The Impact of Time Spent in Natural Outdoor Spaces on Children's Language, Communication and Social Skills: A Systematic Review Protocol.

There has been increasing interest over the past decade with regard to the health and wellbeing implications of time spent outdoors in nature for children. Universal systematic reviews of evidence report benefits to physical health, social-emotional mental health and wellbeing, cognition and academic learning. Internationally, there is indicative evidence to suggest outdoor engagement with nature may also impact children's language and communication skills, skills that are critical to development, education, social relationships and life opportunities.

Temperament, anxiety, and depression in school-age children who stutter.

Purpose: The main aim of this study was to gain insight into whether temperament and/or stuttering severity were associated with anxiety and depression in children who stutter. Additionally, the study also provided an indication into the prevalence of anxiety and depression in children who stutter in a clinical cohort.

Method: The participants were 132 English-speaking children (105 boys and 27 girls) between 9;0 and 14;11 years old (M = 11;8, SD = 1;10) and their mothers.

Palin parent-child interaction therapy with children with autism spectrum disorder and stuttering.

Introduction: It is estimated that 8% of children who stutter (CWS) have autism spectrum disorder (ASD) Briley & Ellis (2018). There is evidence that interventions for CWS and interventions for children with ASD can be effective, but there is little evidence to guide clinical decision making when working with CWS with a co-existing diagnosis of ASD. Palin Parent-Child Interaction (PCI) therapy Kelman & Nicholas (2020) is an evidence-based intervention for CWS, with the authors suggesting that the approach may be beneficial for CWS with ASD.

The role of temperament in stuttering frequency and impact in children under 7.

Introduction: Increased emotional reactivity and decreased regulation have been associated with increased stuttering severity and frequency in preschool children who stutter (CWS) and may be predictors for the development of negative reactions to stuttering in young children. Understanding which children are likely to be impacted to a greater or lesser degree has implications for clinical decision making. Associations between temperament and stuttering impact have been explored with older CWS, but not with preschool CWS.

Consensus Guidelines for the Assessments of Individuals Who Stutter Across the Lifespan.

Purpose This project sought to develop consensus guidelines for clinically meaningful, comprehensive assessment procedures for people who stutter across the lifespan. Method Twelve expert clinicians and researchers who have written extensively about stuttering provided detailed descriptions of the type of data that they routinely collect during diagnostic evaluations of preschool children, school-age children, adolescents, and adults who stutter. Iterative content analysis, with repeated input from the respondents, was used to identify core areas that reflect common domains that these experts judge to be important for evaluating stuttering for varying age groups.

Contemporary issues with stuttering: The Fourth Croatia Stuttering Symposium.

Purpose: During the 2019 Fourth Croatia Clinical Symposium, speech-language pathologists (SLPs), scholars, and researchers from 29 countries discussed speech-language pathology and psychological practices for the management of early and persistent stuttering. This paper documents what those at the Symposium considered to be the key contemporary clinical issues for early and persistent stuttering.

Methods: The authors prepared a written record of the discussion of Symposium topics, taking care to ensure that the content of the Symposium was faithfully reproduced in written form.

Temperament and the Impact of Stuttering in Children Aged 8-14 Years.

Purpose The goal of this study was to evaluate possible associations between child- and mother-reported temperament, stuttering severity, and child-reported impact of stuttering in school-age children who stutter. Method Participants were 123 children who stutter (94 boys and 29 girls) who were between 9;0 and 14;10 (years;months) and their mothers. Temperament was assessed with the revised child and parent version of the Early Adolescent Temperament Questionnaire-Revised (Ellis & Rothbart, 2001).

Palin Parent-Child Interaction Therapy: The Bigger Picture.

Purpose: Palin Parent-Child Interaction therapy (Kelman & Nicholas, 2008) is an evidence-based intervention for young children who stutter. The evidence consists of multiple single-subject replicated studies, and this demonstrates that the intervention is effective. The aim of this study was to enhance the evidence base by exploring the effectiveness of the therapy with a large cohort of children who stutter.

The Most Important Therapy Outcomes for School-Aged Children Who Stutter: An Exploratory Study.

Purpose: The aim of this article was to identify what school-aged children who stutter consider to be the most important outcomes from therapy.

Method: A Delphi approach was employed for the study. Eighteen participants aged 9-13 years completed a survey, generating 90 statements that would constitute successful therapy outcomes.

Introduction to the Special Issue: The 11th Oxford Dysfluency Conference.

The purpose of this introduction is to provide an overview of the articles in this special issue of AJSLP. These articles originated from the presentations at the 11th Oxford Dysfluency Conference in September 2017.

The Palin Parent Rating Scales: Parents' Perspectives of Childhood Stuttering and Its Impact.

Purpose: The goal of this study is to explore the psychometric properties of the Parent Rating Scales-V1 (S. K. Millard, S.

Effectiveness of intensive, group therapy for teenagers who stutter.

Background: Treatment of adolescents who stutter is an under-researched area that would benefit from greater attention.

Aims: To investigate whether an intensive treatment programme for older teenagers who stutter, aged over 16 years of age, is effective in reducing overt and covert aspects of stuttering.

Methods & Procedures: A repeated-measures, single-subject experimental design was replicated across participants.

Palin Parent Child Interaction and the Lidcombe Program: clarifying some issues.

Purpose: The authors used the "1000-bites" format (Onslow & Yaruss, 2007) to discuss two therapies used with preschool children who stutter: Palin Parent Child Interaction and the Lidcombe Program. The aim is to provide background to the therapies and to explore the differences and similarities between the approaches and research plans for them.

Method: The format is designed to give the reader the feeling of contemporaneous observation of conversation between the authors.

The Stammering Information Programme: a Delphi study.

Purpose: To find out what information children, parents and education staff feel would be important to know to support a child who stutters in the educational environment, in order to develop appropriate resources.

Method: A Delphi study was carried out to seek the opinions of experts about the information to include. A structured six stage process was completed in order to gain consensus within four expert panels: children who stutter (CWS) aged 7-11 (n=25); young people who stutter aged 12-18 (n=27); parents of children and young people who stutter aged 2-18 (n=67); and members of the education workforce (n=35).

Working with young children who stutter: raising our game.

Several therapy programs have been demonstrated to be effective in supporting the development of fluency in preschool children who stutter. However, there is increasing evidence in allied fields suggesting that a positive therapy outcome cannot be entirely attributed to the therapy program itself, but also depends on what the therapist brings to the therapeutic context. This article seeks to discuss the therapist's skills and attributes that play a part in the development of the therapeutic alliance, which underpins therapy involving parents of young children who stutter.

Is parent-child interaction therapy effective in reducing stuttering?

Purpose: To investigate the efficacy of parent-child interaction therapy (PCIT) with young children who stutter.

Method: This is a longitudinal, multiple single-subject study. The participants were 6 children aged 3;3-4;10 [years;months] who had been stuttering for longer than 12 months.