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"¡Bienvenidos a la Masterclass en Evaluación y Tratamiento de la Tartamudez!

En nombre de la Escuela Peruana de Fonoaudiología, les damos la más cordial bienvenida a este evento dirigido por la destacada Fga. María Pía Coscueta. Su amplia experiencia y reconocimiento en el campo de la Fonoaudiología garantizan una experiencia de aprendizaje de alta calidad.

La Fga. María Pía Coscueta ha contribuido significativamente al campo a nivel nacional e internacional, siendo Profesora Universitaria, Especialista Europea en Alteraciones de la Fluidez, y colaboradora en importantes publicaciones. Durante esta Masterclass, aprenderán de su experiencia en la evaluación y tratamiento de la tartamudez.

Agradecemos su participación y confianza en nuestra escuela. Esperamos que disfruten y aprovechen al máximo esta experiencia educativa excepcional.

¡Bienvenidos y disfruten del aprendizaje!

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Copia de Copia de Post de Instagram Gráfico complejo con círculos negro

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El impacto de la tartamudez, programas basados en evidencia para su tratamiento, terapia indirecta y directa en preescolares y niños escolares, así como técnicas de modificación de la tartamudez y modelado de la fluidez.

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Definición de la tartamudez y fluidez, etiología, evaluación en diferentes grupos, medidas de severidad y frecuencia, escalas de evaluación y el Modelo ICF.

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Palin Parent-Child Interaction Therapy for Early Childhood Stammering 

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Palin Parent-Child Interaction Therapy for Early Childhood Stammering 

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Now available in a fully revised and updated second edition, this practical manual is a detailed guide to the Palin Parent-Child Interaction Therapy programme (Palin PCI) developed at the Michael Palin Centre for Stammering (MPC). Palin PCI builds on the principle that parents play a critical role in effective therapy and that understanding and managing stammering is a collaborative journey between the child, parent and therapist. This book emphasises a need for open communication about stammering, offering a combination of indirect techniques such as video feedback, interaction strategies and confidence building, along with direct techniques to teach a child what they can do to help themselves.

This second edition:

Reflects the most up-to-date research in areas such as neurology, genetics, temperament and the impact of stammering on children and their families

Offers photocopiable resources, such as assessment tools, information sheets and therapy handouts, to support the implementation of Palin PCI

Focuses on empowerment through building communication confidence in children who stammer and developing knowledge and confidence in their parents

Based on a strong theoretical framework, this book offers a comprehensive understanding of the Palin PCI approach in order to support generalist and specialist speech and language therapists as they develop their knowledge, skills and confidence in working with young children who stammer and their families.

For more information about Alison and her work, please visit www.alisonnicholasslt.co.uk. To learn more about Elaine and her work, please visit www.michaelpalincentreforstammering.org.

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Palin Parent-Child Interaction Therapy for Early Childhood Stammering

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Palin Parent-Child Interaction Therapy for Early Childhood Stammering: 9780815358329: Medicine & Health Science Books @ Amazon.com

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RESTART-DCM MethodMarie-Christine Franken and Ellen Laroes

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RESTART-DCM MethodMarie-Christine Franken and Ellen Laroes

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Fundación para la tartamudez et al. (2010). Terapia de la tartamudez: transferencia ymantenimiento. SFA, Estados Unidos

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Fundación para la tartamudez et al. (2010). Terapia de la tartamudez: transferencia ymantenimiento. SFA, Estados Unidos

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Stuttering Foundation: A Nonprofit Organization Helping Those Who Stutter

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By Dean E. Williams, Ph.D.
The purpose of this chapter is to discuss ways to accomplish and some problems involved in "transfer" and "maintenance" in stuttering therapy for elementary school aged children. Ordinarily the clinician works to "establish" a desired response pattern in the therapy room and then to transfer it to outside situations. Problems can and do arise when clinicians consider that they are generalizing a speech pattern that has already been learned. This "has learned" viewpoint too often reflects the faulty assumption that the child has learned a speech production skill in the therapy room and that the transfer phase involves only habitually "using" the learned behavior in outside situations. Instead, when a child leaves the therapy room and talks to a friend or to his teacher is not solely transferring a response pattern, he also is establishing a new reaction pattern. The communicative interaction changed from the one that existed in the therapy room.

Stuttering develops as a communication problem every bit as much, if not more so, as it does a speech production problem. The essence of therapy is to help the child cope constructively with his speech production abilities in the presence of the feelings involved in his ever-changing communicative interactions. From this perspective, the concepts of "transfer and maintenance," if considered to encompass solely speech production skills, can be misleading to the beginning clinician. We hope to clarify this point in the following discussion.

As stuttering develops in children, their feelings become a fundamental part of their stuttering, and by so doing, stuttering becomes part of them. This is one reason that for many children, their stuttering is so personal and so private. To them, their feelings represent the internal part of their stutter. The speaking behavior that the listener observes, is the part that the child could not hide. Various terms have been used to discuss these "stuttering feelings," for example, anxiety, anticipation, stress, negative emotion, fear, etc., etc. Regardless of the terms used, most theorists agree that a person's "feelings" become paired with the overt struggle behaviors. Hence, a change in a person's feelings may trigger an instance of stuttering. These "feelings of stuttering" result from a combination of emotional and motoric feelings. They combine to serve as internal cues that the child comes to monitor before or as he speaks in order, he hopes, to be better able to cope with the way he talks.

