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Journal articles on the topic 'Stuttering modification'

Author: Grafiati

Published: 2 June 2025

Last updated: 19 July 2025

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1

Blomgren, Michael, Nelson Roy, Thomas Callister, and Ray M. Merrill. "Intensive Stuttering Modification Therapy." Journal of Speech, Language, and Hearing Research 48, no. 3 (2005): 509–23. http://dx.doi.org/10.1044/1092-4388(2005/035).

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Nineteen adults who stutter participated in a 3-week intensive stuttering modification treatment program (the Successful Stuttering Management Program [SSMP]). A series of 14 fluency and affective-based measures were assessed before treatment, immediately after treatment, and 6 months after treatment. Measures included stuttering frequency; the Stuttering Severity Instrument for Children and Adults, Third Edition (SSI-3); a self-rating of stuttering severity; the Perceptions of Stuttering Inventory (PSI); the Locus of Control of Behavior Scale; the Beck Depression Inventory; the Multicomponent Anxiety Inventory IV (MCAI-IV); and the State-Trait Anxiety Inventory. Statistically significant improvements were observed on 4 of the total 14 measures immediately following treatment and on 4 measures at 6 months posttreatment. Statistically significant improvements observed immediately posttreatment included scores on the SSI and the Struggle, Avoidance, and Expectancy subscales of the PSI. Sustained statistically significant improvements at 6 months posttreatment were observed only on client-reported perceptions of stuttering (the Avoidance and Expectancy subscales of the PSI) and 2 specific affective functioning measures (the Psychic and Somatic Anxiety subscales of the MCAI-IV). The SSMP generated some anxiolytic effects but was ineffective in producing durable reductions of core stuttering behaviors, such as stuttering frequency and severity. The discussion focuses on the strengths, weaknesses, and durability of the SSMP treatment approach.

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De Nardo, Thales, John A. Tetnowski, and Geoffrey A. Coalson. "Listener perceptions of stuttering and stuttering modification techniques." Journal of Fluency Disorders 75 (March 2023): 105960. http://dx.doi.org/10.1016/j.jfludis.2023.105960.

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3

Packman, Ann, Mark Onslow, and Janis van Doorn. "Prolonged Speech and Modification of Stuttering." Journal of Speech, Language, and Hearing Research 37, no. 4 (1994): 724–37. http://dx.doi.org/10.1044/jshr.3704.724.

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Prolonged speech and its variants are a group of novel speech patterns that form the basis of a popular treatment for stuttering (Ingham, 1984). It is difficult to determine which features of prolonged speech are necessary for the elimination of stuttered speech because the speech pattern produces simultaneous changes in respiratory, laryngeal, and articulatory activity. Experimental studies have shown that the modification of phonation and of speech rate contributes to stuttering reduction, and increased duration of speech segments and reduced variability of vowel duration are known to occur as a result of prolonged-speech treatment programs. However, previous studies of prolonged speech have all instructed subjects to modify their customary speech patterns in a particular way. The aim of the present study was to investigate changes in the speech pattern of individual subjects when stuttering was modified with prolonged speech without specific instruction in how this should be done. In one experimental phase, 3 subjects showed clinically significant stuttering reductions when instructed to use whichever features of prolonged speech they needed to reduce their stuttering. The resulting perceptually stutter-free speech was judged to be natural sounding. Stuttering in a fourth subject reduced without experimental intervention. Recordings of acoustic and electroglottographic signals from the 4 subjects were analyzed. Changes in the variability of vowel duration occurred in all subjects. Theoretical and clinical implications of the results are discussed.

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As-syauqi, Mas Alwis Imru'ul Qais, and Slamet Setiawan. "Stuttering Disorder Therapy Using Aristotle’s Rhetoric Method In The King’s Speech Movie." IJET (Indonesian Journal of English Teaching) 10, no. 1 (2021): 55–69. http://dx.doi.org/10.15642/ijet2.2021.10.1.55-69.

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Stuttering is a speech disorder that can be caused by many aspects such trauma, incident, and illness because there is no one born with this kind of speech disorder. The researcher in this study is focused on how Fluency Shaping Therapy and Stuttering Modification Therapy were used by Lionel, can reduce Bertie’s stuttering utterance. In addition, this study is using descriptive qualitative method to analyze and describe the data. Moreover, the data in this study is in the form of dialogues between Bertie and Lionel that were collected from The King’s Speech movie using analysis document. Then, the collected data is analyzed by data condensation, data analysis, and conclusion. The result shows that these two stuttering treatments (stuttering modification and fluency shaping which part of motor learning study) can be effective therapies because each of them has procedures that can support each other. In conclusion, stuttering is not an illness that human born along with but can be caused by many things and this speech disorder cannot be cured but can be reduced and modified using two methods, stuttering modification and fluency shaping therapy. Both of them can be combined together with Aristotle’s Rhetoric as a method to teach public speaking especially those who are having problems with stuttering.

