The Comprehensive Stuttering Program and Its Evidence Base

Langevin, Marilyn; Kully, Deborah

doi:10.1002/9781118702796.ch9

Cited by 8 publications

(4 citation statements)

References 34 publications

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“…Schools can play an important role in increasing children's awareness of communication problems in an attempt to reduce the stigmatization associated with them, and thus help children to better understand and relate to their peers who may be experiencing such communication difficulties. An example of a school-based education program relating to communication disorders was developed by Langevin (2000). This program used videos, lessons, and activities for teachers to use with children to help them develop positive attitudes toward peers with speech disorders (in this case, stuttering).…”

Section: Discussionmentioning

confidence: 99%

Children's Attitudes toward Peers with Unintelligible Speech Associated with Cleft Lip and/or Palate

Lee

Gibbon

Spivey³

2017

The Cleft Palate Craniofacial Journal

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Section: Discussionmentioning

confidence: 99%

Children's Attitudes toward Peers with Unintelligible Speech Associated with Cleft Lip and/or Palate

Lee

Gibbon

Spivey³

2017

The Cleft Palate Craniofacial Journal

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“…Haynes and Langevin [50] provided anecdotal evidence of telepractice successfully being utilized for a 5-year-old boy receiving the Lidcombe Program, a college student receiving maintenance sessions following a three-week intensive program, and an 8-year-old boy also receiving maintenance sessions. Similar utilization of telepractice to address maintenance following intensive programs have been employed by others [51,52]. In addition to positive outcomes experienced, many participants in the aforementioned studies reported satisfaction with teledelivery [44,45,48].…”

Section: Quality Of Carementioning

confidence: 60%

“…While telepractice has been shown to be an effective approach for the treatment of stuttering, there have been limited reports examining effectiveness of tele-delivered maintenance sessions following an in-person intensive program [16,[49][50][51][52]. The purpose of this project was to add to the exist-ing evidence by studying the effectiveness of an approach to combat relapse, through tele-delivered maintenance sessions, following an in-person intensive treatment program.…”

Section: Quality Of Carementioning

confidence: 99%

Provision of Maintenance Therapy for People Who Stutter Via Telepractice

Briley,

Brownlow,

Ellis

2023

Clin Arch Commun Disord

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Purpose: People who stutter (PWS) who have completed intensive programs commonly face issues with relapse. A confounding factor to relapse is the availability of speech-language pathologists who specialize in the treatment of stuttering. A possible solution to these issues is a telepractice approach to treatment maintenance following an intensive program. Therefore, the current project examined whether a tele-delivered maintenance program could be utilized to maintain and improve upon speech related outcomes obtained in an intensive treatment program.Methods: Participants included 6 children who stutter and 4 adults who stutter. Each participant completed a university intensive treatment program and also agreed to take part in 12 tele-delivered maintenance sessions following the intensive program. The Overall Assessment of the Speaker’s Experience of Stuttering (OASES) was utilized for outcome measures.Results: Significant improvement was found on the OASES’ overall impact score when comparing pre- and post-telepractice maintenance, (Z=-2.81, p=0.005). Additionally, participants experienced significant improvement in participants’ perceptions of their speaking abilities (Z=-2.45, p=0.014) and in overall quality of life (Z=-2.07, p=0.038).Conclusions: While PWS are faced with challenges when seeking to improve upon communication skills, the current study offers additional evidence that telepractice is a viable delivery option for the maintenance of therapeutic gains.

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“…School‐age children who stutter are socially rejected more often than non‐stuttering children and are less likely to be chosen as leaders (Davis et al., 2002). They are also teased more often than peers (Hugh‐Jones & Smith, 1999; Langevin & Bortnick, 1998; Langevin & Hagler, 2004), and more than 60% will experience bullying at school (Blood & Blood, 2004, 2007; Langevin, 2000, 2015; Nippold, 2012). Such negative peer reactions can lead to social exclusion (Davis et al., 2002; Hayhow et al., 2002; Hugh‐Jones & Smith, 1999).…”

Section: Background and Aimsmentioning

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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The Comprehensive Stuttering Program and Its Evidence Base

Cited by 8 publications

References 34 publications

Children's Attitudes toward Peers with Unintelligible Speech Associated with Cleft Lip and/or Palate

Children's Attitudes toward Peers with Unintelligible Speech Associated with Cleft Lip and/or Palate

Provision of Maintenance Therapy for People Who Stutter Via Telepractice

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

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