This document discusses effective ways for speech-language pathologists (SLPs) to treat stuttering. It reviews several traditional treatment methods, including stuttering modification, cognitive behavior therapy, fluency shaping, and self-modeling. While each method has its proponents, the document notes that the most effective approach depends on individual factors like the patient's age, goals of treatment, and stage of life. Interviews with experts revealed there is no single best treatment, as effectiveness depends on tailoring the approach to each patient's specific needs and objectives. More research is needed, including long-term studies observing patients receiving different methods individually and in combination.
Physical Therapy Research philosophy Thomas HoogeboomOntogenese
I provided this lecture at the ErasmusMC. In this lecture I talk about expert physical therapy, shared decision making, evidence based practice, personalized communication skills and how we should embrace all those elements as scientists in the physical therapy domain.
Physical Therapy Research philosophy Thomas HoogeboomOntogenese
I provided this lecture at the ErasmusMC. In this lecture I talk about expert physical therapy, shared decision making, evidence based practice, personalized communication skills and how we should embrace all those elements as scientists in the physical therapy domain.
Doing Qualitative Interview (updated jan 2011) Hora Tjitra
Introduction lecture to qualitative data collection. Doing interviewing, what are important, what to pay attention to, what different types of interviewing, critical discussion on doing qualitative interviewing.
CBE16 - Advanced Strategies to Predict Digital Marketing ROICraftBev
In this presentation, we explore how exactly to calculate ROI and ROAS in order to better understand your digital marketing and its return on investment. We cover core concepts, walk step-by-step through the calculation process, and highlight important considerations and tips. Originally presented at the 2016 Craft Beverage Expo in Oakland, CA.
CBE16 - using technology to grow your businessCraftBev
Growth goes beyond the volume you produce. It is also about the manner in how well you produce and how your business functions. Using the tools of technology can help you focus beyond fermentation. Less chaos, more visibility, accurate accountability, promoting teamwork and collaboration are a few of the benefits when you take advantage of technology. Discover the possibilities of how technology can help you grow as a business.
CBE16 - Beyond Style: Make Your Package a Marketing PowerhouseCraftBev
Great packaging is critical to the success of your beverage brand – and it’s about much more than aesthetics. Branding expert Cynthia Sterling will explain the role each packaging component plays in delivering your brand message and generating sales. From closure to back label, we’ll explore the marketing value vs. cost of each element.
Doing Qualitative Interview (updated jan 2011) Hora Tjitra
Introduction lecture to qualitative data collection. Doing interviewing, what are important, what to pay attention to, what different types of interviewing, critical discussion on doing qualitative interviewing.
CBE16 - Advanced Strategies to Predict Digital Marketing ROICraftBev
In this presentation, we explore how exactly to calculate ROI and ROAS in order to better understand your digital marketing and its return on investment. We cover core concepts, walk step-by-step through the calculation process, and highlight important considerations and tips. Originally presented at the 2016 Craft Beverage Expo in Oakland, CA.
CBE16 - using technology to grow your businessCraftBev
Growth goes beyond the volume you produce. It is also about the manner in how well you produce and how your business functions. Using the tools of technology can help you focus beyond fermentation. Less chaos, more visibility, accurate accountability, promoting teamwork and collaboration are a few of the benefits when you take advantage of technology. Discover the possibilities of how technology can help you grow as a business.
CBE16 - Beyond Style: Make Your Package a Marketing PowerhouseCraftBev
Great packaging is critical to the success of your beverage brand – and it’s about much more than aesthetics. Branding expert Cynthia Sterling will explain the role each packaging component plays in delivering your brand message and generating sales. From closure to back label, we’ll explore the marketing value vs. cost of each element.
The session will dive into the latest trend data encompassing all of the craft beverage segments, including case volume and sales figures. We’ll analyze which segments are growing fastest, which styles and flavors are trending with consumers and what new segments are likely to emerge. We’ll also explore the latest demographic data relating to the craft beverage drinker.
What do you need to know to begin exporting? Explore the current alcoholic drinks industry in the UK and across Europe as we help you understand each countries nuances and differences. Review the current retail landscape and routes to market as we review case studies of brands which have made the leap. Learn how to craft your message to reach a new audience, both from a brand and marketing perspective.