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5

Houde, John F. "Feedback modification for reducing stuttering." Journal of the Acoustical Society of America 107, no. 6 (2000): 2948. http://dx.doi.org/10.1121/1.429390.

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6

Siegel, Gerald M. "Stuttering and behavior modification: Commentary." Journal of Fluency Disorders 18, no. 1 (1993): 109–14. http://dx.doi.org/10.1016/0094-730x(83)90007-4.

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7

Gow, Merrilyn L., and Roger J. Ingham. "Stuttering Modification and Changes in Phonation." Journal of Speech, Language, and Hearing Research 37, no. 2 (1994): 343–45. http://dx.doi.org/10.1044/jshr.3702.343b.

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8

Manning, Walter H., Anne Ells Burlison, and Darlene Thaxton. "Listener response to stuttering modification techniques." Journal of Fluency Disorders 24, no. 4 (1999): 267–80. http://dx.doi.org/10.1016/s0094-730x(99)00022-4.

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9

Everard, Rachel A., and Peter Howell. "We Have a Voice: Exploring Participants' Experiences of Stuttering Modification Therapy." American Journal of Speech-Language Pathology 27, no. 3S (2018): 1273–86. http://dx.doi.org/10.1044/2018_ajslp-odc11-17-0198.

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Purpose Qualitative data were obtained from 8 people who stutter about their experiences and changes they perceived following attendance of an intensive group therapy intervention. Measures that related to reductions in stuttering, improved communicative confidence, and impacts on stuttering and quality of life were used to complement the qualitative data. Method Eight participants attended a group stuttering modification course for adults who stutter. They reported their experiences of therapy and perceived changes in a focus group immediately after therapy and at a semistructured interview 6 months post-therapy. Participants completed 5 additional quantitative standardized outcome measures at 3 data collection points (before and directly after therapy and 6 months post-therapy). These measures provided information about stuttering severity and frequency, use of avoidance strategies, attitude change, communicative confidence, quality of life, and locus of control. Results Thematic analysis of the qualitative data identified 4 main areas: thoughts, feelings, and behaviors before therapy and motivation for seeking therapy; direct experience of the course; learning outcomes and challenges and solutions for maintaining change; and ways in which attending therapy had made a difference. These reported changes were supported by the quantitative measures that demonstrated improved communicative confidence; increased self-awareness; affective, behavioral, and cognitive changes; reduced use of avoidance strategies; and lower impact of stuttering on quality of life. Conclusions The qualitative analyses confirmed positive speech and attitude changes consequent on participants' attendance at stuttering modification therapy. These changes, further corroborated by quantitative measures, were linked to reports of improved quality of life. Further research is required to investigate the effectiveness of this form of therapy empirically and from the client's perspective.

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10

Healey, E. Charles, and Lisa A. Scott. "Strategies for Treating Elementary School-Age Children Who Stutter." Language, Speech, and Hearing Services in Schools 26, no. 2 (1995): 151–61. http://dx.doi.org/10.1044/0161-1461.2602.151.

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The speech-language pathologist plays a critical role in the treatment of the elementary school-age child who stutters. The purpose of this article is to describe a model of service delivery for these children that emphasizes the integration of fluency-shaping and stuttering modification approaches. Procedures and techniques of previously published programs are supplemented with suggestions by the present authors. The treatment program is divided into three phases. Phase I is a description of procedures used to have the child understand and identify fluency and stuttering. Phase II involves a discussion of techniques for the instruction and integration of fluency-shaping and stuttering modification procedures. In Phase III, transfer and maintenance of speech improvement procedures are described briefly.

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11

Daniels, Derek E. "Treatment of Stuttering in a School-Age Child: A Description of a Single Case-Study." Perspectives on Fluency and Fluency Disorders 22, no. 2 (2012): 88–96. http://dx.doi.org/10.1044/ffd22.2.88.

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In this article, I will provide support for a broad-based treatment approach with school-age children who stutter. Treatments for stuttering have traditionally prioritized speech modification techniques. However, school-age children who stutter experience a range of self-defeating thoughts and emotions about speaking. In this article, I present data from a case study of one school-age child who stutters. The participant experienced three semesters of treatment from a university clinic. Experts applied a broad-based treatment approach that included both speech and stuttering modification techniques and strategies for managing psychosocial aspects of stuttering. Results suggest that successful therapeutic outcomes depended on a broad-based approach of addressing the participant’s speech, attitudes, and emotions. Clinical implications are discussed.

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Manning, W., D. Thaxton, and A. Ellis. "Listener response to stuttering versus modification techniques." Journal of Fluency Disorders 22, no. 2 (1997): 129. http://dx.doi.org/10.1016/s0094-730x(97)89285-6.