We are well aware that our emotional feelings change constantly as we talk to different people, in different places, in different roles, about different topics, with different language structures, etc. As a result, the internal cues that the child experiences are changing constantly. Therefore, to rephrase what I stated earlier: a clinician's task, fundamentally, is to help the child learn how to learn to cope constructively with changing communicative interactions and the internal cues that are such a vital part of them.

In the discussion that follows, the term "transfer" refers not to a response that has been learned but rather to the transferring establishing process involved in learning to cope with differing communicative environments. Furthermore, my comments will focus on those issues commonly found in the elementary school environment.

The therapy program that the clinician develops in a school system should take into account the unique aspects of each school in which she works. She will need to explain to the principal, teacher, etc., the structure of the stuttering therapy program so that she, with the help of these school personnel, can work together to adapt, where possible, school policies and regulations to fit her therapy program. The three main aspects of structuring a program are (1) the frequency and length of therapy sessions per week, (2) the support by and cooperation of the school personnel for the child and for the therapy program, and (3) the clinical procedures used during the therapy sessions that will promote their use in the school environment.
Scheduling Therapy Sessions
The clinician should schedule therapy sessions frequently enough per week and of sufficient duration to meet the needs of the child who stutters. To attempt to force a stutterer into an established school schedule, for example, of two 15 minute individual sessions per week is being professionally irresponsible. A school clinician must adapt her schedule to fit the needs of the client. If this cannot be done, the child should be referred to someone who can. Ordinarily, two to three individual sessions per week, each for 30-40 minutes, is a minimal requirement. In addition, however, the clinician should plan on time to be spent with school personnel and, if possible, the child's parents. This may appear to be a great deal of time to spend with one client in the schools but (1) the nature of the stuttering problem requires more clinician time than some of the other speech problems do, and (2) most clinicians who spend less time than this report very little success with the stuttering child.
Preparing the Environment for Transfer
In order for a child to transfer improved speech into his school environment, he is required to begin behaving in ways that are different from the ways he has behaved in the past. For many children, this can be rather frightening. They are unsure of what they will do and how other people will react. For them, when they act in ways in which they are not used to acting they feel conspicuous. They feel strange or "kind of funny." They are afraid that people will notice and say something! As a result, it is not uncommon for stuttering children to prefer to act "like themselves" and to just hope that they do not stutter. In my experience, it often has been difficult for clinicians to realize that for many children, it is more important at times to communicate their thoughts and their feelings "honestly" than it is to say the words fluently.

Obviously, it is easier for a child to change certain ways of acting and to observe the consequences if the people in his environment are supportive and reinforcing to the ways he is communicating both verbally and nonverbally. These people, teachers, principals, etc., can be important contributors to a child's successful "transfer and maintenance" of improved fluency.

When a clinician accepts a child who stutters for therapy in a school, it is important for her to open lines of communication with the principal and the child's classroom teacher. In discussions with them, the clinician can find out how they "see" the child. What do they like about the ways he acts, both verbally and nonverbally, and what things do they dislike and wish he could change? Is it for example, when he tenses so much, or when he holds his breath, or when he keeps looking at the floor? The information obtained can be used at a later date in discussion with teachers and principals. The clinician may want to work with the child to change certain ways he acts (verbally or nonverbally) that his teacher, for example, did not like. Then, the clinician can alert her to notice the change and to comment upon it. This can help the child learn to feel free to change the ways he acts.

The nature of stuttering should be discussed with the principal and the teacher. They need to understand the relation of communicative interaction to the problem and the need to modify these interactions as a part of therapy. In this way they can obtain a perspective about what therapy involves and ways that they can be helpful. For example, several years ago, we had a conference with a group of principals and teachers who had stutterers in their schools. We asked them if they talked to the stutterers informally in the halls or between classes as much as they did to children who do not stutter. Their answer was "no." When we discussed the reasons for this, several of them verbalized, and others agreed, that it honestly was not because they were embarrassed when the child stuttered. After all, they were used to working with children with problems. Rather, it was because if they talked to the child and the child stuttered in answering, they felt responsible for making the child stutter. It was their fault if he stuttered. They believed they were being kind by not placing the child in the turmoil of having to talk and to stutter. This example is used to point out the kinds of misconceptions that exist. Principals and teachers want to help children. It is the clinician's responsibility to help them learn ways to do it.

The principal needs to be provided with information about the structure of the clinician's therapy program. Then he will understand the logic behind requests to take the child into the halls during class time even though it is ordinarily against school policy. He is more likely to permit this so that the clinician and the child can talk to the janitor, the cook, the secretary, and even to him.

