1. Running head: EFFECTIVE WAYS FOR SLPS TO TREAT STUTTERING 1
Effective ways for SLPs to Treat Stuttering
Sha’Quiria Ransom
The University of Mississippi

2. EFFECTIVE WAYS FOR SLPS TO TREAT STUTTERING 2
Abstract
In the field of communication sciences and disorders, Speech-Language Pathologists
(SLPs) treat vast amounts of articulation disorders that have many approaches/methods in terms
of treatment. However, when it comes to the particular articulation disorder, stuttering, SLPs
often find themselves stumped or limited to only traditional text book methods because of the
lack of known knowledge of stuttering. In fact, the only thing that is certain about stuttering is
that it is characterized by disruptions in the production of speech sounds, also called
“disfluencies”. Since stuttering has been concluded to be disfluencies of speech, the methods of
stuttering modification, fluency shaping, cognitive behavior therapy, and self-modeling, which
are all traditional methods, can be effective in treating stuttering when all combined together or
various combinations of them as one cohesive approach to therapy treatment.

3. EFFECTIVE WAYS FOR SLPS TO TREAT STUTTERING 3
Effective Ways for SLPs to Treat Stuttering
Introduction with Literature Review
Stuttering, as defined by the National Institute on Deafness and other Communication
Disorders (NIDCD), is a speech disorder in which sounds, syllables, or words are repeated or
prolonged, disrupting the normal flow of speech. Stuttering has no known cause, but experts
suspect that genetic and environmental factors may trigger the onset of stuttering.
Stuttering which is sometimes referred to as “stammering” or “disfluent speech,” affects
roughly three million Americans. It typically occurs in children between the ages of two and five
as they are developing their language skills and it three to four times more likely to occur in boys
than girls. Furthermore, about 75% of children ages 2-5 who stutter will begin to stop or recover
as they grow older. The reason for their spontaneous recovery, like the etiology of stuttering, is
also unknown.
Although the etiology of stuttering is unknown, the methods for treating stuttering are
bountiful. There are numerous techniques and approaches that Speech-Language Pathologists
use in therapy to treat stuttering, such as stuttering modification, cognitive behavior therapy,
fluency shaping, and self-modeling. Each of these methods is unique in their own way and also
similar in some aspect. With that being said there is also a lot of speculation among professionals
as to which are effective and which are not so effective.
Some experts believe that stuttering modification is effective in treating those that stutter.
In fact, those who promote stuttering modification such as Blomgren, Callister, Merrill & Roy,

4. EFFECTIVE WAYS FOR SLPS TO TREAT STUTTERING 4
(2005) claim that teaching the individual who stutters to stutter less severely is critical to
treatment. As mentioned in the literature, Intensive Stuttering Modification Therapy, “stuttering
modification therapies are based on combinations of [processes] directed at desensitization of
stuttering, increasing acceptance of one’s stuttering moments, when they occur” (Blomgren et.
al., 2005, p. 510).
Others insist that cognitive behavior therapy will ease the presence of stuttering (Block,
Menzies, O’Brian, Onslow, Packman & St. Clare, 2008). Cognitive behavior therapy is used
because it targets anxiety which is speculated to be the underlying cause of stuttering. So if the
patients irrational thoughts are modified then the anxiety should be curved, thus achieving the
goal of cognitive behavior therapy (KOC, 2010).
Some suggest fluency shaping is the most effective way to curve the articular aspect of
stuttering. The goal of fluency shaping is to teach a new way of speaking that is in compatible
with stuttering (Brundage, Burgess, Whelan, 2013). Fluency shaping teaches the individual who
stutters to speak more fluently. Blomgren et. al., 2005, insists that you achieve the goal of
fluency shaping by applying techniques that facilitate a new speech production pattern that
operates within the speaker’s speech motor control abilities (p. 510). Ingham & Prins (2009)
similarly agree with Blomgren by stating fluency shaping teaches the person who stutters to
produce speech in a manner that prevents the fluency disruptions that trigger stuttering reactions.
Cream, Menzies, O’Brian, Onslow & Packman, (2009), idealistically believe that self-
modeling is more highly effective as opposed to other methods. Self-modeling helps the