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13

Williams, Dale F., and Peter M. Dugan. "Administering Stuttering Modification Therapy in School Settings." Seminars in Speech and Language 23, no. 3 (2002): 187–94. http://dx.doi.org/10.1055/s-2002-33752.

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14

Stephenson-Opsal, Deborah, and Nan Bernstein Ratner. "Maternal speech rate modification and childhood stuttering." Journal of Fluency Disorders 13, no. 1 (1988): 49–56. http://dx.doi.org/10.1016/0094-730x(88)90027-7.

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15

Amster, Barbara J., and Evelyn R. Klein. "Perfectionism in People who Stutter: Preliminary Findings Using a Modified Cognitive-Behavioral Treatment Approach." Behavioural and Cognitive Psychotherapy 36, no. 1 (2007): 35–40. http://dx.doi.org/10.1017/s1352465807003967.

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AbstractPerfectionistic people set unrealistic goals and, when they fail to reach them, experience self-criticism and blame. Preliminary research revealed that perfectionism appears to be a characteristic of people who stutter (PWS) (Amster, 1995). The purpose of the present study was to explore perfectionism in PWS and to determine if a modified cognitive behavioral therapy approach alone and combined with Stuttering Modification could help reduce perfectionistic tendencies and stuttering behaviors. Degree of perfectionism and scores of stuttering severity were measured with eight adult PWS and compared at pre-treatment, mid-treatment, after 6-weeks of treatment, and at 15 weeks follow-up, after treatment was withdrawn. Initial open-trial testing showed promising results as perfectionism and stuttering severity were reduced and communication attitudes improved. CBT significantly reduced perfectionism by mid-point. Stuttering decreased significantly throughout all phases of the study. Possible implications are discussed.

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16

Ingham, Roger J., Richard R. Martin, Sam K. Haroldson, Mark Onslow, and Miriam Leney. "Modification of Listener-Judged Naturalness in the Speech of Stutterers." Journal of Speech, Language, and Hearing Research 28, no. 4 (1985): 495–504. http://dx.doi.org/10.1044/jshr.2804.495.

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This study investigated the effect of regular feedback of listener-judged speech naturalness ratings on the speech of stutterers. Six adult stutterers each participated in a time-series ABA experiment. During the treatment phase the stutterer was instructed to improve a clinician's rating, on a 9-point scale, of the naturalness of each 30-s interval of the stutterer's spontaneous speech. The results indicate that the naturalness ratings and stuttering for 5 of the subjects made favorable changes during the treatment phase. Analyses of the findings show that only some of the naturalness judgments were influenced by stuttering frequency and speech rate. A perceptual analysis of the speech of 2 subjects suggested that the speech naturalness ratings were also probably influenced by other less obvious variables.

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17

Manning, W. H. "Investigations of listener response to stuttering modification techniques." Journal of Fluency Disorders 25, no. 3 (2000): 205. http://dx.doi.org/10.1016/s0094-730x(00)80246-6.

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18

Bothe, Anne K. "Speech Modification Approaches to Stuttering Treatment in Schools." Seminars in Speech and Language 23, no. 3 (2002): 181–86. http://dx.doi.org/10.1055/s-2002-33751.

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19

Ingham, Roger J., and Mark Onslow. "Measurement and Modification of Speech Naturalness during Stuttering Therapy." Journal of Speech and Hearing Disorders 50, no. 3 (1985): 261–81. http://dx.doi.org/10.1044/jshd.5003.261.

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This paper describes two studies that illustrate the utility of listener ratings of speech naturalness for measuring and modifying speech naturalness during a stuttering therapy program. The program involved 5 adolescent stutterers who were receiving an intensive treatment incorporating a prolonged speech procedure. In Study A, a clinician used a 9-point rating scale to score the speech naturalness of 1-rain speaking samples each stutterer made at intervals over the course of the program. The results demonstrated predictable trends in speech naturalness during the program, but they also showed that natural sounding speech is not a predictable outcome of a procedure that removes stuttering, controls speaking rate, and exposes clients to transfer procedures. In Study B, 3 of the 5 stutterers participated in single subject experiments partway through their therapy program. These experiments were designed to assess the effect of regular feedback of speech naturalness ratings on the stutterer's spontaneous speech. The results showed that each subject's speech naturalness ratings could be modified toward a target level of speech naturalness.

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20

Ingham, Roger J. "Current status of stuttering and behavior modification—II: Principal issues and practices in stuttering therapy." Journal of Fluency Disorders 18, no. 1 (1993): 57–79. http://dx.doi.org/10.1016/0094-730x(83)90005-0.

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21

Moss, Guy J., and David A. Oakley. "Stuttering modification using hypnosis: an experimental single-case study." Contemporary Hypnosis 14, no. 2 (1997): 126–31. http://dx.doi.org/10.1002/ch.94.

