Stuttering is a complex communication disorder that impedes the normal flow and pattern of speech, which is characterized by involuntary audible or inaudible pause, repetitions, prolongations, blocks, etc. Other than the core behaviors, people who stutter experience various other problems such as fear, anxiety, depression, shame, etc., which can in turn affect the quality of life (QOL). The purpose of this study is to develop a questionnaire in order to assess the QOL of people who stutter. A total of 30 participants aged between 18 and 30 years were enrolled for the study. Out of the stutterers included, 15 were employed and 15 were non-employed/students. The study was carried out in two phases. The first phase involved the development of a questionnaire based on literature search and available tests. The second phase involved administering the validated questionnaire on the participants. The questionnaire consisted of six domains targeting (1) speech-related fear and anxiety, (2) interpersonal and social relationships, (3) behavioral reaction to stuttering, (4) educational status, (5) employment and job opportunity, and (6) effect of speech therapy. For each item, response scales were organized (2—almost always, 1—sometime, 0—not at all). Developed questionnaire showed good content validity for all the domains and questions. The result of Cronbach's alpha for each domain indicates moderate internal consistency and excellent internal consistency for the overall questionnaire. Multiple domains were observed to be affected among adults who stutter, and the differences were not found to be significantly different as compared to the available QOL data from other cultural settings.

Background: VEMPs are used to evaluate the function of otolith system. cVEMP evaluate the function of saccule and oVEMP evaluate the function of utricle. There are equivocal findings in the test-retest reliability of cVEMP and oVEMP response among the young adult's groups. Therefore, the present study was taken up to see test-retest reliability the test-retest reliability of cVEMPs (with and without integrated visual feedback system) and oVEMP parameters across different age groups. Method: A total of 60 participants were included among the three groups (young adult, middle adult and old adult) with an equal number of in each group. cVEMP and oVEMP were performed thrice for all the participants to see the test-retest reliability. Results: Present study results showed test-retest reliability was fair to good and above for all the parameters for cVEMP as well as oVEMP response. cVEMP peak to peak amplitude retest reliability with integrated visual feedback showed more reliability than without integrated visual feedback system in middle and old adults. Conclusion: It can be concluded from the current study that cVEMP and oVEMP testing procedures are reliable in the young, middle and old adult groups during and between test recordings.

Background: This scoping review aimed to systematically identify communication strategies used during Joint Media Engagement (JME) and examine their associations with developmental outcomes and contextual factors. Methods: A systematic search of seven databases (up to April 2025) was conducted using Rayyan, following PRISMA-ScR guidelines; 26 studies met inclusion criteria and were synthesized to categorize parent communication strategies and their theoretical underpinnings. Results: Fifteen distinct communication strategies were identified and organized into four theoretical frameworks; Social Learning, Sociopragmatic, Behaviourist, and Theory of Mind along with a fifth category for technical scaffolding. Strategies aligned with Social Learning were most frequently reported and consistently associated with improvements in children’s language, cognitive, and socio-emotional outcomes. Findings also showed that JME strategies vary based on contextual factors, including parent type, geography, device type, media content, and child characteristics. Although most studies did not explicitly focus on JME, those employing mixed methods provided deeper insights. Conclusions: JME is shaped by both interaction quality and context, with Social Learning-based strategies playing a central role in supporting child development. The findings highlight the need for more rigorous, JME-focused research across diverse digital formats to strengthen the evidence-based parent coaching approaches to optimize JME practices in early childhood.

Background: Joint media engagement (JME) is recognized as a relational process involving shared participation, media context, and parent–child interaction. This scoping review aimed to identify methods used to evaluate JME and examine the extent to which questionnaire-based measures capture its joint, media, and engagement characteristics. Methods: A search of 6 databases up to May 2025 was conducted following PRISMA-ScR guidelines. Fifty included studies were synthesized to identify evaluation methods, questionnaire characteristics, and reported psychometric properties. Results: JME was evaluated using questionnaires, observations, interviews, diaries, and qualitative methods, with questionnaires being the predominant approach. Questionnaires varied considerably in conceptual coverage. Most captured only one or two JME characteristics, while few integrated all three. Joint characteristics commonly emphasized co-presence or co-viewing frequency; media characteristics addressed devices, activities, or content; and engagement characteristics included cognitive, affective, and technical or physical scaffolding. Many Questionnaires originated from parental-mediation literature and emphasized active or restrictive mediation. Psychometric evaluation was limited and inconsistently reported. Conclusions: Existing Questionnaires capture important JME-related practices but rarely represent JME as an integrated relational process. The findings support developing a psychometrically robust, multidimensional measure that connects participants, media context, and engagement quality and is validated across developmental, cultural, and digital contexts.

Purpose: Stuttering is a neurodevelopmental communication disorder characterized by speech-motor control deficits, leading to significant social, emotional, and behavioral consequences. Motor learning principles (MLPs) provide a structured framework to enhance speech rehabilitation by facilitating the acquisition, retention, and transfer of fluent speech patterns. Despite their established efficacy, limited research has explored the clinical application of MLPs in managing adults who stutter (AWS) in India. This study investigated the perspectives and clinical practices of Indian speech-language pathologists (SLPs) regarding MLP-based interventions for AWS.Methods: A cross-sectional survey was conducted from July 2024 to January 2025 using a validated questionnaire.Results: Responses from 116 practicing SLPs were analyzed using descriptive statistics and chi-square tests. Findings revealed a preference for massed practice over distributed practice, small trials over large trials, and blocked practice schedules over random schedules. SLPs favored simple therapy targets and variable contexts. Feedback preferences included knowledge of performance over knowledge of results, low frequency feedback over high-frequency feedback, and delayed feedback over immediate feedback.Conclusion: While many SLPs’ practices align with MLPs, discrepancies exist, particularly in areas affecting motor skill retention and generalization. Standardized training and clinical guidelines are needed to optimize fluency therapy outcomes for AWS.