The classroom teacher needs to understand the therapy program so that she can understand her place in it. It is especially important that the clinician work for open lines of communication with the teacher based on mutual sensitivity and understanding. In talking to groups of school clinicians, the most common complaint I hear is that the classroom teacher is "not cooperative." This is unfortunate. It is difficult for me to believe that a teacher who is devoting her professional life to helping children will refuse to help children. After discussions with many classroom teachers, a different picture emerges from that reported by the clinicians. Some report that they do not understand what they can do to be helpful, and why it will help, as opposed to doing something else. Also, they resent, at times, the way they are told what to do. The clinician comes to her room, tells her that she is doing this and this wrong, and that she should be doing this, then leaves. Other complaints involve the problem of time. When a teacher has 30 and even 40 children in a class, it is unreasonable to expect her to spend undue time with one child at the expense of the others. Other problems of time occur that reflect a lack of understanding or sensitivity on the part of the clinician. For example, the clinician bursts in on the teacher to have a conference when the teacher has ten minutes to make final preparations for the remainder of the day.

The other major complaint involves requests by clinicians that are unreasonable. Several examples will illustrate the point. One clinician informed the teacher that Johnny was learning to "stutter smoothly." She requested the teacher to stop Johnny anytime he did not "stutter smoothly" and make him do it again until it was "smooth." One might argue about the advisability of using such procedures; however, a more critical issue is the fact that the teacher was not trained, and had no way of knowing how "smooth stuttering" has to be before it is "smooth" enough. The other example concerns a clinician who was attempting to transfer to the classroom the fluency the child had learned in the therapy room. She requested that for the first week the teacher ask the child questions that could be answered with only three words. The next week the questions were to be answered with only five words. Teacher cannot be expected to serve as surrogate clinicians. The clinician should assume the responsibility for blending the therapy activities into the daily classroom routine.

The clinician can discuss with the teacher the daily activities that occur with the children. She should learn about the various opportunities that the children have to speak each day. Do they have a chance to answer questions, to ask them, to tell a story, to read aloud, etc.? How does "Chester" perform these activities? Which appear to give him the most and the least difficulty? The clinician should determine also the types of materials and books used with each subject taught and then utilize them where possible in therapy. In preparing the child to transfer improved speech into the classroom, the clinician can incorporate a reality into the therapy room activities that the child can understand.

The teacher can be asked about the ways that it would be most convenient for her to communicate with the clinician about the child's needs. This may be done, for example, by any combination of the following: write short notes; establish a specific time during a day, e.g., recess or gym time, when the teacher is "more likely" to have free time; eat lunch together on days when you have information to share; or make phone calls at home. Obviously, there are many other ways it can be done. The point is that mutual sharing of decisions enhances the opportunities for cooperation.

The clinician can discuss with the teacher ways that she would feel comfortable participating in the therapy program. Her role will vary from situation to situation. Generally, the teacher can be extremely helpful by being supportive of the changes the child is making. She can provide the opportunities for the child to speak and she can observe his performance. She should not be expected to directly "correct" or "modify" the child's speech. In fact, she should refrain from doing so, as one clinician is enough.

In my opinion, one of the most important ways that the teacher can assist in the transfer aspect of therapy for a child is through her supportive role as "his teacher." Prior to asking the child to practice improved ways of talking in the classroom, it should be demonstrated to the teacher. Some teachers are able to visit the therapy room and observe just what it is the child is practicing. Others will meet with the child and the clinician in the classroom after school. In this way, the teacher will know what to expect. More importantly, now the child knows that the teacher knows, and that she approves. Furthermore, now the clinician and the teacher stand side by side in what they expect the child to do and this makes it easier for the child to be successful. Also, it opens up communication between the teacher and the child about his therapy program.

The clinician's interactions with the parents of the child can be similar to those with the teacher. There needs to be a discussion in order for them to understand the therapy program and their place in it. Also, prior to the time when the child is to transfer improved ways of talking to the home environment, one or both of the parents should, if at all possible, join the clinician and the child so that they can demonstrate for the parent(s) the changes he is making. Again, as with his teacher, he now knows that they know what to expect and that his mother and/or father approve. During the course of the therapy program, much of the communication between the clinician and the parents can be done by phone.
Preparing the Child for the Transfer of Improved Speech
The clinician cannot take the responsibility for "ensuring success" outside of the clinic room. The child must do it. The clinician does have the obligation, however, to maximize the chances that the child will be able to cope constructively with his communicative interactions involving increased emotion.

One must realize that it takes courage as well as motivation for a person to change his behavior. Furthermore, it takes courage, and for some, a great deal of courage to change speaking behavior in prescribed ways when he is scared of what might occur and fearful that he might fail. A child is no different from anyone else.

A clinician can talk with the child. She can find out his beliefs about stuttering. What does he think is wrong with him? Why does he stutter? What does he do to help himself talk "better?" What would he do or what would it sound like if he did not do that to "help himself?" How does he feel when he stutters? What does he think other people think of him when he stutters? These, as well as other questions, can be discussed with the child using language and examples that can be understood and shared. This can serve as the foundation from which to discuss with him what is "going on" when he stutters, the things he can do that will make it harder to talk, and the things he can do to help. From this, the clinician can discuss the therapy program. This should include what he will be asked to do, why he will do it, and what he will accomplish. The child should be made to feel that he is a participant in his own therapy program. Also, she can discuss with him his confusions and his fears about stuttering. He should be helped to understand that his "bad" feelings are normal, and that he is normal and OK, that he can learn to talk acceptably, that he will goof at times but that he can do it, and that the clinician, teacher, and parents are there to help in any way he wants them to help. When a child knows what is wrong, when he understands what he can do to help, when he feels relatively good about himself, and when he realizes people are supportive, it is much easier to have courage than it is when his talking world is mysterious, confusing and lonely.