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22

Lee, Kyungjae, and Walter H. Manning. "Listener responses according to stuttering self-acknowledgment and modification." Journal of Fluency Disorders 35, no. 2 (2010): 110–22. http://dx.doi.org/10.1016/j.jfludis.2010.04.001.

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Ingham, Roger J., Wendy Sato, Patrick Finn, and Heather Belknap. "The Modification of Speech Naturalness During Rhythmic Stimulation Treatment of Stuttering." Journal of Speech, Language, and Hearing Research 44, no. 4 (2001): 841–52. http://dx.doi.org/10.1044/1092-4388(2001/066).

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This study investigated the modification of speech naturalness during stuttering treatment. It systematically replicated an earlier study (Ingham & Onslow, 1985) that demonstrated that unnatural-sounding stutter-free speech could be shaped into more natural-sounding stutter-free speech by using regular feedback of speech-naturalness ratings during speaking tasks. In the present study, the same procedure was used with three persons who stutter—2 adolescent girls and 1 adult man—during rhythmic stimulation conditions. The two adolescent participants spoke only English, but Spanish was the first and English the second language (ESL) of the adult participant. For the 2 adolescents, it was demonstrated that their unnatural-sounding rhythmic speech could be shaped to levels found among normally fluent speakers without losing the fluency-inducing benefits of rhythmic speech. The findings indicate that speech-naturalness feedback may be a powerful procedure for overcoming a problematic aspect of rhythmic speech treatments of stuttering. However, it was not possible to deliver reliable speech-naturalness feedback to the adult ESL speaker, who also displayed a strong dialect. The study highlights the need to find strategies to improve interjudge agreement when using speech-naturalness ratings with speakers who display a strong dialect.

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Georgieva, Dobrinka. "Intensive non-avoidance group therapy with stutterer adults: preliminary results." CoDAS 26, no. 2 (2014): 122–30. http://dx.doi.org/10.1590/2317-1782/2014009.

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PURPOSE: The purpose of the present study was to evaluate and document the use and efficacy of intensive non-avoidance group treatment for Bulgarian adults who stutter (AWS), to specify that changes are adopted in different speech situations (in the stabilization phase), and to demonstrate that changes are maintained after intensive therapy. METHODS: Participants were AWS (n=15, 12 males) with an average age of 25.2 years) Bulgarian native-speakers. Twelve participants were University students and three were clients with tertiary education in different areas. All participants were enrolled in First (overall effect) and Second (interim effect) Stages of Intensive Non-Avoidance Treatment for Stuttering. Van Riper's stuttering modification therapy approach was employed; the latter considers a non-avoidance treatment for stuttering. The treatment was conducted in participants' native Bulgarian language. RESULTS: AWS, as a group (n=15), significantly decreased the number of stuttered utterances after intensive treatment; findings were consistent for participants with moderate as well as severe stuttering. Likewise, there was a significant decrease in duration (in seconds) of disfluencies after treatment; findings were consistent for participants with moderate as well as severe stuttering. Eighty percent of AWS used cancellation immediately and six months after treatment, 65% mastered preparatory sets immediately and six months after treatment, 35% exhibited pull-outs immediately after treatment and 55%, six months post-treatment. CONCLUSION: These preliminary findings were taken to suggest that intensive non-avoidance treatment for stuttering can be successfully employed with Bulgarian adults who stutter. Special focus was on the positive fluency changes that occurred during the course of therapy regarding the duration of disfluencies in seconds, and index of disfluencies.

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Hatch-Halili, S., A. Gotts, G. Riley, and J. Costello Ingham. "Children's vowel duration and stuttering modification following speech motor training." Journal of Fluency Disorders 22, no. 2 (1997): 132. http://dx.doi.org/10.1016/s0094-730x(97)89292-3.

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Medina, Angela M., Tiziana Pereira, Diana Muñoz, Grisel Palacios, and Vanessa Perez. "Fluency Strategies of Spanish–English Bilinguals Who Stutter: A Thematic Analysis." Perspectives of the ASHA Special Interest Groups 4, no. 5 (2019): 1062–73. http://dx.doi.org/10.1044/2019_pers-sig14-2018-0010.