CBE16 - Battle of the Brands: Avoiding Common Trademark PitfallsCraftBev
As the number of craft beverage products has exploded, so too have the opportunities for trademark liability. With thousands of labels vying for attention, it’s becoming harder than ever for producers to nurture a strong, distinctive brand while simultaneously avoiding legal conflicts with their many competitors. Most beverage producers understand the important role that trademark rights play in internalizing the goodwill derived from the quality of their concoctions. Yet, misunderstanding abounds as to the scope of trademark protection and the many pitfalls that brand owners may encounter in a marketplace as dynamic and competitive as the craft beverage industry. 2015 saw a slew of beverage brands square off, both against one another and against others from outside the industry, over alleged unlawful similarities. From sharks to skulls to the font of “IPA,” makers found themselves forced to choose between costly rebranding efforts and the prospect of protracted litigation. This session will explore how to avoid common trademark mistakes while building the value of your brand.
Mastering Scholarly WritingRemove or Replace Header Is Not DoAbramMartino96
Mastering Scholarly Writing
Remove or Replace: Header Is Not Doc TitleOutline Worksheet
Introduction
In paper
An opening statement that frames your focus
Autism self-management treatment without child's vocalization. Inappropriate language replacement with verbal labeling will be more functional than the normal verballing.
Who
The psychologists are working towards developing a stimuli language that will help autistic students improve their learning and responding skills. Echolalia's language has always responded inappropriately to questions that should replace verbal representation for more effectiveness.
What
Children with
autism are normally rejected and treated differently from others. Standardizing their learning skills or rather simplifying their response through verbal stimulation will, in turn, raise self-management.
When
The program generalization and maintenance will take place in phases. They are evolving from the initial settings to the new vocalization.
Where
The research will be conducted in a wide range to ensure more participants are reached out.
Why?
The intended project will ease communication between autism-affected children and others as well as between themselves.
Body Paragraph 1
In paper
Topic sentence
Coming up with the visual language entails the incorporation of knowledge from the physician to the verbal developer.
Observation 1
In an experiment to test the language, the sequence wording in a sentence or a question must be repeated for emphasis regardless of verbalization.
Support 1
Though verbalization may have considered most accurate concerning autism, errors may occur, which may amount to the incorrect response. Therefore, the tutor must proofread the question to ensure correctness. A combination of correct and incorrect verbiage will add up to an incorrect and inappropriate presentation.
Conclusion
The tutor should go through the verbalized questions to ensure no errors may lead to incorrect responses. This will improve the efficiency and effectiveness of audiotaped or videos as intended.
Body Paragraph 2
In paper
Topic sentence
Young children diagnosed with autism made it necessary to come up with some ways for self-development.
Observation 1
From the research, communication improvement will improve their learning skills and how the affected interact with other children. Autism children are frequently discriminated against due to a lack of mutual understanding.
Support 1
On the conducted research, according to Karl, his module went through upon the third trial. This is a positive indication that verbalization can be depended upon when questioning.
Conclusion
Though the stimuli differed from one participant to the other, at least there is a mutual language used by both the tutor and the respondent. This indicates a positive step towards verbalization.
Body Paragraph 3
In paper
Topic sentence
It's essential to note that it can lead to communication breakdown on echolalia treatmen ...
Mastering Scholarly WritingRemove or Replace Header Is Not DoAbramMartino96
Mastering Scholarly Writing
Remove or Replace: Header Is Not Doc TitleOutline Worksheet
Introduction
In paper
An opening statement that frames your focus
Autism self-management treatment without child's vocalization. Inappropriate language replacement with verbal labeling will be more functional than the normal verballing.
Who
The psychologists are working towards developing a stimuli language that will help autistic students improve their learning and responding skills. Echolalia's language has always responded inappropriately to questions that should replace verbal representation for more effectiveness.
What
Children with
autism are normally rejected and treated differently from others. Standardizing their learning skills or rather simplifying their response through verbal stimulation will, in turn, raise self-management.
When
The program generalization and maintenance will take place in phases. They are evolving from the initial settings to the new vocalization.
Where
The research will be conducted in a wide range to ensure more participants are reached out.