In the therapy room, the clinician ordinarily works with the child in order to establish a desired speech response pattern. The "desired" behavior will vary from clinician to clinician depending upon her approach to therapy. Regardless of the approach used, however, the difficulty of establishing a desired response pattern usually will increase with increased complexity of the speaking interactions. These include the social complexity, the language-propositionality complexity, and the reaction complexity.

The social complexity involves those speaking situations usually thought of as the "transfer stage." They include, for example, talking to the clinician alone in the therapy room, talking to another child or an adult in the hall, talking to the teacher, and talking in the classroom.

The language-propositionality complexity refers to the nature of the speaking task. It involves, for example, the following: a one word response, a short comment, asking a question, answering a question, reading a word, sentence or a paragraph, telling a story or a joke, describing an event, and discussing opinions. Each of the above represents a different speaking task. There are, of course, many more.

The reaction complexity refers either to the way the listener reacts to the speaker or the way the speaker reacts to the speaking task. The listener may, for example, be attentive, be distracted and be paying little attention to what is said, be irritated and hurried, be smiling or chuckling, or be disgusted and shake his head and frown. On the other hand, the speaker may react and speak rapidly, slowly, hurriedly, deliberately, excitedly, calmly, etc. As each of the reactions of the speaker and listener change, the communicative interaction changes. The clinician can help the child learn to cope constructively with these changing listener reactions.

The child can practice the desired manner of speaking in the therapy room with the clinician. This first will be done at one level of language-propositionality complexity, with the clinician reacting with a constant level of complexity, usually attentively and calmly. Then, the child can vary the language-propositionality complexity. Also, the clinician can vary the listener's reaction pattern by role playing different reactions. Together, they can note the ways the child's feelings and speaking behavior change. This can help the child prepare for speaking outside of the therapy room. It can serve to emphasize the need to practice in "easy situations" in order to know what to do at those times when increased emotion is involved.

The clinician can then vary systematically the complexity of the speaking situation. The child first practices with the clinician. Then, prior to entering an outside situation, for example, asking the teacher a question, the clinician and child can role play the situation. The clinician is "the teacher" and the child asks the desired question. This is practiced until the child feels that he knows what to do. Then, he can go and ask his teacher the question. This type of therapy structure can be followed for increasingly complex speaking situations.

Children differ in the ease with which they transfer the improved manner of speaking. Some are able to transfer easily and consistently into increasingly difficult situations following a period of role playing with the clinician. Others have more difficulty. They are those with relatively strong emotional reactions associated with talking and stuttering. For these, it is helpful for the clinician to accompany the child during the early stages of transfer. For some, this is all that is needed. For others, more is needed. For these children, the clinician can help the child verbalize and accept his feelings of fear. For example, just before entering the situation, the clinician can say "are you scared now? Do you feel real funny right in your stomach? It's okay to be scared. Feel it. It doesn't hurt you. You can still talk even though you are scared. Let's practice again saying what you plan to say while you are scared. Good. Good. I'm with you. Let's go in and you begin to talk the way you want to even though you are scared. Once a child learns that he can cope constructively with his feelings and the way he talks, transfer progresses rapidly. School personnel can be very helpful. For example, the teacher can talk with the child about ways she can help. The school secretary, the janitor, and the cook can help by encouraging him to keep up the good work. Successful transfer into the school environment provides a firm foundation for maintenance of his improved speech.
Maintaining Improved Fluency
Early in this paper the point was made that the child is continually "establishing" improved fluency as he enters new situations. A therapy program should prepare him for such a challenge. This same concept exists for what is commonly called the "maintenance program." Maintenance involves no more than continuing the transfer phase, which in turn, involves no more than expanding the "establishing phase." We are dealing with a continuing process. We separate, at times, the learning process into three "phases" or "categories" for convenience of discussion and not because they reflect the reality of behavior change and stabilization.

In my opinion, if the child understands what he is doing to talk the ways he wants to talk, if he understands that he is continually learning to improve his speech, and if he understands that in learning we all "goof" at times, then he will be able to cope constructively with times when he occasionally stutters. If he does not understand these things, then, following an instance of stuttering, he will be prepared for little more than to "hope" that he will not do it again. This can rekindle feelings of fear and of helplessness. These feelings can be one of the first steps leading to regression.

As the child is transferring improved fluency into more and more types of verbal interactions, the clinician can be laying the foundation for maintaining this improvement. The child can participate in the planning of speaking tasks. This can lead to a period of time when he will make and carry out the assignments. The clinician's task is to help him learn meaningful ways to do it and to assess with him his progress. As a child becomes competent at planning, carrying out, and assessing his own daily speaking activities, then the clinician can begin stretching out times between clinical sessions. She may begin to meet with the child every two or three weeks. Then, if successful, the time period can be extended. If the child begins to experience difficulties in coping, they can meet more often until he gets back "on track." Then, the time periods can be extended again.