5. EFFECTIVE WAYS FOR SLPS TO TREAT STUTTERING 5
individual affected by stuttering because it shows the patient information (typically a video
recording of the patient producing stutter free speech) on how to best perform skills. It also helps
them to believe in their self because they can see themselves speaking without stuttering, thus
they gain belief in their capability and their self-efficacy is enhanced (Cream et. al., 2009,
p.589).
Although there are numerous ways to administer therapy for stuttering, the fact that there
is no known cause must be kept in mind because since there is no known cause there is also no
known cure either. The aforementioned methods and other methods only help ease the presence
of stuttering, not stop it all together. Furthermore, stuttering also varies from individual to
individual, critical factors such as the severity, the age of said client, gender, heredity, and other
environmental factors must be considered and taken into account before deciding if therapy is
indeed needed and what particular method should be used in regards to therapy.
Primary ResearchProject Methods, Findings, and Discussion
My methods for orchestrating the mini-scale project consisted of interviews with two
doctorate level professors in the Communication Sciences and Disorders department at the
University of Mississippi who specifically have an emphasis on treating stuttering. I composed
an email comprised of the three questions I formulated for the interviews, an introduction of my
prospectus, and of course a greeting asking for their cooperation to participate in the project.
Once the interviews were completed, I used the feedback I received in conjunction with the
secondary research I had previously done of the literature I included in my literature review to
formulate an answer to my question.

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When choosing who to interview for my in-depth interviews, I thought it would be most
beneficial to interview those who have done years and years of research on stuttering. I chose to
interview two SLPs who have and abundance amount of experience from doing their own
personal research and expertise from administering therapy to their own clients. Dr. Greg
Snyder, Ph.D., CCC-SLP, Associate Professor for the department of CSD at Ole Miss and Dr.
Robin Edge, Ph.D., CCC-SLP. Assistant Professor for the department of CSD at Ole Miss was
asked to participate. Because both Dr. Snyder and Dr. Edge have hectic schedules (being that
they are both clinicians, but professors as well) I decided it would be best to conduct their
interviews via email. After sending out emails to both, I only received one response instead of
the two responses I had anticipated on receiving. Needless to say, this caused some frustration
because I was really counting on having two different perspectives.
With only one response to include in my findings, I had to rely a little more on what little
research I had done myself than what I had intended to. Never the less, after receiving my one
response which was from Dr. Snyder, I recorded it and along with my small knowledge that I
had learned from researching stuttering, I proceeded on with my project.
I discovered from the questions that I asked Dr. Snyder, which pertained to which
methods/techniques are and are not most effective and how improvements should be made to
said methods/techniques, that those are not questions that can be answered easily. The reason
being as stated by Dr. Snyder,
“I can cite any number of “snake oil” treatments and cures that don’t work. But the
bigger question is ------ what is the treatment objective? If the treatment objective is

7. EFFECTIVE WAYS FOR SLPS TO TREAT STUTTERING 7
to become a fluent person for a person with persistent developmental stuttering, then
no treatment will work, and thus they all will not be effective. So the better question
here is: (a) what is the right objective for the patient at this time? (b) What treatment
objectives best get us to meet that objective”? He also stated that “If they are
persistent developmental stutters, then it depends on their season of life that they’re
in. The way I treat a seven year old will be different than a 14 year old, which is
different from a 21 year old, etc…” (G. Snyder, personal communication, November
12, 2013).
Proposed ResearchMethods
Because this particular research proposal is on a much smaller scale, I am unable to
access the large quantities of data and funding that would be necessary for this research proposal
to reach its full potential. Being very limited with time and resources, my research proposal has
been condensed while still meeting the necessary requirements. If I were given more time and
were able to pursue additional resources, I would spend several months gathering and analyzing
data, observing actual people who stutter, and producing a much larger scale research proposal.
If this were to happen, I would observe several SLPs administering various methods/techniques
to their clients, interview people who stutter and have stuttered for years, and interview several
SLPs based on their levels of expertise in the area of stuttering.
I would observe the methods, stuttering modification, cognitive behavior therapy, fluency
shaping, self-modeling, mentioned earlier in the introduction of this prospectus being used to
treat a variety of clients ranging from young to old in age. I would carefully note based on age

