Syllable-Timed Speech Treatment for School-Age Children Who Stutter: A Phase I Trial

Autor/inn/en	Andrews, Cheryl; O'Brian, Sue; Harrison, Elisabeth; Onslow, Mark; Packman, Ann; Menzies, Ross
Titel	Syllable-Timed Speech Treatment for School-Age Children Who Stutter: A Phase I Trial
Quelle	In: Language, Speech, and Hearing Services in Schools, 43 (2012) 3, S.359-369 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2012/11-0038)
Schlagwörter	Syllables; Stuttering; Speech Skills; Children; Outcomes of Treatment; Speech Communication; Parents; Interpersonal Communication; Communication Skills; Severity (of Disability); Intervention; Speech Language Pathology + Suchen Sie Ihr Suchwort? Silbe; Stammer; Stottern; Mündliche Leistung; Sprachfertigkeit; Child; Kind; Kinder; Eltern; Interpersonale Kommunikation; Kommunikationsstil; Schweregrad
Abstract	Purpose: This clinical trial determined the outcomes of a simple syllable-timed speech (STS) treatment for school-age children who stutter. Method: Participants were 10 children, ages 6-11 years, who stutter. Treatment involved training the children and their parents to use STS at near normal speech rates. The technique was practiced in the clinic and at home with the parents during everyday conversations. Results: Nine months after commencing treatment, stuttering had decreased by greater than 50% for half of the children, with 2 children attaining 81% and 87% reduction. Intention-to-treat analysis showed a clinically and statistically significant reduction in stuttering for the group even when a withdrawn participant was included. These results were mostly confirmed by self-reported stuttering severity ratings and were supported by improved situation avoidance and quality-of-life scores. There was considerable individual variation in response to the treatment. Conclusion: STS shows promise as a treatment for some school-age children who stutter. As a fluency technique, it is simple to learn and simple to teach, and the children in this study appeared to enjoy the treatment. The efficacy of the treatment could likely be improved with modifications. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10