THIS GUIDE PRESENTS SPECIFIC THERAPY IDEAS FOR SPEECH CLINICIANS TO USE WITH STUTTERERS. THE INTRODUCTION DISCUSSES PREVENTION OF STUTTERING, ORGANIZATION AND PLANNING OF THERAPY, SPEECH RULES, SPEECH EVALUATION, AND TERMINATION OF THERAPY. TWENTY-THREE THERAPY PLANS ARE DESCRIBED FOR EACH OF THREE LEVELS. LEVEL 1 IS FOR CHILDREN FROM KINDERGARTEN…

Investigates the influence of word abstraction, part of speech, word length, and word frequency on the amount of non-fluencies of stuttering subjects. (RB)

Written for speech-language clinicians in the school setting, the manual describes therapy techniques used in the Keystone Adolescent Program for Stutterers (KAPS). KAPS emphasizes the Airflow Technique, a self-regulatory approach consisting of two parts: (1) a quiet breathing in and out allowing the breath to flow out a distance before initiating…

The report summarizes a project investigating effects of biofeedback on nine secondary students with speech problems including stuttering, vocal nodules, articulation problems, and cerebral palsy. It is explained that a portable electromyograph was used to give the students immediate visual and/or auditory feedback. Results listed include that Ss…

Presents 10 techniques teachers can use to help stutterers manage their fluency problems. (MM)

In a two part article the author first discusses the importance of fluency, rate, breathstream management, prosody, and self-confidence to the replacement of stuttering with normal speech; and second outlines specific clinical procedures for achieving these goals with adult and adolescent stutterers. (Author/LS)

A fluency therapy process for adolescents who stutter is described and illustrated by a case history that applies a four-stage process for structuring, targeting, adjusting, and regulating behaviors. The affective, behavioral, and cognitive components of fluency are considered, along with behavior techniques for eliciting a feeling of fluency…

Structure and consistency are important in treating adolescents who stutter. The speech-language pathologist's positive expectations have a powerful influence on clients' attitudes and belief in the possibility of progress. A program of both cognitive and self-instruction procedures and behavioral speech treatment strategies is recommended to…