Effects of task variations on language productivity, syntactic complexity, and stuttering in children who stutter

ABSTRACT

Purpose. The aim of this preliminary study was to compare the effects of variations in task demands on: (a) language productivity in sentences categorised into stuttered vs. non-stuttered sentences; (b) syntactic complexity in stuttered vs. non-stuttered sentence categories, and (c) stuttering and typical disfluencies in school-age children who stutter (CWS). Language Sample Analysis (LSA) was conducted on samples from three tasks – Conversation, fable retell, and critical thinking based on the fables. Methods. Participants were 14 CWS categorised into younger (9 to 12-year-olds, n = 8) and older age groups (13 to 15-year-olds, n = 6). The Computerized Language ANalysis program was used to conduct language and disfluency analyses. Repeated measures analysis of variance and nonparametric statistical analyses were used to investigate: (a) Language productivity in total number of words and sentences by task and sentence category; (b) Syntactic complexity at the word- (use of metacognitive verbs), phrase- (use of verb phrases), and utterance (Mean Length of Utterances in words, MLUw) levels by task and sentence category; and (c) Disfluencies measured using % stuttered syllables (%SS) and % typical disfluencies (%TD). Results and Conclusions. Task effects in language productivity did not differ by sentence category and suggested limited influences of propositionality and volubility in stuttering. In contrast, higher syntactic complexity was obtained in the stuttered compared to non-stuttered sentences at the word, phrase, and utterance levels and it was the same task – conversation, that elicited the effect. Additionally, variations in task demands did not result in significant differences in %SS. The findings inform assessment planning with the selection of tasks guided by task demands and assessment requirements.

KEYWORDS:

• Stuttering
• typical disfluencies
• task variations
• language productivity
• syntactic complexity

Acknowledgments

We are grateful to our participants and acknowledge Ms. Linda Hinderscheit for assistance with participant recruitment. We acknowledge Shriya Basu for assistance with data collection, Jenna Swaney, Michael Kamano, and Morgan St. Marie for assistance with data transcription and verification of coding. Jenna and Michael participated in this research through the Dean’s First-Year Research and Creative Scholars Program. We wish to thank Dr. Nan Bernstein Ratner for guidance on using the CLAN program for data analysis and for providing input on a draft version of the manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Learning outcomes

1. As a result of this activity, the participant will be able to summarise the findings in the literature on the effects of task demands on language productivity and syntactic complexity in school-age children.

2. As a result of this activity, the participant will be able to identify relevant language sample analysis measures that can be used to assess the effects of task demands on syntactic complexity.

3. As a result of this activity, the participant will be able to assess the effects of variations in task demands on stuttering.

Additional information

Funding

The research was supported by a Grant-In-Aid award to the first author from the College of Liberal Arts, University of Minnesota.