INTRODUCTION
Stuttering can be described as a genetically based, neurophysiological disorder characterized by atypical disruptions in the fluency of speech. Stuttering occurs in approximately 1% of the general population and in 5% of primary school children (Gupta, Yashodharakumar, & Vasudha, 2016). Males are four times more likely to stutter compared to females (Perez & Stoeckle, 2016). The etiology of stuttering is unknown and there is no cure for stuttering. However, research supports a genetic basis of stuttering. Up to 90% of children who stutter can recover from stuttering with speech therapy interventions or through natural recovery (Perez & Stoeckle, 2016). However, many children enter adulthood with a stutter and a significant amount of these adults may have ongoing psychosocial and emotional issues related to stuttering. There are emerging data to suggest that age of onset of stuttering (>3yrs), family history of persistence, male gender, and lower language skills are predictors of persistent stuttering.
Speech-language pathologists are trained in providing interventions that target reduction of disfluencies in the speech of people who stutter, and more recently, have focused on interventions that simultaneously target emotional support for people who stutter. In fact, most people who stutter prefer an integrated treatment approach, with appropriate goals that address both feelings and attitudes about stuttering and speech fluency (Yaruss & Quesal, 2002). Attitudes and feelings about stuttering are important to consider because communication competence and confidence for people who stutter can be diminished through avoidance or through behavioral techniques present in traditional stuttering intervention methods that are difficult to generalize to everyday conversation. Managing reactions to disfluent speech can be an effective technique for regulating disfluent speech and reducing the psychosocial effects associated with stuttering.
Disfluent speech caused by stuttering can impact emotional well-being. Emotional reactions to stuttering instances include anxiety and frustration associated with anticipated embarrassment and humiliation when speaking (Craig & Tran, 2014). The potential negative psychosocial impact of stuttering may lead to lowered motivation and avoidance of situations when anticipation of stuttering instances might occur. Increased anxiety and avoidance of social situations can adversely affect the quality of life of individuals who stutter (Boyle, 2015). Therefore, speech therapy interventions targeting the reduction of anxiety and psychological stress symptoms associated with stuttering are necessary to benefit both communication effectiveness and the quality of life for people who stutter. Increasingly, mindfulness techniques have been used to decrease psychological symptoms, including those caused by stuttering. Mindfulness practices have been adopted by some speech-language pathologists as a therapeutic intervention used to enhance communication effectiveness and the quality of life for people who stutter. This paper will provide an overview of the different aspects of mindfulness based therapy techniques including: the definition of mindfulness, the history of mindfulness, assessment and treatment of stuttering, the benefits of mindfulness in stuttering management for adults, and considerations for future research.
Read more > Stuttering Information
Stuttering can be described as a genetically based, neurophysiological disorder characterized by atypical disruptions in the fluency of speech. Stuttering occurs in approximately 1% of the general population and in 5% of primary school children (Gupta, Yashodharakumar, & Vasudha, 2016). Males are four times more likely to stutter compared to females (Perez & Stoeckle, 2016). The etiology of stuttering is unknown and there is no cure for stuttering. However, research supports a genetic basis of stuttering. Up to 90% of children who stutter can recover from stuttering with speech therapy interventions or through natural recovery (Perez & Stoeckle, 2016). However, many children enter adulthood with a stutter and a significant amount of these adults may have ongoing psychosocial and emotional issues related to stuttering. There are emerging data to suggest that age of onset of stuttering (>3yrs), family history of persistence, male gender, and lower language skills are predictors of persistent stuttering.
Speech-language pathologists are trained in providing interventions that target reduction of disfluencies in the speech of people who stutter, and more recently, have focused on interventions that simultaneously target emotional support for people who stutter. In fact, most people who stutter prefer an integrated treatment approach, with appropriate goals that address both feelings and attitudes about stuttering and speech fluency (Yaruss & Quesal, 2002). Attitudes and feelings about stuttering are important to consider because communication competence and confidence for people who stutter can be diminished through avoidance or through behavioral techniques present in traditional stuttering intervention methods that are difficult to generalize to everyday conversation. Managing reactions to disfluent speech can be an effective technique for regulating disfluent speech and reducing the psychosocial effects associated with stuttering.
Disfluent speech caused by stuttering can impact emotional well-being. Emotional reactions to stuttering instances include anxiety and frustration associated with anticipated embarrassment and humiliation when speaking (Craig & Tran, 2014). The potential negative psychosocial impact of stuttering may lead to lowered motivation and avoidance of situations when anticipation of stuttering instances might occur. Increased anxiety and avoidance of social situations can adversely affect the quality of life of individuals who stutter (Boyle, 2015). Therefore, speech therapy interventions targeting the reduction of anxiety and psychological stress symptoms associated with stuttering are necessary to benefit both communication effectiveness and the quality of life for people who stutter. Increasingly, mindfulness techniques have been used to decrease psychological symptoms, including those caused by stuttering. Mindfulness practices have been adopted by some speech-language pathologists as a therapeutic intervention used to enhance communication effectiveness and the quality of life for people who stutter. This paper will provide an overview of the different aspects of mindfulness based therapy techniques including: the definition of mindfulness, the history of mindfulness, assessment and treatment of stuttering, the benefits of mindfulness in stuttering management for adults, and considerations for future research.
Read more > Stuttering Information
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