There are advantages to continuing to meet with the child for a year every two to three weeks even for 15 minutes each time. This helps him learn that therapy is not "ended." It emphasizes the fact that he is "expected" to continue improving. Furthermore, it provides for him the opportunity of having someone to "answer to" and having someone who can share his speaking experiences. In addition to this type of program, the school environment offers the opportunity to obtain the evaluations of other persons. The clinician can check with the teacher, secretary, principal, etc., who talk with the child. She can go out of her way to meet the child in the hall to ask, "How is it going?" If he says "okay," a smile, a wink, a pat on the back can keep things active and rewarding.

Embodied in the short talks with the child over time can be the philosophy that he is a pretty "normal kid" who may get tangled up at times when he talks, but that if he does, he can change what he is doing and talk the way he wants to talk.
This excerpt by Dean E. Williams, Ph.D., is from Stuttering Therapy: Transfer and Maintenance.

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Working with children in the school environment By Dean E. Williams, Ph.D. The purpose of this chapter is to discuss ways to accomplish and some problems involved in "transfer" and "maintenance" in stuttering therapy for elementary school aged children. Ordinarily the clinician works to "establish" a desired response pattern in the therapy room and then to transfer it to outside situations.

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Neiders, G (2019). De la Tartamudez a la Fluidez: Manejo de tus Emociones parauna Vida Completa. Columbia SC

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Neiders, G (2019). De la Tartamudez a la Fluidez: Manejo de tus Emociones parauna Vida Completa. Columbia SC

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Dr. Neiders is the founder of Rational Emotive Behavior Therapy for Stuttering (REBTS) and has personally recovered from stuttering. He has been successful in helping clients in freeing themselves from the shackles of stuttering through the application of Stoic philosophy, Rational Emotive Behavior Therapy, Positive Psychology and Artificial Intelligence. Always with a sense of humor, joy for living, and optimistic outlook on life, he drew on his collaboration with Albert Ellis, the founder of REBT, to author the highly successful book From Stuttering to Fluency: Manage Your Emotions and Live More Fully, along with nine academic papers on the topic.

Currently, Dr. Neiders is in the process of completing his third book, Free Yourself from the Shackles of Stuttering, a step-by-step approach for the adult stutterer who wishes to discard non-functional mindsets and unhealthy feelings that propagate stuttering.

He is a member of the International Fluency Association, International Stuttering Association, American Speech-Language-Hearing Association and is a member of SID4, the Special Interest Group on Fluency and Fluency Disorders. He has been a member of the National Stuttering Association for over 50 years and was the local leader of the Seattle Chapter in the 1970s.

Dr. Neiders provides interventions (and financial aid) for stuttering, both in person and via telehealth, with the goals of minimizing the frequency and severity of stuttering so his clients can lead productive and emotionally fulfilling lives, while pursuing careers of their choice. His website can be found at www.stutteringrecovery.net. He resides in Renton, WA with his wife and dog Maddie and can be reached at neidersg@comcast.net or at 206-399-4451.

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De la Tartamudez a la Fluidez: Manejo de tus emociones para una vida completa (Spanish Edition)

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Este libro tiene un valor incalculable para recuperarse de la tartamudez porque proporciona herramientas sobre cómo obtener la autoaceptación, cómo superar las emociones de vergüenza y miedo, y cómo evitar una recaída.Goncalo Leal, Ph.C.(Co fondatore del centro Tratamento de Gaugez di Lisbona) y ...

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O'Brian, S., Onslow, M., Jones, M., Lowe, R., Packman, A. y Menzies, R. (2022).Comparación de la gravedad de la tartamudez y la ansiedad durante el estándar y el desafíollamadas telefónicas. Revista de investigación del habla, el lenguaje y la audición, 65(3),982–990

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O'Brian, S., Onslow, M., Jones, M., Lowe, R., Packman, A. y Menzies, R. (2022).Comparación de la gravedad de la tartamudez y la ansiedad durante el estándar y el desafíollamadas telefónicas. Revista de investigación del habla, el lenguaje y la audición, 65(3),982–990

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O'Brian, S., Jones, M., Packman, A., Onslow, M., Menzies, R., Lowe, R., Cream,A., Hearne, A., Hewat, S., Harrison, E., Block, S. y Briem, A. (2022). Elcomplejidad de la tartamudez en adultos y adolescentes: Relación conedad, gravedad, salud mental, impacto de la tartamudez y tratamiento conductualresultado. Revista de investigación del habla, el lenguaje y la audición, 65(7),2446–2458.

# data[].attributes.subject
O'Brian, S., Jones, M., Packman, A., Onslow, M., Menzies, R., Lowe, R., Cream,A., Hearne, A., Hewat, S., Harrison, E., Block, S. y Briem, A. (2022). Elcomplejidad de la tartamudez en adultos y adolescentes: Relación conedad, gravedad, salud mental, impacto de la tartamudez y tratamiento conductualresultado. Revista de investigación del habla, el lenguaje y la audición, 65(7),2446–2458.