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Purpose Stuttering is multifaceted in that the frequency and types of behaviors vary across speakers, contexts, and languages. Similarly, bilingualism varies in language history, levels of proficiency, and languages spoken. The variations in bilingualism make it difficult to investigate and result in knowledge gaps about the bilingual stuttering experience. The purpose of this exploratory, qualitative study is to identify and examine fluency-inducing strategies used by Spanish–English bilingual adults who stutter. Method Twenty Spanish–English bilingual adults who stutter, ages 18–61 years, answered open-ended questions about their stuttering and language history via an online survey. Thematic analysis procedures were used to explore participants' narrative responses to 2 survey items regarding fluency-inducing strategies. Result Three major themes emerged from participants' responses regarding self-reported strategies: (a) clinical techniques, (b) focused breathing, and (c) idiosyncratic practices. Participants reported using clinical techniques classified as fluency shaping, stuttering modification, or both approaches. Focused breathing was used as both an anticipatory and a recovery strategy. Idiosyncratic practices included physiological changes, listener-focused strategies, emotional regulation, and switching words. When asked specifically about use of code-switching for the 2nd question, half of the participants stated that they do switch languages to induce fluency. Conclusion Clinical implications include the need for individualized client education, a thorough assessment of avoidance and escape behaviors, and customized treatment programs for bilinguals who stutter.

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27

Tsiamtsiouris, Jim, and Kim Krieger. "The Successful Stuttering Management Program: A Preliminary Report on Outcomes." Perspectives on Fluency and Fluency Disorders 20, no. 1 (2010): 20–25. http://dx.doi.org/10.1044/ffd20.1.20.

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Abstract The purpose of this study was to test the hypothesis that adults who stutter will exhibit significant improvements after attending a residential, 3-week intensive program that focuses on avoidance reduction and stuttering modification therapy. Preliminary analyses focused on four measures: (a) SSI-3, (b) speech rate, (c) S-24 Scale, and (d) OASES. Results indicated significant improvements on all of the measures.

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Snyder, Gregory J. "Exploratory research in the measurement and modification of attitudes toward stuttering." Journal of Fluency Disorders 26, no. 2 (2001): 149–60. http://dx.doi.org/10.1016/s0094-730x(01)00092-4.

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29

Thompson, A. H. "A test of the distraction explanation of disfluency modification in stuttering." Journal of Fluency Disorders 10, no. 1 (1985): 35–50. http://dx.doi.org/10.1016/0094-730x(85)90004-x.

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30

Onslow, Mark, and Roger J. Ingham. "Speech Quality Measurement and the Management of Stuttering." Journal of Speech and Hearing Disorders 52, no. 1 (1987): 2–17. http://dx.doi.org/10.1044/jshd.5201.02.

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This paper reviews the various approaches that have been made toward the investigation of speech quality in stuttering treatment. The review takes into account the findings of relevant perceptual and acoustic investigations in the area of normal communication skills and voice disorders. Similar consideration is given to investigations on the stutter-free speech of stutterers where the contribution and relevance of this research to the search for a reliable and viable measure of speech quality is discussed. The review concludes with an overview of some promising findings from recent studies on the use of listener ratings of speech naturalness in the measurement and modification of untreated and treated stutterers. Some avenues for research and issues that have emerged from these studies are also discussed.

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31

Martin, Richard. "The future of behavior modification of stuttering: What goes around comes around." Journal of Fluency Disorders 18, no. 1 (1993): 81–108. http://dx.doi.org/10.1016/0094-730x(83)90006-2.

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32

Perkins, William H. "The early history of behavior modification of stuttering: A view from the trenches." Journal of Fluency Disorders 18, no. 1 (1993): 1–11. http://dx.doi.org/10.1016/0094-730x(83)90002-5.

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33

Curlee, Richard F. "The early history of the behavior modification of stuttering: From laboratory to clinic." Journal of Fluency Disorders 18, no. 1 (1993): 13–25. http://dx.doi.org/10.1016/0094-730x(83)90003-7.

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34

Fourlas, George, Katerina Ntourou, and Dimitris Marousos. "Lexipontix Program: Facilitating Change toward “Best Hopes” of the School-Age Child Who Stutters and the Family." Seminars in Speech and Language 43, no. 02 (2022): 082–100. http://dx.doi.org/10.1055/s-0042-1743208.

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AbstractLexipontix is a structured therapy program for school-age children who stutter. It is based on theoretical principles and clinical practices of cognitive behavioral therapy, parent–child interaction therapy, solution-focused brief therapy, fluency shaping, and stuttering modification. A case example of a school-age child who stutters and his family who participated in the Lexipontix program is illustrated to highlight the theoretical principles, structure, content, and clinical tools of the assessment and therapy process of the program. The Lexipontix program addresses the stuttering experience of the child and family in a holistic way. The child and family are assisted in facilitating changes in all components of the International Classification of Functioning, Disability, and Health model (i.e., body function, personal factors, activity and participation, environmental factors), which help them move toward their “best hopes” (i.e., personally meaningful change) from therapy. The role of the clinician in facilitating change is also considered. Therapy outcomes for the specific case example are presented and discussed in relation to data from a retrospective chart review. The mechanisms underlying the effectiveness of the program are explored and discussed.

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35

Blood, Gordon W., Ingrid M. Blood, John McCarthy, Glen Tellis, and Rodney Gabel. "An analysis of verbal response patterns of Charles Van Riper during stuttering modification therapy." Journal of Fluency Disorders 26, no. 2 (2001): 129–47. http://dx.doi.org/10.1016/s0094-730x(01)00096-1.