Why?
The intended project will ease communication between autism-affected children and others as well as between themselves.
Body Paragraph 1
In paper
Topic sentence
Coming up with the visual language entails the incorporation of knowledge from the physician to the verbal developer.
Observation 1
In an experiment to test the language, the sequence wording in a sentence or a question must be repeated for emphasis regardless of verbalization.
Support 1
Though verbalization may have considered most accurate concerning autism, errors may occur, which may amount to the incorrect response. Therefore, the tutor must proofread the question to ensure correctness. A combination of correct and incorrect verbiage will add up to an incorrect and inappropriate presentation.
Conclusion
The tutor should go through the verbalized questions to ensure no errors may lead to incorrect responses. This will improve the efficiency and effectiveness of audiotaped or videos as intended.
Body Paragraph 2
In paper
Topic sentence
Young children diagnosed with autism made it necessary to come up with some ways for self-development.
Observation 1
From the research, communication improvement will improve their learning skills and how the affected interact with other children. Autism children are frequently discriminated against due to a lack of mutual understanding.
Support 1
On the conducted research, according to Karl, his module went through upon the third trial. This is a positive indication that verbalization can be depended upon when questioning.
Conclusion
Though the stimuli differed from one participant to the other, at least there is a mutual language used by both the tutor and the respondent. This indicates a positive step towards verbalization.
Body Paragraph 3
In paper
Topic sentence
It's essential to note that it can lead to communication breakdown on echolalia treatmen ...
Therapies To Break The Chains Of DisabilitiesBrandon Ridley
>> Sports-Related Concussions Among Canadians: The Risks And The Treatment
>> Can we help teachers help kids with dyslexia?
>> Dysarthria: Did You Know There Is Only One Treatment Option Available?
>> Autism Rates Are Escalating, Be Prepared As A Parent
>> Concussions: What To Know And What To Ask
Find out more at https://therapyspot.ca/
Running head ENGLISH COMPOSITION IIENGLISH COMPOSITION II1.docxtodd271
Running head: ENGLISH COMPOSITION II
ENGLISH COMPOSITION II
1
ENGLISH COMPOSITION II
Roscoe Armstrong
Waldorf University
Answer to Question 1
Thesis statement: Postpartum depression has made it difficult for mothers to have a healthy relationship with their child. It has been observed that a high rate of prevalence is observed among these mothers six months after child delivery. For properly managing the postpartum depression, identification of several challenges during this period is extremely essential. Answer to Question 2
Some tips for locating sources for research papers to help classmates are in various places. I would tell them to first start with the library. If accuracy is concerned, the library has many sources that are more accurate as compared to something such as Wikipedia. Depending upon the research paper size, a number of sources can be used, but the main goal must be the use of sources, which will be very much authoritative (Ghiani et al., 2014). Now, for finding sources, which are authoritative, most of these sources are cited by other sources. Another place to check is Google Scholar. It would be much better if the trail of citations is followed to the primary sources. After finding all reputable sources, this can help in explaining the topic. It is essential to get sources, which are behind the sources for your research paper. This can be considered as an area for having a real opportunity in setting the research paper apart from other classmates. There must be at least one source per page of the research paper. Answer to Question 3
Focused knowledge provides a greater depth of knowledge as well as an understanding of any given subject (Dong et al., 2017). By possessing a working knowledge of any particular subject and along with such an increased knowledge of that particular subject through focused research, will help in arriving at a deep understanding of the subject. Focused knowledge is considered a product of smart research and it is also useful in utilizing time efficiently (Jensen, 2014). Such focused research may challenge several ideas which are preconceived and back those up or rather force the individual in altering his/ her perspective on that subject. Focused knowledge is mainly narrow and mostly restricts itself to a particular topic or subject.
This kind of knowledge can be developed by searching the sources which are the best. Anyone who is looking up any particular topic must know what he/ she is actually looking for and how that individual is going to utilize it within the research paper (Masuda et al., 2014). They must also see if the chosen source is credible or not and after checking he or she must find the first source instead of the second one. Therefore, for obtaining the best research paper possible, particular questions which are to be answered that will help in writing the research paper must be ensured.
