Outcomes of a Combined Mindfulness, Stuttering Modification, and Fluency Shaping Intervention for Children who Stutter

A week-long intervention for five school-age children who stutter was implemented using techniques of fluency shaping, stuttering management, and mindfulness training. The purpose of this study was to investigate if children who stutter stuttered less frequently, stuttered with less struggle, and demonstrated changes in mindfulness measures after the completion of this week-long intervention. Pre- to post-treatment measures were analyzed by individual and group-level results. A comparative analysis between reading and narrative tasks was also performed. Findings indicate that three out of five children reduced the total number of disfluencies during the reading task, and two children reduced this total during the narrative task. Four out of five children decreased the level of struggle in both tasks. Two children improved their overall mindfulness scores; however, additional changes in sub-divisions of mindfulness varied by participant. As a group, the total number of disfluencies decreased during the reading task, while the total number of disfluencies did not change from pre- to post-treatment measures during the narrative task. The group demonstrated

Improvements in mindfulness in the areas of communication attitudes, cognitive reappraisal, and expressive suppression. A comparison between reading and narrative tasks suggest that performance on these tasks approximated to one another by the end of the treatment. The results of this study should be interpreted with caution as this was a pilot study with clinical limitations.

Kordell, Jennifer, (2015).Outcomes of a Combined Mindfulness, Stuttering Modification, and Fluency Shaping Intervention for Children who Stutter. (2015). Graduate Theses and Dissertations. University of South Florida. http://scholarcommons.usf.edu/etd/5717

About rickyWburk

Ricky W. Burk, CCC-SLP, BCS-F, is a speech-language pathologist who provides in-home therapy for adolescents and adults residing in Tennessee and Mississippi who stutter. His career includes PreK, elementary, middle, and high school practice, undergraduate & graduate faculty appointments, skilled nursing, national & international consultation, private practice, and national & international speaking presentations. He holds the American Speech-Language Hearing Association Certificate of Clinical Competence, and he is a Board Certified Specialist in Fluency Disorders. He is the ASHA Continuing Education Administrator for the National Association for Speech Fluency.
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