Prevalence of Stuttering in Regular and Special School Populations in Belgium Based on Teacher Perceptions
The purpose of this study was to investigate stuttering prevalence in Flanders, the northern part of Belgium. Using questionnaires distributed among teachers, data were collected on 21,027 pupils from regular schools (age between 6 and 20 years) and 1,272 pupils attending special education (age between 6 and 15 years). The overall prevalence in the regular school population was 0.58%. It was 2.28% in the special school population. In agreement with past studies, stuttering prevalence was higher in males than in females, and higher in pupils attending special schools than in pupils from regular schools. The tendency for stuttering prevalence to decrease with increasing age was confirmed too, but not in the pupils of special schools. Additionally, the pupils of regular schools showed a pattern that was contrary to the general belief that the male-to-female ratio in stuttering prevalence increases with age. Results further indicate that the commonly cited stuttering prevalence figure of 1% is a generalization that requires interpretation.
Available from: Corrin Richels
- "Given that both stuttering and ADHD are more prevalent in males, it may be interesting to explore the role of gender in these findings. This may be particularly relevant given the fact that close to the onset of stuttering, the boy/girl ratio is close to even but soars to 5:1 during the school years since significantly more girls recover from stuttering (Van Borsel et al., 2006). Additionally, it has been shown that significantly more girls struggle with ADHD-IA than ADHD-HI (Weiler et al., 1999). "
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ABSTRACT: PURPOSE: The purpose of this study was to explore whether parents of CWS reported the presence of ADHD symptoms that would warrant a referral to a psychologist to rule out the disorder. This study also aimed to describe the characteristics of the sample in terms of gender, family history of stuttering, presence of neurological impairment, concomitant diagnoses, and stuttering severity. Finally, this study sought to explore the possible statistical relations among these same variables. METHODS: Participants were 36 school-age CWS (32 males and 4 females) between the ages of 3.9 and 17.2 years (M=10.4, SD=4.0). Parent responses on the ADHD Rating Scale (Power et al., 2001) were collected via a retrospective chart review. RESULTS: For this sample 58% (n=21), of the participants met criteria for needing referral for additional evaluation for symptoms related to ADHD. A strong positive relation (r=.720, p<.001) was found between a reported family history of recovered stuttering and the presence of a concomitant diagnosis. CONCLUSION: The results of the present study demonstrate the need for further training and education for SLPs working with CWS regarding ADHD. Educational objectives: The reader will be able to (1) describe the main characteristics of ADHD, (2) discuss the evidence suggesting a possible relationship between ADHD and stuttering and (3) discuss how ADHD characteristics could impact clinical outcomes for CWS.
Journal of fluency disorders 12/2012; 37(4):242-252. DOI:10.1016/j.jfludis.2012.08.002 · 1.89 Impact Factor
Value in Health 05/2006; 9(3). DOI:10.1016/S1098-3015(10)64342-2 · 3.28 Impact Factor
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ABSTRACT: It has become the current trend to measure the status of a scientific journal by its impact factor and to measure a scientist by the impact factor of journals in which he/she publishes. While the underlying idea is good, applying the measure universally leads to highly disturbing trends. Based on country policies, some universities and their departments, especially in Europe, have started to distribute finances based on the average impact factor and average ‘relative impact factor’ (i.e., journal ranking based on impact factor within a subject category recognized by the Thomson Scientific Institute for Scientific Information, ISI) calculated from all the publications published by the scientific staff. In order to financially survive, the scientific staff should publish in journals with the highest impact factor possible. Any publication in a journal with a low impact factor or low relative impact factor decreases the overall score of the department. Consequently, researchers are strongly recommended to avoid journals with low impact factors.
Folia Phoniatrica et Logopaedica 02/2007; 59(6):281-5. DOI:10.1159/000108334 · 0.59 Impact Factor
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.