Efficacy Of The Modifying Phonation Intervals

All people stumble over words; however, they quickly move on from it. For a person who suffers from stuttering just the simple anticipation of a disfluency occurring can have a person filled with fear, anxiety and even anger. Stuttering can prevent people from wanting to engage in social situations with the fear of embarrassment that their disorder can cause them. Stuttering is a fluency disorder which causes interruptions in the flow of speech. These interruptions are called disfluencies and can affect people of all ages. Although more than 70 million people stutter worldwide, 3 million of them Americans, stuttering is the least common speech disorder. Children are affected by stuttering between the ages of two and five. Boys are twice as likely to stutter as girls. About one percent or less of adults stutter.

Due to the fact that stuttering is a well-researched disorder, many professionals have come up with different treatment plans. Nonetheless, we will only cover the 4 main treatment approaches, which are as follows: family system therapy, cognitive-behavioral therapy (CBT), fluency shaping (modification), and stuttering modification. Each of the therapy approaches listed above have their own unique way of helping individuals who stutter. The family systems therapy is used primarily for children who stutter. Through the use of the family systems therapy, the treatment focuses on the “family unit as a whole” (Fogle, 2013, p. 213). Therefore, the clinician takes into consideration how a child’s stuttering affects everyone in the household and what they can do to help minimize the

Stuttering is based on human nature and can be easily understood. It is characterized by abnormally high frequencies, and/or the duration of stoppages in the forward flow of speech (Guitar, 2006). While all the children in these videos seem to be nice kids, their disfluency holds them back from meeting social needs. Carolina is one of the children being documented in the video “Speaking of Courage”. Her family immigrated from South America to Canada where she attends grade school. After coming back home from school one day, she cried to her parents because she was unable to make any friends at school. Distraught over their daughters breakdown, her parents enrolled her in speech therapy where she worked and improved under a clinician’s supervision. Carolina’s speech was characterize

Verbatim: The Lidcombe Program is a parent implemented behavioural treatment that uses methods known as verbal response contingencies for stutter free speech and unambiguous stuttering. (Packman, 2014) The program also requires measurements of stuttering severity from both you and I, which will allow the application of treatment goals consisting of 2 stages. Stage 1 is to achieve no stuttering or nearly no stuttering, and then stage 2 requires the maintenance of no stuttering or nearly no stuttering for a long period of time, which are both guided by the measurement of your child’s stuttering severity. You are also required to come in to clinic once every week so I can monitor your child’s progress and answer

Fluency shaping teaches the person who stutters (PWS) to “prevent fluency disruptions that trigger stuttering reactions”(Prins & Ingham, 2009, p. 254). The treatment goal of fluency shaping is to restructure an individual’s speech by completely eliminating dysfluencies in order to achieve stutter-free speech. Speech restructuring refers to an approach that helps a person who stutters develop and use a new speech pattern (Blomgren, 2010, p. 275). According

The judges were made up of 14 people who stutter, 14 SLPs (Speech Language Pathologists) and 14 naïve listeners. A 9-point scale was used to rate the naturalness of speakers who do and do not stutter. The three judging groups varied greatly in how severely they judged the speech samples. The naïve judges were the most critical while the people who stutter were the least critical. All groups agreed that the slower the speech rate was the more unnatural the speech was perceived. In reference to the control group of the non-stutters all groups perceived the non-stutters to sound more

Participants were asked to view their VSM recordings at least two times per week and to keep a viewing-log to record personal reflections and the date. In each week of the baseline and treatment phases, three 5-min speech samples were obtained in the following speaking conditions: (a) a face-to-face conversation with an unfamiliar volunteer, (b) a phone conversation with an unfamiliar volunteer, and (c) a conversation at home or work with a familiar person. Authors calculated %SS and syllables spoken per minute (SPM) from the samples to determine whether reductions in stuttering were achieved. The Self-Efficacy Scale for Adults Who Stutter (SESAS) was used to measure participants’ confidence in entering a variety of beyond clinic talking situations. The Locus of Control of Behavior (LCB) was used to assess the extent to which participants perceived events as being under their personal control. The Perceptions of Stuttering Inventory (PSI) was used to assess participants’ perceptions of their stuttering in terms of the parameters of expectancy (PSI-E), avoidance (PSI-A), and struggle behaviors (PSI-S). Exit interviews were conducted to discuss any changes experienced in speech fluency, attitudes and feelings about speech, viewing practices including frequency of viewing, and