References
Dong, Y., Bartol, K. M., Zhang, Z. X., & Li, C. (2017). Enhan.
DQ 2-1 responses 55. The Change Theory was a three-stage model o.docxelinoraudley582231
DQ 2-1 responses 5
5. The Change Theory was a three-stage model of change developed by Kurt Lewin. This model was also known as the unfreezing-change-refreezing model that can be used by health care professionals when making discussing treatment for patients (Manchester, et al, 2014). The unfreezing process involves making it possible for people to change their mind. This can be done by helping them overcome a resistance or introducing new information. It is a way to increase the driving forces away from the current situation, such as encouraging a patient to have a diagnostic heart catheter after they have had several episodes of chest discomfort, but is afraid of going to the hospital for a procedure. Change is when there is a change of thought, behavior, or something that moves one from their current or frozen situation. This can be described as the patient agreeing to proceed with the heart catherization, getting on appropriate medication, and following a healthier lifestyle. The Refreezing is established after then change has happened and there is a new habit. For example, after the patient has the heart catheterization, he or she adopts a healthier lifestyle by being compliant with medication and the physician’s treatment recommendations, eating a heart-healthy diet, and exercising.
Communication is more than sending a message from one person to another. Communication involves nonverbal communication such as tone, body language, dialect, paralanguage, proximity, touch, eye contact, gestures, posture, and more. Nonverbal communication between a physician and patient influences patient perception, such as patient satisfaction (Montague, Chen, Xu, Chewning, & Barrett, 2013). Verbal and nonverbal communication barriers such as healthcare jargon, language barriers, emotional barriers, differences in perception and view point, and physical disabilities. Environmental barriers can also disrupt and distort messages. To minimize disruptions and distortions in communication, health care professionals should eliminate noise distractions by taking the patient to a quiet room or closing the door to the exam room or hospital room for privacy. One should speak clearly and slowly, checking for understanding before moving on to the next part of the message. Health care professionals should use a medical certified translator when there is a language barrier or hearing impairment. Reading the patient’s body language can also suggest if the patient is understanding and following along. Cell phones ringers should be turned off to not interrupt the communication. Eye contact demonstrates listening and understanding for both parties. Touch can be clinical and social (Montague, Chen, Xu, Chewning, & Barrett, 2013). A clinician must touch to the patient to assess, diagnose, and treat. However, touching through a handshake, hug, or pat on the back, can be social, therapeutic, and healing. The important part of communication is to make sure one’s message is recei.
Speech Preparation Essay
Speech : A Speech Disorder Essay
My Self-Evaluation Of Speech
Speech Therapy
Essay on Speech Pathology
Reflection Speech
Speech Reflection
Speech Reflection Essay
SPEECH MECHANISM
Essay on Public Speech
Essay about Free Speech
Power of Speech
Teaching Parents Skill Acquisitions & Maintenance
Introduction
· What is parent training? (definition and examples/personal experiences) (2 mins, 200 words)
· Define skill acquisition with examples/personal experiences (1.5 mins, 150 words)
· Define “Mastered Skills” (1 min, 100 words)
· Define Maintenance with examples/personal experiences (1.5 mins, 150 words)
Implementation
· Explain how to implement skill acquisition (echoics, compliance, following
instructions, Daily Living Skills, etc.) (3 mins, 300 words)
· Explain how to implement Maintenance after a skill has been mastered (2 mins, 200 words)
Importance
· Explain importance of continuing skill acquisition techniques/programs when
ABA therapist is not present (2 mins, 200 words)
· Explain importance of continuing maintenance techniques when
ABA therapist is not present (2 mins, 200 words)
Control and management of disruptive behaviors
Introduction
. ASD diagnosis synthesized features, (what our family’s needs to know about our child.)
. Disruptive behaviors and serious behavioral problems in the context of everyday life with the parents.
Development keys for parent training
. What is causing the disruptive behavior (Based on information from Functional assessment), Function of behavior. Examples about functional behavior.
. A-B-C Model (Use a practical example, about your own experiences on the field).
Antecedent: Prevention strategies
. Antecedent manipulation (Two examples, Functional communication teaching, across a video, and Momentum behavioral, video).
