What do Children who Stutter and their Parents Expect from Therapy and are their Hopes Aligned?

Berquez, Ali; Hertsberg, Naomi; Hollister, Julia; Zebrowski, Patricia M.; Millard, Sharon

doi:10.1016/j.sbspro.2015.03.241

Cited by 14 publications

(6 citation statements)

References 2 publications

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“…Responses to the Family Interview Protocol questions demonstrated that, consistent with research findings, 22,23 Thomas' and his Physical Environment: Family lives in an urban area and visits their summer home at a nearby village often. There is a fluency specialist where they live.…”

Section: Assessmentsupporting

confidence: 63%

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Lexipontix Program: Facilitating Change toward “Best Hopes” of the School-Age Child Who Stutters and the Family

Fourlas¹,

Ntourou

Marousos³

2022

Semin Speech Lang

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Lexipontix is a structured therapy program for school-age children who stutter. It is based on theoretical principles and clinical practices of cognitive behavioral therapy, parent–child interaction therapy, solution-focused brief therapy, fluency shaping, and stuttering modification. A case example of a school-age child who stutters and his family who participated in the Lexipontix program is illustrated to highlight the theoretical principles, structure, content, and clinical tools of the assessment and therapy process of the program. The Lexipontix program addresses the stuttering experience of the child and family in a holistic way. The child and family are assisted in facilitating changes in all components of the International Classification of Functioning, Disability, and Health model (i.e., body function, personal factors, activity and participation, environmental factors), which help them move toward their “best hopes” (i.e., personally meaningful change) from therapy. The role of the clinician in facilitating change is also considered. Therapy outcomes for the specific case example are presented and discussed in relation to data from a retrospective chart review. The mechanisms underlying the effectiveness of the program are explored and discussed.

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Section: Assessmentsupporting

confidence: 63%

“…Responses to the Family Interview Protocol questions demonstrated that, consistent with research findings, 22 23 Thomas' and his parents' “best hopes” did not fully align. Overall, their expectations from therapy suggested desired changes in all ICF components, indicating the need for taking a holistic approach to therapy.…”

Section: Assessmentmentioning

confidence: 61%

Lexipontix Program: Facilitating Change toward “Best Hopes” of the School-Age Child Who Stutters and the Family

Fourlas¹,

Ntourou

Marousos³

2022

Semin Speech Lang

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“…Previous research studies showed that children who stutter perceive themselves as poorer speakers with a negative impact on their lives [9, 50, 51], in addition parents often succumb to negative emotions due to their children’s speech [9, 36, 50, 52, 53]. Currently, little is known about whether or not parents and children are in agreement with one another about how they perceive the impact of stuttering.…”

Section: Introductionmentioning

confidence: 99%

Stuttering Impact: A Shared Perception for Parents and Children?

Rocha

Yaruss

Rato

2019

Folia Phoniatr Logop

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Background/Aims: Previous research has provided information about how school-aged children perceive their own stuttering; however, less is known about how stuttering is perceived by their parents. The ways that parents view their children's stuttering could influence how the children themselves react to it. This study proceeds to assess how parents' perceptions of the impact of stuttering relate to the perceptions of children. Method: Participants were 50 children who stutter aged 7-12 years (mean = 9.10; SD = 1.7) and their parents, recruited from different cities in Portugal. The European Portuguese version of the Overall Assessment of the Speaker's Experience of Stuttering was administered to the children, and an adapted version of the tool was administered to their parents. Results: Both parents and children showed generally similar overall impact ratings, typically falling in the mild and moderate ranges. Differences were observed in families with a history of stuttering: for those families, a comparison of parents' and children's scores revealed, in some domains, that parents perceived the impact of stuttering to be greater than the children did, especially related with children's reactions to stuttering and their quality of life. Conclusion: Knowledge about how parents perceive the impact of stuttering on their children is important because families can play a key role in helping children cope with stuttering. These findings highlight the benefits of using an individualized treatment approach for each child that focuses on their perceptions, as well as on those of the parents, in order to address negative attitudes toward children's stuttering.

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“…Developing increased control over moments of stuttering and increased overall fluency are often the main goals for CWS, and their parents (Berquez, Hertsberg, Hollister, Zebrowski, & Millard, 2015). Children and adolescents frequently report feeling helpless or frustrated by the lack of predictability of their stuttering and limited knowledge of what can support fluency.…”

Section: Speech Management Skillsmentioning

confidence: 99%

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

Caughter

Dunsmuir

2017

Journal of Fluency Disorders

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What do Children who Stutter and their Parents Expect from Therapy and are their Hopes Aligned?

Cited by 14 publications

References 2 publications

Lexipontix Program: Facilitating Change toward “Best Hopes” of the School-Age Child Who Stutters and the Family

Lexipontix Program: Facilitating Change toward “Best Hopes” of the School-Age Child Who Stutters and the Family

Stuttering Impact: A Shared Perception for Parents and Children?

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

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