An exploration of the mechanisms of change following an integrated group intervention for stuttering, as perceived by school-aged children who stutter (CWS)

Caughter, Sarah; Dunsmuir, Sandra

doi:10.1016/j.jfludis.2016.10.003

Cited by 21 publications

(10 citation statements)

References 57 publications

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“…Although the relationship between the working alliance and treatment outcomes has received consistent support across studies within psychotherapy (Del Re et al 2012, Flückiger et al 2018, Wampold 2015, the literature regarding the role of the working alliance within speech and language therapy (SLT) is relatively limited to date (Bright et al 2011, Caughter and Dunsmuir 2017, Fourie 2009, Lawton et al 2018a, 2018b. As with the field of physiotherapy McPherson 2012, Miciak et al 2018), SLT has borrowed theory from psychotherapy to inform the research and practice.…”

Section: The Concept Of the Working Alliancementioning

confidence: 99%

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The working alliance in stuttering treatment: a neglected variable?

Sønsterud

Kirmess

Howells³

et al. 2019

Intl J Lang & Comm Disor

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Background Multiple factors can influence the working alliance and treatment outcome in speech and language therapy. The ‘working alliance’ is an important concept in treatment and can be described as the degree to which a treatment dyad is engaged in collaborative, purposive work. To date, relatively little attention has been paid to this concept within speech and language treatment in general, and within stuttering treatment research in particular. Aims To investigate the role of the working alliance within stuttering treatment, and to evaluate whether the quality of the working alliance correlated with clients’ concept of motivation and treatment outcomes 6 months post‐therapy. Methods & Procedures Eighteen adults (21‐61 years) participated in this multiple single‐case treatment study, with treatment facilitated by an experienced speech and language therapist. The working alliance was investigated using the Working Alliance Inventory—Short Version Revised (WAI‐SR), an Extended version of the Client Preferences for Stuttering Treatment (CPST‐E), the Overall Assessment of Speakers’ Experience of Stuttering—Adult version (OASES‐A), the Wright & Ayre Stuttering Self‐Rating Profile (WASSP) and the Hospital Anxiety and Depression Scale (HADS). Outcomes & Results Analyses demonstrated significant associations between the working alliance and client motivation (r = 0.781) and treatment outcomes (r = 0.644) 6 months post‐treatment. The association between client‐led goals and therapy tasks appeared particularly important. Conclusions & Implications : The working alliance between speech and language therapists and persons who stutter matters. Within the alliance, the level of client–clinician agreement on treatment goals and therapy tasks may be of greater importance than the bond between client and clinician. Further research with greater numbers of participants is warranted.

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Section: The Concept Of the Working Alliancementioning

confidence: 99%

“…, Wampold ), the literature regarding the role of the working alliance within speech and language therapy (SLT) is relatively limited to date (Bright et al . , Caughter and Dunsmuir , Fourie , Lawton et al . , ).…”

Section: Introductionmentioning

confidence: 99%

The working alliance in stuttering treatment: a neglected variable?

Sønsterud

Kirmess

Howells³

et al. 2019

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

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“…Additionally, the teacher supports the student to access skills through the use of visual cues (e.g., hand gesture or a symbol placed on the student's desk). The addition of a once-per-week, 30-min small group session with the SLP provides an opportunity for Paul to experience the support of peers while building skills (Caughter & Dunsmuir, 2017;Fry et al, 2014;Liddle et al, 2011). The role of the family can be crucial in supporting the child, and as such, it is important to support the parents in managing their own emotional reactions to their child's stuttering (Berquez & Kelman, 2018).…”

Section: Integrated Interventionmentioning

confidence: 99%

Ecological Intervention for Stuttering in School-Age Children: A Collaborative Approach for School-Based Speech-Language Pathologists and Mental Health Providers

Hoff

Unger

2021

Perspect ASHA SIGs

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Purpose Stuttering can have a significant detrimental effect on the overall well-being of children, including anxiety, stigma, and adverse impact on the development of healthy social relationships. This clinical focus article proposes a collaborative, ecological model of stuttering intervention consistent with interprofessional practice that combines the expertise of the speech-language pathologist and school-based mental health provider to support fluency and social–emotional health for school-age children who stutter. The literature in the fields of speech pathology and mental health interventions was summarized to provide the underlying evidence base for such a collaborative approach. Conclusions While collaborative approaches are recommended as best practice for stuttering, there is scant evidence in the literature of such approaches being used. An ecological, collaborative framework will enable practitioners to help teachers, parents, and others address speech disfluency as well as the accompanying anxiety and avoidance that are pervasive in the lives of many children who stutter. Such an approach will help ensure that gains in the treatment room are carried across settings (i.e., transfer/generalization of skills) and will help children be better able to manage the challenges associated with stuttering to find success in the real world.

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“…So, my dilemma is, if you do not "learn" to stutter, how does a behavioral contingency program work to successfully obliterate the disorder? Many have suggested that common factors, such as therapeutic alliance (Caughter & Dunsmuir, 2017), encouragement of self-efficacy in the parents who stutter and their children, and even the planned and graduated imposition of language challenge built into the parent-child interactions in LP (Bernstein Ratner & Guitar, 2006;Hayhow, 2011), could be responsible for children's improvement. Certainly, that would explain the RESTART findings of no detectable difference between success rates of children receiving LP and DCM therapies.…”

Section: Mechanism Of Actionmentioning

confidence: 99%

Selecting Treatments and Monitoring Outcomes: The Circle of Evidence-Based Practice and Client-Centered Care in Treating a Preschool Child Who Stutters

Ratner

2018

LSHSS

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There are numerous well-supported intervention options for treating preschool children who stutter. No single therapy can possibly work for all clients. I discuss available options that I feel have sufficient evidence-based support for use with young children who stutter. I emphasize the need to consider more, not fewer, acceptable therapy options for children who do not respond positively to a selected treatment approach within a reasonable time frame.

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An exploration of the mechanisms of change following an integrated group intervention for stuttering, as perceived by school-aged children who stutter (CWS)

Abstract: The reader will be able to (1) describe the integrated intervention used in this study (2) define the most significant change following therapy for the participants involved (3) summarise the key factors that facilitated change during the therapy process (as perceived by the participants).

Cited by 21 publications

References 57 publications

The working alliance in stuttering treatment: a neglected variable?

The working alliance in stuttering treatment: a neglected variable?

Ecological Intervention for Stuttering in School-Age Children: A Collaborative Approach for School-Based Speech-Language Pathologists and Mental Health Providers

Selecting Treatments and Monitoring Outcomes: The Circle of Evidence-Based Practice and Client-Centered Care in Treating a Preschool Child Who Stutters

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