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Self-Help Conferences and Change in the Experience of Stuttering: Preliminary Findings and Implications for Self-help Activities

Online self-help activities have improved accessibility for PWS with internet access, but this does not negate the accessibility

issue for those without internet access, those who live too far from, or those who prefer in-person activities.

Numerous studies have recognized that the internet has brought about a number of ways for self-help activities to exist

online for PWS. Research in this realm of online, self-help for PWS has also shown positive benefits.

Some of the current self-help activities that exist online for PWS include the following: discussion groups (e.g. Stutt-L,

Covert-S, podcasts (e.g. StutterTalk, Women Who Stutter, Stuttering is Cool), blogs (e.g. Make Room for the Stuttering, Diary of

a Stutterer), social networking websites (e.g. Facebook groups such as Stuttering Community and Stuttering Arena (Trichon,

2010), video conferencing community websites (e.g. Stutter Social) and smartphone applications that have also been specifically

developed to facilitate communication between PWS (e.g. Stutter Social).

Stutter Social, which formed in 2011, is an organization that has built a video conferencing community website and a

smartphone application to facilitate online self-help activities for PWS.

Trichon, Mitchell & Tetnowski, John. (2016) Self-Help Conferences and Change in the Experience of Stuttering:

Preliminary Findings and Implications for Self-help Activities. ASHA Special Interest Group 4 Perspectives on Fluency and Fluency Disorders, 19, 28-38.

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In-home online therapy for stuttering


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Strategies for Teachers to Manage Stuttering in the Classroom: A Call for Research

The 4 most commonly recommended strategies for teachers were found via searches of electronic databases and personal libraries of the authors. The peer-reviewed evidence for each recommendation was subsequently located and detailed. There are varying amounts of evidence for the 4 recommended teacher strategies outside of the classroom, but there are no data for 2 of the strategies, and minimal data for the others, in a classroom setting. That is, there is virtually no evidence regarding whether or not the actions put forth influence, for example, stuttering frequency, stuttering severity, participation, or the social, emotional, and cognitive components of stuttering in the classroom.

Davidow, Jason H., Zaroogian, Lisa, and Garcia-Barrera, Mauricio A. (2016). Strategies for teachers to manage stuttering in the classroom: A call for research. Language, Speech, and Hearing Services in Schools. doi:10.1044/2016_LSHSS-15-0057

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Examining the Classification Accuracy of a Vocabulary Screening Measure With Preschool Children

This study investigated the classification accuracy of the Dynamic Indicators of Vocabulary Skills (DIVS) as a preschool vocabulary screening measure. With a sample of 240 preschoolers, fall and winter DIVS scores were used to predict year-end vocabulary risk using the 25th percentile on the Peabody Picture Vocabulary Test–Third Edition (PPVT-III) to denote risk status. Results indicated that DIVS Picture Naming Fluency (PNF) and Reverse Definition Fluency (RDF) demonstrated very good accuracy in classifying students according to year-end vocabulary risk status. The DIVS measures also demonstrated stronger accuracy than demographic characteristics known to be indicators of vocabulary difficulties (socioeconomic status, English learner [EL] status, and sex). Combining PNF and RDF did not result in sufficient improvement in accuracy to justify administering both measures as opposed to just one. Further examination of predictive probability values revealed the potential for DIVS measures to improve the precision of vocabulary risk identification over considering EL status alone. Overall, results supported the use of the DIVS as a brief and inexpensive tool for preschool vocabulary screening.

Marcotte, Amanda M., Clemens, Nathan H., Parker, Christopher, and Whitcomb, Sara A. (2016). Examining the Classification Accuracy of a Vocabulary Screening Measure With Preschool Children. Assessment for Effective Intervention, 41, 230-242

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