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36

Costello Ingham, Janis. "Current status of stuttering and behavior modification—I: Recent trends in the application of behavior modification in children and adults." Journal of Fluency Disorders 18, no. 1 (1993): 27–55. http://dx.doi.org/10.1016/0094-730x(83)90004-9.

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37

Zebrowski, Patricia, and Anthony Wolf. "Working With Teenagers Who Stutter: Simple Suggestions for a Complex Challenge." Perspectives on Fluency and Fluency Disorders 21, no. 2 (2011): 37–42. http://dx.doi.org/10.1044/ffd21.2.37.

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This paper stems from an invited seminar that we presented at the 2010 ASHA convention in Philadelphia. At that time, we were asked to develop a workshop for speech-language pathologists focused on the treatment of adolescents who stutter and to present an approach that integrated two key areas in stuttering therapy for this population: speech modification and related strategies within the context of adolescent development and experience. We present a philosophy of how to work with teens based on understanding where they are developmentally, psychologically, and socially, and we discuss how to use this philosophy to tailor a therapy approach that fits their needs.

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38

Ramig, Peter R., and Ellen M. Bennett. "Working With 7- to 12-Year-Old Children Who Stutter." Language, Speech, and Hearing Services in Schools 26, no. 2 (1995): 138–50. http://dx.doi.org/10.1044/0161-1461.2602.138.

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The public school speech-language clinician is encouraged to intervene with the school-age child who stutters. The importance of including parents and teachers in the therapeutic process is addressed, and viewing intervention along a therapy continuum incorporating both fluency-shaping and stuttering modification philosophies is recommended. Other topics presented include (a) assessment, (b) establishing fluency in the younger child, (c) a conceptual model of intervention, (d) addressing attitudes and feelings, (e) dealing with concomitant problems, (f) grouping and scheduling, (g) examples of intervention programs, and (h) transfer and maintenance issues. Future trends in this area also are addressed, including discussions on service delivery models, fluency specialists, innovative programs, and speech therapy for credit. This article concludes with a discussion of issues surrounding treatment efficacy.

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Brian, Thomas. "THE INTEGRATION OF INFORMATION TECHNOLOGY IN ENHANCING TEACHING AND LEARNING IN RESPONSE TO COVID-19 CRISIS." INTERNATIONAL JOURNAL ON ADVANCED TECHNOLOGY, ENGINEERING, AND INFORMATION SYSTEM (IJATEIS) 1, no. 1 (2022): 47–52. http://dx.doi.org/10.55047/ijateis.v1i1.121.

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 This research aims to examines the integration of information technology into teaching and learning by examining the function of information technology and technology integration techniques in preparing students to deal with a variety of integration opportunities and barriers in the current pandemic Covid-19 situation. This paper was written with the help of literature research, literature study, and interviewing techniques. In this study, data was collected through the use of papers, online journals, digital books, and interviews. The findings reveal that existing technology has various benefits and can be used not only for entertainment, but also for proper use of existing platforms and access to all learning content without stuttering about technology. Increasing integrity of information technology leads to the modification, dissemination and creation of information innovations that have not been carried out by telematics and education professionals.

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안정현, 신지철, 김향희, and 심현섭. "Change of Dysfluency of Pre-School Children Who Stuttering According to Modification ofArticulation Rate and Response Latency Time." Journal of speech-language & hearing disorders 18, no. 4 (2009): 123–38. http://dx.doi.org/10.15724/jslhd.2009.18.4.008.

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41

Guntupalli, Vijaya K., Joseph Kalinowski, Tim Saltuklaroglu, and Chayadevie Nanjundeswaran. "The effects of temporal modification of second speech signals on stuttering inhibition at two speech rates in adults." Neuroscience Letters 385, no. 1 (2005): 7–12. http://dx.doi.org/10.1016/j.neulet.2005.05.010.

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Freud, Debora, Omer Levy-Kardash, Ittai Glick, and Ruth Ezrati-Vinacour. "Pilot Program Combining Acceptance and Commitment Therapy with Stuttering Modification Therapy for Adults who Stutter: A Case Report." Folia Phoniatrica et Logopaedica 72, no. 4 (2019): 290–301. http://dx.doi.org/10.1159/000501078.

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McAllister, Jan, Sally Gascoine, Amy Carroll, et al. "Cognitive bias modification for social anxiety in adults who stutter: a feasibility study of a randomised controlled trial." BMJ Open 7, no. 10 (2017): e015601. http://dx.doi.org/10.1136/bmjopen-2016-015601.