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Jones, M. L., Menzies, R. G., Onslow, M., Lowe, R., O'Brian, S. y Packman, A.(2021). Medidas de los impactos psicológicos de la tartamudez en jóvenes en edad escolarniños: una revisión sistemática. Revista de habla, lenguaje y audiciónInvestigación, 64(6), 1918–1928.

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Jones, M. L., Menzies, R. G., Onslow, M., Lowe, R., O'Brian, S. y Packman, A.(2021). Medidas de los impactos psicológicos de la tartamudez en jóvenes en edad escolarniños: una revisión sistemática. Revista de habla, lenguaje y audiciónInvestigación, 64(6), 1918–1928.

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Lowe, R., Jelčić Jakšić, S., Onslow, M., O'Brian, S., Vanryckeghem, M., Millard, S.,Kelman, E., Block, S., Franken, M. -C., Van Eerdenbrugh, S., Menzies, R., Shenker,R., Byrd, C., Bosshardt, H. -G., del Gado, F., & Lim, V. (2021). Contemporáneoproblemas con la tartamudez: El cuarto simposio de tartamudez de Croacia, Journal ofTrastornos de la fluidez, 70, Artículo105844.

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Lowe, R., Jelčić Jakšić, S., Onslow, M., O'Brian, S., Vanryckeghem, M., Millard, S.,Kelman, E., Block, S., Franken, M. -C., Van Eerdenbrugh, S., Menzies, R., Shenker,R., Byrd, C., Bosshardt, H. -G., del Gado, F., & Lim, V. (2021). Contemporáneoproblemas con la tartamudez: El cuarto simposio de tartamudez de Croacia, Journal ofTrastornos de la fluidez, 70, Artículo105844.

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Highlights

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Perspectives about anxiety-related mental health issues with persistent stuttering.

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Perspectives about when to begin early intervention for stuttering.

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Perspectives about the issue of early intervention and anxiety.

Abstract

Purpose

During the 2019 Fourth Croatia Clinical Symposium, speech-language pathologists (SLPs), scholars, and researchers from 29 countries discussed speech-language pathology and psychological practices for the management of early and persistent stuttering. This paper documents what those at the Symposium considered to be the key contemporary clinical issues for early and persistent stuttering.

Methods

The authors prepared a written record of the discussion of Symposium topics, taking care to ensure that the content of the Symposium was faithfully reproduced in written form.

Results

Seven contemporary issues for our field emerged from the Symposium.

Conclusion

Effective early intervention is fundamental to proper health care for the disorder. However, as yet, there is no consensus about the timing of early intervention and how it should be managed. Currently, clinical translation is a barrier to evidence-based practice with early stuttering, and proactive strategies were suggested for junior SLPs. Apprehension emerged among some discussants that treatment of early stuttering may cause anxiety. For persistent stuttering, assessment procedures were recommended, as were strategies for dealing with childhood bullying. There was agreement that SLPs are the ideal professionals to provide basic cognitive-behavior therapy for clients with persistent stuttering. Questions were raised about our discipline standards for basic professional preparation programs for stuttering management.

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Contemporary issues with stuttering: The Fourth Croatia Stuttering Symposium

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During the 2019 Fourth Croatia Clinical Symposium, speech-language pathologists (SLPs), scholars, and researchers from 29 countries discussed speech-l...

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Yaruss, JS; Quesal, R, W. (2003). La tartamudez y la clasificación internacionalde Funcionamiento, Discapacidad y Salud (ICF): Una actualización. Diario deTrastornos de la comunicación 37 (2004) 35–52

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Yaruss, JS; Quesal, R, W. (2003). La tartamudez y la clasificación internacionalde Funcionamiento, Discapacidad y Salud (ICF): Una actualización. Diario deTrastornos de la comunicación 37 (2004) 35–52

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Stuttering and the International Classification of Functioning, Disability, and Health: an update - PubMed

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As a result of reading this manuscript, participants, willgain an understanding of the updates to the World Health Organization’s original International Classification of Impairments, Disabilities, and Handicaps that are seen in the International Classification of Functioning, Disability, and Health…

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Angiono, V.; Fernández Reuter, C, Mercado Laura (2019). Manual de losTrastornos de la Comunicación, Lenguaje y Habla. Editorial Brujas, Argentina.

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Angiono, V.; Fernández Reuter, C, Mercado Laura (2019). Manual de losTrastornos de la Comunicación, Lenguaje y Habla. Editorial Brujas, Argentina.

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Manual de los trastornos de la comunicación, lenguaje y el...

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“La Comunicación, como acto socializante de un individuo en una comunidad, involucra multifunciones que la posibilitan llevando a cabo actos…

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Waelkens, V. (2018) Mini-Niños. Terapia directa para niños pequeños que tartamudean (2-6 años). Ed: lulu.com. Lovaina, Bélgica

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Waelkens, V. (2018) Mini-Niños. Terapia directa para niños pequeños que tartamudean (2-6 años). Ed: lulu.com. Lovaina, Bélgica

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Mini-KIDS - Direct therapy for young children who stutter

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'Mini-KIDS - Direct therapy for young children who stutter' is a translation of the book 'Mini-KIDS - Stottertherapie bij jonge kinderen' by the same author, originally published by Acco in the series 'Logopedie en Audiologie'. It is also a perfect match for the professional field.

