The effect of stuttering on communication: A preliminary investigation

The present study applies conversation analysis in order to describe the form and function of co-constructed turns in conversations involving one or more persons who stutter. Coconstructed turns are turns at talk that are produced by more than one speaker in such a way that the turn is initiated by one speaker and completed by another. Examples in the data are classified according to an existing taxonomy distinguishing between slot fillers, extensions and completions. All these types are found in our data, albeit to different extents. External as well as internal reasons for this distributional variation are discussed. The main aim of the study is to illustrate the need for qualitative, context-sensitive approaches to research on verbal interaction in the field of fluency disorders and to focus on some clinical implications of such research findings.

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“…e.g. Spencer, Packman, Onslow and Ferguson (2009) for a discussion of how therapy may influence language use in PWSs).…”

Section: Methods and Datamentioning

confidence: 99%

Co-construction of turns at talk

Lind

Sønsterud²

2014

Journal of Interactional Research in Communication Disorders

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“…Stuttering involves speech disruptions, including repeated movements, fixed postures and superfluous behaviours. Because of these disruptions, adults who stutter generally have reduced verbal output of approximately a third less than their peers (Johnson, 1961;Spencer et al, 2009) and restricted use of grammar (Lee et al, 2015;Spencer et al, 2005Spencer et al, , 2009. There is some evidence that these grammatical limitations are present in 7-year-olds (Weiss & Zebrowski, 1994).…”

Section: The Psychosocial Impact Of Stutteringmentioning

confidence: 99%

Psychosocial features of stuttering for school‐age children: A systematic review

Johnson

Onslow

Horton

et al. 2023

Intl J Lang & Comm Disor

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BackgroundContemporary clinical and empirical perspectives indicate that management of the psychosocial features of stuttering is fundamental for effective treatment. Interventions that improve psychosocial outcomes for school‐age children who stutter are, therefore, needed.AimsThis systematic review identifies what psychosocial outcomes have been explored in existing school‐age clinical research, the measures used and the potential treatment effects. This will provide guidance for developing interventions that reflect contemporary perspectives of stuttering management.Methods & ProceduresA total of 14 databases and three conference proceedings were searched for clinical reports of psychosocial outcomes of children aged 6–12 years. The review did not include pharmacological interventions. Psychosocial measures and outcomes were analysed in each study based on data recorded pre‐treatment, immediately post‐treatment and for any follow‐up assessments.Main ContributionsOf the 4051 studies identified from the databases, a total of 22 studies met criteria for inclusion in the review. From these 22 studies, the review identified four prominent psychosocial domains that have been explored in school‐age clinical research to date: Impact of stuttering, communication attitude, anxiety and speech satisfaction. These domains vary in measurement and effect sizes. Two behavioural treatments were associated with anxiety reduction, even though they did not contain anxiolytic procedures. No evidence of potential treatment effects emerged for communication attitudes. Quality of life—an important psychosocial domain pertinent to health economics—did not feature in school‐age clinical reports.Conclusions & ImplicationsThe psychosocial features of stuttering need to be managed during the school years. Three psychosocial domains—impact of stuttering, anxiety and speech satisfaction—show evidence of potential treatment effects. This review provides direction for future clinical research so that speech–language pathologists can effectively and holistically manage school‐age children who stutter.What this paper addsWhat is already known on the subject Elevated levels of anxiety are apparent for children and adolescents who stutter. Therefore, the need to assess and manage psychosocial features of stuttering are expertly regarded as clinical priorities. Clinical trials of such psychosocial features of stuttering for children aged 6−12 years are not well advanced and, therefore, do not reflect current best practice management of this disorder.What this study adds to existing knowledge This systematic review identifies four different psychosocial domains measured and reported in the literature for school‐age stuttering management. For three psychosocial domains, some evidence of potential treatment effects emerged with participant numbers greater than 10: Impact of stuttering, anxiety and speech satisfaction. Though treatment effect sizes varied, there is a suggestion that cognitive behaviour therapy can improve anxiety of school‐age children who stutter. There is also suggestion that two other behavioural treatments can improve anxiety of school‐age children who stutter.What are the potential or actual clinical implications of this work? Given the essential need for school‐age children who stutter to receive management of any speech‐related anxiety they may experience, it would be productive to discover in future clinical research what interventions could contribute to that goal—behavioural or psychosocial, or both. This review reveals that cognitive behaviour therapy, and other behavioural treatments, are associated with anxiety reductions. Such approaches should be considered for future clinical trial research to help advance the evidence base for managing school‐age stuttering.

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“…It involves the individual's negative thoughts and beliefs about how people will react to their stuttering and loss of confidence in the ability to participate effectively in situations requiring verbal interaction. They may develop complex avoidance strategies and coping mechanisms to hide or minimise their stuttering [11], such as avoiding certain words and changing their use of language to discourage dynamic interaction with a conversational partner [12]. It is not surprising stuttering can impact overall life satisfaction [13] and can limit an individual's chances to achieve their educational and vocational potential [14,15].…”

Section: Introduction 1stutteringmentioning

confidence: 99%

The Use of an Interactive Social Simulation Tool for Adults Who Stutter: A Pilot Study

Meredith

Achterbosch

Peck

et al. 2023

EJIHPE

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This study reports a user evaluation of a DVD-based social simulator, developed for people who stutter to potentially gain confidence in using a learned fluency technique. The aim was to examine and evaluate the pilot of the DVD-based social simulator, Scenari-Aid, to inform the development of an online version of the program. Thirty-seven adults who were stuttering were recruited to the study from non-professional groups in Australia. The DVD comprised scenarios with actors in real-life settings that were designed to elicit verbal responses. Participants worked through the scenarios at their own rate and then completed an online survey. The survey comprised 29 statements requiring responses on a 5-point Likert scale and provided information about users’ perceptions of participating in the social simulations. There was high positive agreement among the participants on all statements, the most important being that they perceived the scenarios represented in everyday speaking situations and that they felt immersed in them. Participants also agreed that both their fluency and confidence increased in everyday speaking situations as a result of working through the DVD scenarios. The developers were satisfied that, despite the subjective nature of the findings, the study provided sufficient support for constructing the online version, which is now available to the public free of charge. Further research is needed to provide empirical evidence of the contribution it can make to the efficacy of speech programs for adults who stutter.

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The effect of stuttering on communication: A preliminary investigation

Cited by 21 publications

References 30 publications

Co-construction of turns at talk

Co-construction of turns at talk

Psychosocial features of stuttering for school‐age children: A systematic review

The Use of an Interactive Social Simulation Tool for Adults Who Stutter: A Pilot Study

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