, 2019

Variability of Preschool Stuttering During a Day.

Mark Onslow1, Jessica Thambyaiyah2, Sue O'Brian1

  • 1Australian Stuttering Research Centre, University of Technology Sydney, Ultimo, New South Wales, Australia.

American Journal of Speech-Language Pathology
|July 8, 2026
PubMed
Summary

Parent and speech-language pathologist (SLP) severity ratings (SRs) effectively track daily stuttering in young children. A brief speech sample can provide a valid daily SR, aiding clinical monitoring.

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Published on: January 26, 2024

Area of Science:

  • Speech and Language Pathology
  • Child Development
  • Clinical Assessment

Background:

  • Traditional stuttering counts are less practical than severity ratings (SRs).
  • SRs are valid, simple, cost-effective, and can be used discreetly.
  • SRs offer advantages for assessing stuttering in preschool children.

Purpose of the Study:

  • To investigate the daily use of a 10-point SR scale by parents and SLPs for preschool children who stutter.
  • To examine the reliability and validity of SRs in tracking stuttering severity over a typical day.

Main Methods:

  • Ten preschool children (3-4 years) who stuttered and their parents participated.
  • Parents audio-recorded children's speech throughout the day; SLPs conducted random 10-min recordings.
  • Parents and SLPs assigned SRs before and after parent training, with SLPs rating 15-min segments.

Main Results:

  • Children's stuttering severity varied significantly throughout the day (4-6 SR scale points in over half).
  • No consistent daily trend of increasing or decreasing stuttering was observed.
  • Parent and SLP SRs showed close correspondence; parent training did not alter this.

Conclusions:

  • Daily SRs are valuable for monitoring stuttering in preschool children.
  • A short, randomly sampled speech segment can yield a valid SR for the entire day.
  • Findings support the use of SRs in clinical practice and research for early stuttering assessment.