Throughout this 16-week course, I have learned about numerous types of communication disorders. Learning about all of these disorders brought my attention to the varying degrees of disorders and the effects they have on both children, adolescents, and adults. Nonetheless, the disorder that caught my attention the most was stuttering. The main reasoning behind this is because it’s a disorder that, although more apparent in children, has the ability to affect individuals of all ages. In addition, the etiologies behind these disorders are fascinating to me. Therefore, this lead me to wanting to do more research on this disorder which, subsequently, lead me to choose stuttering for my final project and paper.

Speech therapy can help children with stuttering in many different ways. In the first assessment with the stuttering child, the speech therapist collects information about family history. Also, they assess the severity of the condition of the child. To become a candidate of the treatment a child must display five or more speech breaks in every one hundred words. Although it is strongly recommended that a child meet those specifications, a child can still be considered for stuttering treatment even if this specification is not met. If a child substitutes words to avoid stuttering it is highly recommended that he or she starts speech therapy. After the evaluation of a child, the speech pathologists will create a treatment plan to help the

Although there is empirical support for the use of video self-modeling (VSM) as a fluency maintence and recovery tool for children, the effectiveness of VSM as a maintence tool in the treatment of adults has yet to be established. This study evaluated the effectiveness of (VSM) as a recovery tool for adults experiencing a decline after successfully completing a stuttering treatment program. It also explored participants’ viewing practices and perceptions of the use of VSM. Three adult males who recently completed the Comprehension Stuttering Program (CSP) and were unhappy with their level of fluency prior to the study, were the chosen participants. The participants viewed VSM recordings twice a week, for 6 weeks and a final interview was conducted

Stuttering, also called stammering or fluency disorder, inhibits the afflicted person from speaking with ease due to the “involuntary, repetitive, prolongation or cessation” of sounds when trying to speak. Stuttering is a repetition of initial/sound repetition of single syllable word ( I..I..want more cookies or I want, I want, I want the cup.) There are also some core features and secondary features of stuttering. The Core features includes Repetitions, (My-my-my-hat), Prolongations(rrrrraaabit) and blocks. The secondary features are, Escape behaviors(Head nods, stamping the floor) , Avoidance behaviors(word and sound avoidance) , Feelings and attitudes (stress, anxiety, guilt).

The first article read was Max & Gracco’s piece on coordination between oral and laryngeal movements. The article compared the stop gap (SG), voice onset time (VOT) and devoicing interval (DI) between adults who stutter and nonstuttering adults, to determine if the coordination of the muscles of the oral and laryngeal apparatuses has an effect on PWS. They found that while there were some differences between PWS and nonstuttering individuals, they could not correlate the coordination oral and laryngeal speech movements to timing difficulties that impact stuttering. They did find that the relative timing of speech movements between PWS and nonstuttering individuals was the same, but that the actual time for PWS was delayed from the nonstuttering

Speaking in front of crowds or to strangers can be difficult for those who display disfluency of speech such as: stuttering and

In this world we live in, people are just uneasy with things that go against them. John Doe, a student at a college had a teacher which fits the previous statement. That’s because if anything people can help stutters with, it would be patience. People are losing patience for small things that needn’t any force to get them through. Many examples in history have been recorded, but I guess people are not learning from examples. A case that matches the uneasy patience with things is with stutters. This case is very easy to deal with, but people tend to ignore it. That leads to a very narrow path for people with stutter problem to go through. The problem is very dangerously ignored that ignoring it is the danger itself.

Penelope is a 4 1/2 year old who began to stutter between 6 - 12 months ago. She demonstrates mostly sound-syllable repetitions, occasional blocks, and some repetitive / starter phrases (“and also, and also…”). Per parent report, Penelope has a family history of stuttering (with recovery), and an upward trend of the stuttering becoming more frequent and tense since the onset. Therefore, intervention was initiated. The main concepts that are the focus at the current time are a) both bumpy speech and smooth speech are OK (being open and talking about stuttering, and reinforcing that both ways are “OK” ways to talk), b) saying words one time (decreasing repetitions) and c) speaking slower (decrease tension). We have been loosely implementing