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ObjectiveTo determine the feasibility and acceptability of a computerised treatment for social anxiety disorder for adults who stutter including identification of recruitment, retention and completion rates, large cost drivers and selection of most appropriate outcome measure(s) to inform the design of a future definitive trial.DesignTwo-group parallel design (treatment vs placebo), double-blinded feasibility study. Participants: 31 adults who stutter.InterventionAttention training via an online probe detection task in which the stimuli were images of faces displaying neutral and disgusted expressions.Main outcome measuresPsychological measures: Structured Clinical Interview Global Assessment of Functioning score; Liebowitz Social Anxiety Scale; Social Phobia and Anxiety Inventory; State-Trait Anxiety Inventory; Unhelpful Thoughts and Beliefs about Stuttering. Speech fluency: percent syllables stuttered. Economic evaluation: resource use questionnaire; EuroQol three-dimension questionnaire.Acceptability: Likert Scale questionnaire of experience of trial, acceptability of the intervention and randomisation procedure.ResultsFeasibility of recruitment strategy was demonstrated. Participant feedback indicated that the intervention and definitive trial, including randomisation, would be acceptable to adults who stutter. Of the 31 participants who were randomised, 25 provided data at all three data collection points.ConclusionsThe feasibility study informed components of the intervention. Modifications to the design are needed before a definitive trial can be undertaken.Trial registration numberI SRCTN55065978; Post-results.

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Eichstädt, A., N. Watt, and J. Girson. "Evaluation of the efficacy of a stutter modification program with particular reference to two new measures of secondary behaviors and control of stuttering." Journal of Fluency Disorders 23, no. 4 (1998): 231–46. http://dx.doi.org/10.1016/s0094-730x(98)00017-5.

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Unicomb, Rachael, Kim Colyvas, Elisabeth Harrison, and Sally Hewat. "Assessment of Reliable Change Using 95% Credible Intervals for the Differences in Proportions: A Statistical Analysis for Case-Study Methodology." Journal of Speech, Language, and Hearing Research 58, no. 3 (2015): 728–39. http://dx.doi.org/10.1044/2015_jslhr-s-14-0158.

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Purpose Case-study methodology studying change is often used in the field of speech-language pathology, but it can be criticized for not being statistically robust. Yet with the heterogeneous nature of many communication disorders, case studies allow clinicians and researchers to closely observe and report on change. Such information is valuable and can further inform large-scale experimental designs. In this research note, a statistical analysis for case-study data is outlined that employs a modification to the Reliable Change Index (Jacobson & Truax, 1991). The relationship between reliable change and clinical significance is discussed. Example data are used to guide the reader through the use and application of this analysis. Method A method of analysis is detailed that is suitable for assessing change in measures with binary categorical outcomes. The analysis is illustrated using data from one individual, measured before and after treatment for stuttering. Conclusions The application of this approach to assess change in categorical, binary data has potential application in speech-language pathology. It enables clinicians and researchers to analyze results from case studies for their statistical and clinical significance. This new method addresses a gap in the research design literature, that is, the lack of analysis methods for noncontinuous data (such as counts, rates, proportions of events) that may be used in case-study designs.

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Lincoln, Michelle A., Mark Onslow, and Vicki Reed. "Social Validity of the Treatment Outcomes of an Early Intervention Program for Stuttering." American Journal of Speech-Language Pathology 6, no. 2 (1997): 77–84. http://dx.doi.org/10.1044/1058-0360.0602.77.

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This research was designed to provide a socially valid evaluation of the posttreatment speech of children who received an operant treatment for early stuttering (The Lidcombe Program). Part A compared the posttreatment percent syllables stuttered (%SS) for preschool and school-age children with nonstuttering control children matched for age and sex. This study found that both groups attracted similar measures of %SS. Part B compared the number of "stuttering" versus "not stuttering" judgments made by experienced clinicians and unsophisticated listeners on the same speech samples. Control children were identified as "stuttering" significantly more than the treated children. The clinician listeners identified significantly more control samples and posttreatment samples as stuttering than the unsophisticated listeners. The implications of these results are discussed. It is concluded that The Lidcombe Program resulted in socially valid modifications in the participant's speech.

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SALIHOVIKJ, Nevzeta, Lejla JUNUZOVIKJ-ZUNIKJ, Mirela DURANOVIKJ, Amela IBRAHIMAGIKJ, and Leila BEGANOVIKJ. "STUTTERING THERAPY FOR A CHILD AT INTERMEDIATE STUTTERING LEVEL." August 19, 2015. https://doi.org/10.5281/zenodo.28534.

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Kohmäscher, Anke, Annika Primaßin, Sabrina Heiler, Patricia Da Costa Avelar, Marie-Christine Franken, and Stefan Heim. "Effectiveness of Stuttering Modification Treatment in School-Age Children Who Stutter: A Randomized Clinical Trial." Journal of Speech, Language, and Hearing Research, October 6, 2023, 1–15. http://dx.doi.org/10.1044/2023_jslhr-23-00224.