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Chang, SE, Zhu, DC (2014). Diferencias de conectividad de redes neuronales en niños que tartamudean. Una revista de Neurología. Cerebro 2013: 136; 3709–3726.

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Chang, SE, Zhu, DC (2014). Diferencias de conectividad de redes neuronales en niños que tartamudean. Una revista de Neurología. Cerebro 2013: 136; 3709–3726.

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Abstract

Affecting 1% of the general population, stuttering impairs the normally effortless process of speech production, which requires precise coordination of sequential movement occurring among the articulatory, respiratory, and resonance systems, all within millisecond time scales. Those afflicted experience frequent disfluencies during ongoing speech, often leading to negative psychosocial consequences. The aetiology of stuttering remains unclear; compared to other neurodevelopmental disorders, few studies to date have examined the neural bases of childhood stuttering. Here we report, for the first time, results from functional (resting state functional magnetic resonance imaging) and structural connectivity analyses (probabilistic tractography) of multimodal neuroimaging data examining neural networks in children who stutter. We examined how synchronized brain activity occurring among brain areas associated with speech production, and white matter tracts that interconnect them, differ in young children who stutter (aged 3-9 years) compared with age-matched peers. Results showed that children who stutter have attenuated connectivity in neural networks that support timing of self-paced movement control. The results suggest that auditory-motor and basal ganglia-thalamocortical networks develop differently in stuttering children, which may in turn affect speech planning and execution processes needed to achieve fluent speech motor control. These results provide important initial evidence of neurological differences in the early phases of symptom onset in children who stutter.

Keywords: DTI probabilistic tractography; auditory motor integration; basal ganglia thalamocortical loop; resting state functional MRI; stuttering.

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national center for biotechnology information

# data[].attributes.attachment_link.title
Neural network connectivity differences in children who stutter - PubMed

# data[].attributes.attachment_link.description
Affecting 1% of the general population, stuttering impairs the normally effortless process of speech production, which requires precise coordination of sequential movement occurring among the articulatory, respiratory, and resonance systems, all within millisecond time scales. Those afflicted experi ...

# data[].attributes.headline
Tichenor, S, Yaruss J. S. (2018) A Phenomenological Analysis of the Experienceof StutteringAmerican Journal of Speech-Language Pathology. Vol. 271180–1194

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Tichenor, S, Yaruss J. S. (2018) A Phenomenological Analysis of the Experienceof StutteringAmerican Journal of Speech-Language Pathology. Vol. 271180–1194

# data[].attributes.attachment_link.readable_text
The .gov means it's official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you're on a federal government site.

The site is secure.
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Abstract

Purpose: Stuttering behaviors and moments of stuttering are typically defined by what a listener perceives. This study evaluated participants' perceptions of their own experience of moments of stuttering.

Method: Thirteen adults who stutter participated in a phenomenological qualitative study examining their experience of moments of stuttering. Analysis yielded several common themes and subthemes culminating in an essential structure describing the shared experience.

Results: Speakers experience anticipation and react in action and nonaction ways. Many speakers experience a loss of control that relates to a lack of a well-formed speech plan or agency. The experience of moments of stuttering changes through therapy, over time, with self-help, and across situations. Many speakers experience so-called typical stuttering behaviors as reactions rather than direct consequences of trying to speak. Interactions with listeners can affect the experience of stuttering.

Conclusion: Although research recognizes that the experience of the stuttering disorder involves more than just speech behaviors, people who stutter experience stuttering behaviors in time as involving more than just the disruption in speech. This finding has implications for both the theoretical understanding of stuttering and the clinical evaluation and treatment of the stuttering disorder.

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national center for biotechnology information

# data[].attributes.attachment_link.title
A Phenomenological Analysis of the Experience of Stuttering - PubMed

# data[].attributes.attachment_link.description
Although research recognizes that the experience of the stuttering disorder involves more than just speech behaviors, people who stutter experience stuttering behaviors in time as involving more than just the disruption in speech. This finding has implications for both the theoretical understanding ...

# data[].attributes.headline
Everard, R. A., Howell, P. (2018). Tenemos una voz: Explorando las experiencias de los participantes en la terapia de modificación de la tartamudez. American Journal of Speech-Language Pathology. vol. 27 1273–128

# data[].attributes.subject
Everard, R. A., Howell, P. (2018). Tenemos una voz: Explorando las experiencias de los participantes en la terapia de modificación de la tartamudez. American Journal of Speech-Language Pathology. vol. 27 1273–128

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We Have a Voice: Exploring Participants’ Experiences of Stuttering Modification Therapy - PubMed

# data[].attributes.attachment_link.description
The qualitative analyses confirmed positive speech and attitude changes consequent on participants’ attendance at stuttering modification therapy. These changes, further corroborated by quantitative measures, were linked to reports of improved quality of life. Further research is required to investi…

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Byrd, C.T.; Gkalitsiou, Z.; Donaher, J.; Stergiou; E. (2016). The Client’s Perspectiveon Voluntary Stuttering American Journal of Speech-Language Pathology 1–16

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Byrd, C.T.; Gkalitsiou, Z.; Donaher, J.; Stergiou; E. (2016). The Client’s Perspectiveon Voluntary Stuttering American Journal of Speech-Language Pathology 1–16

# data[].attributes.attachment_link.readable_text
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Abstract

Purpose: Voluntary stuttering is a strategy that has been suggested for use in the clinical literature but has minimal empirical data regarding treatment outcomes. The purpose of the present study is to explore client perspectives regarding the impact of the use of this strategy on the affective, behavioral, and cognitive components of stuttering.

