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Material and Methods: A questionnaire was built using assessments published in current literature, which consists of 14 sections. The first section gathers demographic information such as age, gender, and level of education as well as history of speech therapy services (e.g. “do you consult a speech therapist?”). The second section asks about the ability to communicate verbally in public in social situations and the possible causes that impact a student’s ability to communicate effectively. The third section deals with the attitudes of the student before, during and after communicating, specifically focusing on questions related to stuttering. The proposed assessment also identified the severity of stuttering as well as any secondary behaviours associated with stuttering (e.g. eye blinking, tics, face spasms, etc.). Sections 4 through 13 are concerned with questions related to communication disorders such as: articulation disorders, language delays, dysphasia, swallowing disorders, hearing loss, cleft lip or palate, aphasia, attention disorders, dyslexia, and dysphonia. The last section deals with acoustic analysis, using Praat Software, where a recording of the sustained vowel /a/ is performed by each participant in order to have an overview of the following acoustic parameters: pitch, harmonics to noise ratio, shimmer and jitter. Participants included in this study were between 18 and 22 years of age who were in their 1 or 2 year of department of science of the Ben M’Sik College -University Hassan II Mohammedia.

Development of a Minimum Protocol for the Assessment of Communication Disorders within Moroccan Students