Evidence-Based Treatment and Stuttering--Historical Perspective

Autor/inn/en	Prins, David; Ingham, Roger J.
Titel	Evidence-Based Treatment and Stuttering--Historical Perspective
Quelle	In: Journal of Speech, Language, and Hearing Research, 52 (2009) 1, S.254-263 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2008/07-0111)
Schlagwörter	Behavior Theories; Stuttering; Outcomes of Treatment; Language Fluency; Speech Therapy; Adults; Cognitive Processes; Self Management + Suchen Sie Ihr Suchwort? Stammer; Stottern; Language skill; Language skills; Sprachkompetenz; Entwicklungsproximale Sprachtherapie; Logotherapie; Cognitive process; Kognitiver Prozess; Selbstmanagement
Abstract	Purpose: To illustrate the way in which both fluency shaping (FS) and stuttering management (SM) treatments for developmental stuttering in adults are evidence based. Method: A brief review of the history and development of FS and SM is provided. It illustrates that both can be justified as evidence-based treatments, each treatment seeking evidence of a different kind: FS seeks evidence concerning treatment outcome, and SM seeks evidence concerning the nature of the stutter event. Conclusion: Although outcome evidence provides the principal support for FS, support for SM comes principally from a cognitive learning model of defensive behavior as applied to the nature of the stutter event. Neither approach can claim anything like uniform success with adults who stutter. However, self-management and modeling are strategies common to both approaches and have shown consistently positive effects on outcome. It is argued that both strategies merit additional treatment efficacy study. Cognitive behavior theory may provide a useful framework for this research. (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://jslhr.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10