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The German Communication Attitude Test for Preschool and Kindergarten Children Who Stutter (KiddyCAT-G): Reliability and First Reference Data | OMICS International | Abstract
ISSN: 2472-5005

Journal of Speech Pathology & Therapy
Open Access

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The German Communication Attitude Test for Preschool and Kindergarten Children Who Stutter (KiddyCAT-G): Reliability and First Reference Data

Sandra Neumann1*, Christian Rietz2, Martine Vanryckeghem3, Regina Tiefenthaller1 and Prisca Stenneken1
1Department of Pedagogics and Therapy in Speech-Language Disorders, Faculty of Human Sciences, University of Cologne, Cologne, Germany
2Department of Mixed Methods Research, University of Education Heidelberg, Germany
3College of Health and Public Affairs, University of Central Florida, Orlando, USA
*Corresponding Author: Sandra Neumann, Department of Pedagogics and Therapy in Speech-Language Disorders, Faculty of Human Sciences, University of Cologne, Germany, Tel: 0049-221-470550, Email: [email protected]

Received Date: Dec 10, 2018 / Accepted Date: Dec 26, 2018 / Published Date: Jan 02, 2019

Citation: Neumann S, Vanryckeghem M, Tiefenthaller R, Rietz C, Stenneken P (2019) The German Communication Attitude Test for Preschool and Kindergarten Children Who Stutter (KiddyCAT-G): Reliability and First Reference Data. J Speech Pathol Ther 3: 138

Copyright: © 2019 Neumann S, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

 
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Abstract

Objective: To investigate reliability and describe reference data of the KiddyCAT-G, an authorized German adaptation of the ‘Communication Attitude Test for preschool and kindergarten children who stutter.

Method: Children (3.0-5.11 yrs) who do not stutter (CWNS; n=150) and children who stutter (CWS; n=30) completed the KiddyCAT-G. In order to determine test-retest reliability, the KiddyCAT-G was re-administered to a sub-sample of children (n=35; CWNS: n=15, CWS: n=20) one week later. Their parents completed a sociodemographic questionnaire.

Results: The KiddyCAT-G had moderate to high values of internal consistency for both groups (CWNS: α=0.61; CWS: α=0.79), as well as high test-retest-reliability (r=0.983, p<0.001). Group comparisons showed significantly higher mean scores for CWS (M=3.73, SD=2.92) than for CWNS (M=1.47, SD=1.65). In both groups, younger children (3.0–4.6 yrs) scored descriptively higher than older ones, a difference that was non-significant for the CWS, but significant for CWNS.

Conclusion: The internal consistency and test-retest-reliability of this assessment tool of communication attitude supports its use by SLPs for clinical and research purposes in German-speaking children. Data of 150 CWNS give first reference values.

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