. Teach how to recognize that the behavior is predictable and identifiable (precursor to behavior) (use an example from your own experiences).
. A timer as visual sign indicate that the children must transition to other activity when the activity is over. Use an example.
. Behavior: Didactic instruction on specific techniques, role play and model. (Ex. breathing, countdown). Use your examples across pictures.
. Consequence: Positive reinforcement of appropriate behaviors and delivery. Teach the parents what, where, when delivery and the appropriate behaviors which we reinforcer. Use a preferred activity contingent to no preferred activity, (first-then) Use examples from your experiences with videos.
. Provide direction for parents in action- responses. Tools for serious behaviors that arise. Examples (prepare an area at home as safe place, when the child involve a SIB, and the child can hurt himself or the family).
. Benefit from stimulus control strategies and control behavior. Use a visual example about the behavior response can change a front a stimulus and no with others. Use a visual diagram for the example.
Presentation.
Visual (workshop, diagrams, videos and pictures)
Running head: PARENT TRAINING 1
2
Running head: PARENT TRAINING .
Teaching Parents Skill Acquisitions & Maintenance
Introduction
· What is parent training? (definition and examples/personal experiences) (2 mins, 200 words)
· Define skill acquisition with examples/personal experiences (1.5 mins, 150 words)
· Define “Mastered Skills” (1 min, 100 words)
· Define Maintenance with examples/personal experiences (1.5 mins, 150 words)
Implementation
· Explain how to implement skill acquisition (echoics, compliance, following
instructions, Daily Living Skills, etc.) (3 mins, 300 words)
· Explain how to implement Maintenance after a skill has been mastered (2 mins, 200 words)
Importance
· Explain importance of continuing skill acquisition techniques/programs when
ABA therapist is not present (2 mins, 200 words)
· Explain importance of continuing maintenance techniques when
ABA therapist is not present (2 mins, 200 words)
Control and management of disruptive behaviors
Introduction
. ASD diagnosis synthesized features, (what our family’s needs to know about our child.)
. Disruptive behaviors and serious behavioral problems in the context of everyday life with the parents.
Development keys for parent training
. What is causing the disruptive behavior (Based on information from Functional assessment), Function of behavior. Examples about functional behavior.
. A-B-C Model (Use a practical example, about your own experiences on the field).
Antecedent: Prevention strategies
. Antecedent manipulation (Two examples, Functional communication teaching, across a video, and Momentum behavioral, video).
. Teach how to recognize that the behavior is predictable and identifiable (precursor to behavior) (use an example from your own experiences).
. A timer as visual sign indicate that the children must transition to other activity when the activity is over. Use an example.
. Behavior: Didactic instruction on specific techniques, role play and model. (Ex. breathing, countdown). Use your examples across pictures.
. Consequence: Positive reinforcement of appropriate behaviors and delivery. Teach the parents what, where, when delivery and the appropriate behaviors which we reinforcer. Use a preferred activity contingent to no preferred activity, (first-then) Use examples from your experiences with videos.
. Provide direction for parents in action- responses. Tools for serious behaviors that arise. Examples (prepare an area at home as safe place, when the child involve a SIB, and the child can hurt himself or the family).
. Benefit from stimulus control strategies and control behavior. Use a visual example about the behavior response can change a front a stimulus and no with others. Use a visual diagram for the example.
Presentation.
Visual (workshop, diagrams, videos and pictures)
Running head: PARENT TRAINING 1
2
Running head: PARENT TRAINING .
Running Head: DYSLEXIA 1
DYSLEXIA 5
Dyslexia Psychological Assessment
Matthew Rosario
SNHU
Dyslexia Psychological Assessment
Dyslexia is a broad term for disorders that entail difficulty in learning to read or interpret words, letters, and other symbols, but it does not affect general intelligence. There have been important advances in research in dyslexia over the past twenty years. The results have been considerable although there has not been a clear explanation that is accepted of what exactly dyslexia constitutes. Identification is still puzzled with arguments in spite of the emergence of some new tests to recognize dyslexia as an identifiable condition. Furthermore, there is still a continuing debate on the cost of dyslexia as an identifiable condition (Goswami, 2012).