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Purpose: This study investigated the effectiveness of the stuttering modification intervention Kinder Dürfen Stottern (KIDS) in school-age children who stutter. Method: Seventy-three children who stutter were included in this multicenter, two-group parallel, randomized, wait-list controlled trial with a follow-up of 12 months. Children aged 7–11 years were recruited from 34 centers for speech therapy and randomized to either the immediate-treatment group or the 3 months delayed-treatment group. KIDS was provided by 26 clinicians who followed a treatment manual. Although the primary outcome measure was the impact of stuttering (Overall Assessment of the Speaker's Experience of Stuttering–School-Age [OASES-S]), the secondary outcomes included objective and subjective data on stuttering severity. Results: At 3 months postrandomization, the mean score changes of the OASES-S differed significantly between the experimental ( n = 33) and control group ( n = 29; p = .026). Furthermore, treatment outcomes up to 12 months were analyzed ( n = 59), indicating large effects of time on the OASES-S score ( p < .001, partial η 2 = .324). This was paralleled by significant improvements in parental ratings and objective ratings (stuttering severity, frequency, and physical concomitants). Conclusions: The significant short-term treatment effects in the OASES-S are in line with the (initial) focus of KIDS on cognitive and affective aspects of stuttering. Over 12 months, these changes were maintained and accompanied by behavioral improvements. The results suggest that individual treatment with KIDS is an adequate treatment option for this age group. Supplemental Material: https://doi.org/10.23641/asha.24207864

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Byrd, Courtney T., Geoffrey A. Coalson, and Edward G. Conture. "CARE Model of Treatment for stuttering: Theory, assumptions, and preliminary findings." Frontiers in Psychology 15 (December 10, 2024). https://doi.org/10.3389/fpsyg.2024.1488328.

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The purpose of this article is to present a theory of therapy for stuttering, its related assumptions, and findings from associated empirical studies. Specifically, we propose the Blank Center CARE™ Model of Treatment (CT) for stuttering, which differs from the current, widely employed fluency model of treatment (FT). The CT reflects the authors’ belief in the need to move away from fluency-focused or seemingly ableist treatments (i.e., any approach that attempts to correct, cure, or fix a disabling condition) for stuttering. The authors propose a shift toward a theory of treatment that addresses whole-person wellness and considers the treatment of stuttering from outside the framework of fluency shaping and stuttering modification. In support of such considerations, this article provides preliminary findings from both non-clinical and clinical studies of using the CT for children and adults. Although preliminary, these findings appear to lend empirical support to the authors’ belief that the treatment of stuttering needs to change. In essence, a change in the zeitgeist regarding the treatment of stuttering may contribute to an associated paradigm shift from FT to CT in the management of stuttering in children and adults.

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Sønsterud, Hilda, Kirsten Costain, and David Ward. "Multidimensional Individualized Stuttering Therapy Outcomes At 24 Months Post Clinic: An Embodiment and Awareness Perspective." American Journal of Speech-Language Pathology, October 30, 2024, 1–12. http://dx.doi.org/10.1044/2024_ajslp-24-00074.

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Purpose: Multidimensional Individualized Stuttering Therapy (MIST) is based on proactive collaborative work and shared decision making between client and clinician with the goal of identifying individual case-appropriate procedures and therapy elements in a manner that is meaningful and context-sensitive for each person. MIST combines value- and awareness-based elements from acceptance and commitment therapy (ACT) with stuttering and speech modification interventions. In keeping with the principles of ACT, we locate mindfulness as part of an embodied practice facilitated through a collaboration between the person who stutters and the speech-language therapist. Method: The aim of this study was to see whether the positive results of MIST recorded at 12 months post-therapy remained stable at 24 months post-therapy and to consider the role of embodiment and awareness within MIST. Fifteen of 18 adults already enrolled in a treatment study (2015/FO12451) took part in a single-group repeated-measures design. They completed measures of stuttering severity, impact of stuttering, unhelpful thoughts and beliefs about stuttering, general anxiety symptoms, and fear of negative evaluation. Results: There was a significant reduction of stuttering severity and negative impact of stuttering from pre-therapy to 24 months post-therapy. Unhelpful thoughts and beliefs about stuttering, symptoms of general anxiety, and fear of negative evaluation were reduced at 12 months post-therapy, and these values remained stable at 24 months post-therapy. Conclusions: MIST was associated with positive outcomes at 24 months post-therapy, suggesting a possible connection between the person-centered approach and longer-term benefit. Findings are discussed within the context of mindfulness and embodied adjustment, and shared client–clinician decision making. The absence of a control group is a limiting factor regarding certainty of interpretation. Future research is therefore needed on collaborative and individualized approaches to stuttering therapy that include embodiment and awareness perspectives.

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