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Speak more fluently and stutter more fluently approaches - their principles, strengths and limitations
Published on November 30, 2016 40 min
Other Talks in the Series: Speech Dysfluency
Treatment of stuttering during the pre-school years
- Prof. Mark Onslow
- The University of Sydney, Australia
Atypical disfluency: understanding and treating word-final (end-word) repetition
- Prof. Vivian Sisskin
- University of Maryland, USA
Cluttering: some considerations for everyday practice
- Prof. Kathleen Scaler Scott
- Misericordia University, USA
Welcome to this online Henry Stewart series on Dysfluency. My name is Ali Berquez, and I am a clinical lead speech and language therapist at the Michael Palin Center for Stammering in London. I would like to acknowledge the clients and colleagues whom I've learned from over the years and the research that I've drawn on in preparation for this talk. My intention is not to decide whether one approach is better than the other, rather to give an overview of the different ways of approaching fluency management. Are you stammering or stuttering interchangeably?
The talk will be presented in three parts. I'll give an overview of "Speak more fluently," "Stutter more fluently," and "integrated approaches" to the management of stuttering. Each approach has different principles, characteristics and style, and each has strengths and limitations to bear in mind.
So part one, speak more fluently,
also known as fluency shaping or speech restructuring, described as a way to teach a new speech system.
The aim of speak more fluently approaches is to replace stuttered speech with 100% controlled or fluent speech. And the rationale behind this is that these approaches may fit with the expectations of people who stutter and for some clients, of course, 100% fluency is possible.
These approaches were developed from behavioral psychology in the 1960s, and draw on principles from operant conditioning and the use of graded reinforcement. Fluency control strategies are taught such as rate reduction, the easy onset of voicing, the use of soft articulatory contacts or continuous voicing, and the programs are highly structured in nature.