Dyslexia is described as a difficulty with word recognition when speaking out loud. These problems are not particular to specific languages and the individual’s concerned intelligence. It is a syndrome which is a compilation of related characteristics that vary in degree from one person to another. Dyslexia may overlap with connected conditions and in childhood; its effects may be recognized as a behavioral or emotional disorder. Dyslexia seems to be more common with males and females. The evidence implies that in three-thirds of cases, it has a genetic origin but in some cases, birth complications may play an important role.
A researcher argues that there is inherited, sensory, motor and psychosomatic evidence that this condition is a neurological condition affecting the brain development. He also argues that visual system gives the main entry in both lexical and the sub- lexical means for reading and this should be taken as the most significant sense for reading. Early detection and right interference can reduce its effects. People who have dyslexia learn to accommodate to a bigger or a smaller degree depending on their character and the kind of support they have got from home and at school (Goswami, 2012).
Dyslexia affects 10 in 100 individuals many of whom stay undiagnosed and do not get. If dyslexia is not recognized earlier, the person suffering from it may face a problem of underemployment, difficulty in getting used to the academic environments, difficulty performing job duties, and self-confidence that is very low. The individuals who have been diagnosed are likely to have some struggling in writing and reading (Reiter, Tucha & Lange, 2008).
Dyslexia is a particular reading disorder, and it does not interfere with the intelligence of an individual. There are a lot of intelligent people who have dyslexia, and they are creative enough even to think that they learned and read. An assessment is a process of collecting information to classify the factors causing difficulties to a student with learning to spell and read. The information is collected from ...
DQ 5-1 responses The capstone project has been a challenge since.docxelinoraudley582231
DQ 5-1 responses
The capstone project has been a challenge since the first assigment, but it has interesting and a learning experience. I feel that all the past courses have come together for this last project. Learning about cultures, patient care, ethics, and communication has helped me to accomplish this last assigment. In search of a problem in patient care, I came across the difficulty of communication between physicians and patient who do not share the same language. The subejct was an interest of mine, since I have being an aid to help with translating in Spanish. I understand the frustration both parties can feel, when there is no understanding on the conversation. During the process of these project, I have learned that patient care includes more than just giving a treatment plan to the patient's condition. In patient care, it is important to understand the patients culture and language, and know how to integrated health care to where the patient feels comfortable according to their culture. This will help the patient be compliant to their health care. Lastly, the capstone project has help me growth as a medical assistant, but also as a person. Now I have a better idea of the importance of culture and how important is to have effective communication.
Response 2
This capstone project has allowed me to utilize all the healthcare issues that I have studied so far at GCU. The classes from trancultural healthcare to ethics has enabled me to fully integrate what I have learned in a comprehensive manner/ This capstone project is demanding the effective compilation of all the theories and skills in writing to further my capabilities of effective persuasion and substantiation of proposed ideas. In this capacity, I have become a better writer and researcher from this type of cumulative learning process. I feel that I have also been able to support, with documentation, the ideas and issues of which I am critical. I feel as if, at the end of this program of study, I will be able to go to the management with a clear and concise way to take issue with some of the glaring problems within our hospital system. I have also learned that there are differing areas of the country that demand different ways of caring for our patients and we must be able to adapt to those conditions outside the normal standard of care. I have found this week that as I am writing this final paper, I should be able to easily complete the project as I have managed to do quite well on the papers up to this point. By utilizing much of the research already conducted has shown me the importance of writing in a cumulative style. Upon completion and dependent on the grade I receive, I plan to make many of my concerns known based on the research and EBP's that are in place from a regulatory position.
DQ 5-1
Response 3
Before this class started, I have browsed through this course and read the requirements of all the assignments and in all honesty, I was scared! This capstone .
DQ 5-1 responses The capstone project has been a challenge since.docx
Research Prospectus
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.
6. EFFECTIVE WAYS FOR SLPS TO TREAT STUTTERING 6
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
10. EFFECTIVE WAYS FOR SLPS TO TREAT STUTTERING 10
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.
11. EFFECTIVE WAYS FOR SLPS TO TREAT STUTTERING 11
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Cream, A., O'Brian, S., Onslow, M., Packman, A., & Menzies, R. (2009). Self-modelling as a
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