Estimating the Prevalence of Specific Learning Disorder, Attention-Deficit/Hyperactivity Disorder, and Autism Spectrum Disorder in Japanese School-Age Children Who Stutter

Abstract

Purpose: This study aimed to predict special educational needs in children who stutter (CWS) using a screening test for three neurodevelopmental disorders (specific learning disorder [SLD], attention-deficit/hyperactivity disorder [ADHD], and autism spectrum disorder [ASD]). While most previous studies have been conducted by speech-language pathologists, this study was conducted in an educational setting. Additionally, we investigated correlations between children's scores in scales for assessing neurodevelopmental disorders and stuttering severity. Method: Participants were 116 CWS (ages 6–12 years) from resource rooms for speech-language disorders in Japan. Speech-language teachers in resource rooms were asked to evaluate CWS and respond to the Learning Disabilities Inventory–Revised, ADHD Rating Scale, and Autism Spectrum Screening Questionnaire. Results: We received 90 valid responses with no missing values. Among them, 32 (35.5%) children were judged as having difficulties related to SLD, ADHD, and ASD in school life. Among them, 23 (25.6%) were SLD suspected, 12 (13.3%) were ADHD suspected, and nine (10.0%) were ASD suspected. Difficulty in speaking, writing, math, and hyperactivity/impulsivity was significantly and positively correlated with stuttering severity. Moreover, in the group of CWS with suspected neurodevelopmental disorders, the distribution of scores related to SLD was skewed toward high scores. Conclusions: CWS in this study showed higher rates of suspected SLD, ADHD, and ASD within a school setting compared with the rates for typically developing children surveyed in Japan in 2012 through another prior study. In addition, the effect of stuttering severity on academic skills is discussed.