Professional Documents
Culture Documents
discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/229015328
CITATIONS
READS
295
2 authors:
Marilyn A Nippold
Ann Packman
University of Oregon
University of Sydney
SEE PROFILE
SEE PROFILE
LSHSS
Research Forum
Prologue
338
LANGUAGE, SPEECH,
AND
HEARING SERVICES
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stuttering. Thus, Langevin and Narasimha Prasads program, which is delivered by the classroom teacher, was
designed to increase students knowledge of the nature
of stuttering; the communicative, social, and emotional
difficulties experienced by CWS; and ways to minimize
teasing and bullying of classmates who stutter. The results
of the study indicate that the program was successful in
improving students knowledge and attitudes about CWS
and about teasing and bullying in general. Thus, the article provides helpful information on how the school-based
SLP can collaborate with classroom teachers to improve the
school environment for CWS. The article also makes an
important contribution by attending to some of the broader
implications of stuttering. To expand the findings, future
studies of this program are needed and should involve large
numbers of participants randomly assigned to treatment
versus control groups.
The next article, by Andrews et al. (2012), describes a
Phase I clinical trial of a syllable-timed speech (STS) treatment for school-age CWS. A Phase I trial is a preliminary
study of a treatment approach that involves a small number
of participants (Onslow, Jones, OBrian, Menzies, & Packman,
2008). As the authors emphasize, it is critical that school-age
children learn techniques to manage their stuttering because
of the many social penalties they face, including teasing and
bullying. With STS, the child is taught to speak in a manner that
places approximately equal stress on each syllable in a sentence
(e.g., My-dogs-name-is-Bar-ney. Hes-thir-teen-years-old.),
using near normal speech rates and intonation. Described as
a simple technique that is easy to teach and learn, STS is
taught to the child and parent in the clinic and is practiced
by the child during daily conversations with the parent. Although it has been known for centuries that stuttering decreases markedly with rhythmic speech, SI theory suggests
that the mechanism underpinning this effect is a decrease
in the variability of syllabic stress. According to SI theory,
this variability triggers stuttering (Packman et al., 2007).
Revisiting the use of STS with school-age children was
prompted by this theoretical explanation of the rhythm
effect.
Results of the Andrews et al. (2012) study indicate that
STS is potentially a promising treatment method for schoolage CWS, but future research is necessary to determine ways
to enhance its effectiveness through modifications. For example, Andrews et al. suggest that STS may be improved
by incorporating a more systematic reward system for using
the technique and by providing greater feedback to the child
for producing stuttered versus stutter-free speech. Practicing and using the technique in difficult speaking situations
such as oral reports (with the support of the SLP) may help
CWS participate more fully in the classroom.
The third and final article in the research forum is by
Carey, OBrian, Onslow, Packman, and Menzies (2012),
who conducted a Phase I trial of the Camperdown Program
for adolescents who stutter. In the Camperdown Program, the
Nippold & Packman: Prologue
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build the knowledge base that sustains evidence-based practice. Our clients are counting on us.
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