This study qualitatively explored the primary and secondary (K-12) school experiences of adults who stutter. The primary investigator conducted semi-structured interviews with 11 participants, a first focus group interview with 6 participants, and a second focus group interview with 4 participants. Participants discussed the various ways in which…

The authors review and evaluate studies on spontaneous recovery from stuttering in children and conclude that the frequently cited 80% spontaneous recovery figure is too high. They propose that speech-language pathologists abandon the concept of spontaneous recovery when devising clinical management procedures for the stuttering child. (Author/CL)

The difficulties of generalization and maintenance in stuttering treatment is discussed. Three strategies for promoting generalization and maintenance in school settings are suggested based on current research evidence: probing and training for generalization; incorporating real-life elements into therapy; and training clients to self-regulate…

This five-chapter book describes how clinicians (speech teachers, therapists, pathologists) can work effectively with young stutterers. The information contained in this booklet was obtained through an extensive program of study, testing, and research carried on for several years. The chapter on the "borderline stutterer" includes information on…

Two operant speech treatment programs for establishing fluent speech--Delayed Auditory Feedback and Gradual Increase in Length and Complexity of Utterance--were compared, with 24 elementary-secondary level students. Both programs produced important improvement in fluency in a reasonable time period and resulted in similar levels of transfer and…

A three-factor model for the management of early childhood stuttering is proposed that takes into account stuttering's psychosocial, psycholinguistic, and physiological aspects. The primary focus of the present article is the psycholinguistic factor. To this end, a rationale for the use of language-based therapy is presented, together with…

Compared in a 2-year study were four establishment of fluency programs in a public school setting with 40 7- to 16-year-old children who stuttered. The programs included programmed traditional (PT), delayed auditory feedback (DAF), pause (P), and gradual increase in length and complexity of utterance (GILCU). During the first year, eight speech…

This paper introduces a special issue focusing on the treatment of preschool and school-age children who stutter and discussing current intervention strategies and procedures. Summaries of the issue's articles are presented, generally contending that fluency disorders can be effectively managed using age-appropriate, individualized techniques and…

In recent years, most disagreement about stuttering therapy has boiled down to a preference for one of two major approaches. Some clinicians have preferred to help stutterers learn not to avoid stuttering, but to approach it and to learn to stutter in simpler and easier ways; this approach is known as stuttering modification therapy. Proponents of…

Fifteen stutterers (aged 5-16) were treated using graded airflow, tension/relaxation, and electromyographic biofeedback to reduce stuttering frequency. In a second study, addition of a discriminative stimulus control procedure to maintain fluency made the treatment program more effective than the first study and achieved a level of <1% stuttered…

Ten factors that school clinicians should consider in determining treatment of children who stutter include, among others, increasing clinicians' confidence in treating stuttering, setting long-term and short-term goals, involving parents and teachers in treatment, and determining when the child is ready to be dismissed from treatment. (SW)

This article discusses diagnostic considerations in identifying coexisting communication disorders and in differentiating between stuttering and secondary fluency disorders related to language formulation. Options for structuring therapy for coexisting problems are evaluated, including blended, lagged, and cycled approaches. Concerns implicit in…

An approach to enlisting the involvement of school personnel in fluency assessment and treatment programs is described. The approach involves observations of students in a variety of academic and social situations and information exchange meetings between clinician and school personnel. A classroom-based fluency program using collaborative service…

The purpose of this program is to simplify and objectify the process of data-gathering and behavior modification involved in diagnosing and treating stuttering and related dysfluency problems. Following an introduction, the assessment process is described; this involves a complete evaluation of the child's speech and language and an assessment of…