8. EFFECTIVE WAYS FOR SLPS TO TREAT STUTTERING 8
and gender which method would be/seemed to be effective for therapy, I would also note how
long have they been receiving that particular type of therapy or how long have they been treated
using that particular method, and have both the client and SLP noticed any improvements in the
client’s speech. Another thing I would make note of would be to focus primarily on the growth
and progress of each patient and record my findings over a long period of time. Spending more
time observing a large collection of individuals would allow for an extensive amount of data, and
it would allow me to further my research on this topic.
Along with spending more time observing and surveying clients who stutter and receive
the aforementioned therapy techniques, I would also spend a great deal of my time conducting
face-to-face interviews with SLPs who have been working with said methods for various time
spans. I feel as though my research would be benefitted significantly by data collected from
direct interviews with at least ten SLPs. In my interviews with SLPs I would ask more specific
and detailed questions than were asked in my preliminary interview questionnaire. I would be
interested in knowing more about their personal experiences with stuttering modification,
cognitive behavior therapy, fluency shaping, and self-modeling. I would also ask questions that
would allow the SLP to describe therapy sessions he/she has had with patients in order to
discover how each method differs from client to client depending on age, gender, race, and even
socioeconomic status.
Lastly, I would want to interview clients who have received multiple types of therapy or
combinations of the previously mentioned techniques. I would like to interview at least six
clients: two children aged 5-11, one boy and one girl; two teenagers aged 12-19, one male and

9. EFFECTIVE WAYS FOR SLPS TO TREAT STUTTERING 9
female; two adults age 20 and older, one male and one female. I would like for at least one of
these clients to have received a combination of the methods during therapy. This will allow us to
learn more about the effectiveness of each method and if they are compatible enough to be
interchangeable or used in conjunction with each other. Some of the questions I would ask in
these interviews are, which form of therapy do you like best, stuttering modification, cognitive
behavior, fluency shaping, or self-modeling, do you feel like your therapist plays an important
role in your success, how close of a relationship do you have with the SLP you work with, how
often do you do said therapy, if you could change one thing about that particular therapy
technique what would it be. What is your favorite part of that therapy, if any, and what is your
least favorite part about that therapy, if any? While conducting these interviews I would be sure
to video record (with high quality sound) them and write down feedback that the interviewee was
saying. I have already done two interviews via email and barely received feedback so I would
not want to do any more like that. Instead, I would plan for all of those to be face-to-face
interviews. This would provide me with a vast amount of data to analyze and to compare with
the observations and other interviews held.
Conclusion
Stuttering is the “unknown” in the field of CSD because there is no definite cause, cure,
or specific therapy technique to treat it. Stuttering varies from individual to individual, and all
factors, including, but not limited to severity, age, gender, heredity, and other environmental
factors must be assessed and taken into account before therapy can be considered and be
administered. Thus, there is no particular therapy method that is right or wrong, but simply

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some that are more effective in easing the presence of stuttering depending on that particular
patient or client; treatment must be client specific, tailored just for that particular client.

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References
Blomgren, M., Roy, N., Callister, T., & Merrill, R. M. (2005). Intensive Stuttering Modification
Therapy: A Multidimensional Assessment of Treatment Outcomes. Journal Of Speech,
Language & Hearing Research, 48(3), 509-523. doi:10.1044/1092-4388(2005/035)
Brundage, S., Whelan, C., & Burgess, C. (2013). Brief Report: Treating Stuttering in an Adult
with Autism Spectrum Disorder. Journal Of Autism & Developmental Disorders, 43(2),
483-489. doi:10.1007/s10803-012-1596-7
Cream, A., O'Brian, S., Onslow, M., Packman, A., & Menzies, R. (2009). Self-modelling as a
relapse intervention following speech-restructuring treatment for stuttering. International
Journal Of Language & Communication Disorders, 44(5), 587-599.
doi:10.1080/13682820802256973
Ingham, R. J., Finn, P., & Belknap, H. (2001). The Modification of Speech Naturalness During
Rhythmic Stimulation Treatment of Stuttering. Journal Of Speech, Language & Hearing
Research, 44(4), 841-8
KOÇ, M. (2010). THE EFFECT OF COGNITIVE-BEHAVIORAL THERAPY ON
STUTTERING. Social Behavior & Personality: An International Journal, 38(3), 301-
309.

12. Menzies, R. G., O'Brian, S., Onslow, M., Packman, A., St Clare, T., & Block, S. (2008). An
Experimental Clinical Trial of a Cognitive-Behavior Therapy Package for Chronic
Stuttering. Journal Of Speech, Language & Hearing Research, 51(6), 1451-1464.
Prins, D., & Ingham, R. J. (2009). Evidence-Based Treatment and Stuttering--Historical
Perspective. Journal Of Speech, Language & Hearing Research, 52(1), 254-263.