Method: The present study used an original survey designed to explore the intended purpose. A total of 206 adults who stutter were included in the final data corpus. Responses were considered with respect to the type of voluntary stuttering the participants reportedly produced and the location of use.

Results: A client perceives significantly greater affective, behavioral, and cognitive benefits from voluntary stuttering when the production is closely matched to the client's actual stutter and when it is used outside the clinical environment.

Conclusions: To enhance client perception of associated benefits, clinicians should encourage use of voluntary stuttering that closely matches the client's own stuttering. Clinicians should also facilitate practice of voluntary stuttering outside of the therapy room. Finally, clinicians should be aware that clients, at least initially, may not perceive any benefits from the use of this strategy.

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# data[].attributes.headline
Davidow, JH; Grossman, HL; Edge, R.L. Frecuencia de tartamudeo, velocidad del habla, naturalidad del habla y esfuerzo del habla durante la producción de tartamudeo voluntario (2018). Lenguaje y Habla 1–15 voluntaria

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Davidow, JH; Grossman, HL; Edge, R.L. Frecuencia de tartamudeo, velocidad del habla, naturalidad del habla y esfuerzo del habla durante la producción de tartamudeo voluntario (2018). Lenguaje y Habla 1–15 voluntaria

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# data[].attributes.attachment_link.description
Due to changes in articulation rate across the voluntary stuttering conditions, it is difficult to conclude, as has been suggested previously, that voluntary stuttering is the reason for stuttering reductions found when using voluntary stuttering techniques. Additionally, future investigations shoul…

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Libros sobre la tartamudez - La fundación de la tartamudez Brindamos recursos, servicios y apoyo en línea gratuitos para quienes tartamudean y sus familias, así como apoyo para la investigación de las causas de la tartamudez.

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Libros sobre la tartamudez - La fundación de la tartamudez Brindamos recursos, servicios y apoyo en línea gratuitos para quienes tartamudean y sus familias, así como apoyo para la investigación de las causas de la tartamudez.

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Stuttering Foundation: A Nonprofit Organization Helping Those Who Stutter

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NEW LISTINGS Ettie Stutters: A True Story for Children of All Ages Who Stutter by Steven Steinfeld. Available on Amazon.com. Stuttering Henry by Henry Charles. Available on Amazon.com. A Standing Ovation by Luke Ianni. Available in eBook format on Amazon and in hardcover at lulu.com Wildoak by C.C.…

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Intervención práctica para la tartamudez en la primera infanciaEnfoque PCI de PalinPor Elaine Kelman ,  Alison Nicholas

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Intervención práctica para la tartamudez en la primera infanciaEnfoque PCI de PalinPor Elaine Kelman ,  Alison Nicholas

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La terapia para los niños pequeños que tartamudean ahora es de alta prioridad, con una creciente evidencia de investigación que respalda la intervención temprana. Este manual del Michael Palin Center for Stammering Children (MPC) es una guía detallada paso a paso destinada a ayudar a los terapeutas del habla y del lenguaje generales y especializados a desarrollar su confianza y habilidades para trabajar con este grupo de edad. Este manual se basa en un sólido marco teórico que explica los factores que contribuyen al inicio y desarrollo de la tartamudez y describe los hallazgos de investigaciones recientes sobre la naturaleza de la tartamudez en este grupo de edad. Proporciona una guía completa para el proceso de evaluación y ayuda a identificar qué niños tienen probabilidades de recuperarse naturalmente y cuáles corren el riesgo de desarrollar un problema persistente de tartamudeo. El enfoque de la terapia ha sido probado con éxito en el Centro Michael Palin, y el manual proporciona descripciones detalladas del proceso de la terapia. También incluye un CD-Rom de apoyo y recursos fotocopiables como formularios de evaluación y terapia y folletos para los padres. El enfoque MPC es una combinación de métodos de terapia indirecta. El componente de terapia indirecta tiene como objetivo ayudar a los padres mediante el uso de comentarios en video, para identificar estrategias de interacción que apoyen la fluidez de sus hijos y la mejoren en el entorno del hogar. Además, el enfoque aborda otras preocupaciones, por ejemplo, en relación con el fomento de la confianza, el trato con niños sensibles y el establecimiento de estructuras y límites claros para mejorar las relaciones familiares. Para los niños con mayor riesgo de persistencia, este manual incorpora un programa de terapia directa que implica enseñar al niño estrategias para desarrollar la fluidez. Este manual difunde el conocimiento de la terapia especializada y los resultados de la investigación del MPC, y es una guía invaluable para todos los terapeutas del habla y el lenguaje y los estudiantes que trabajan con la tartamudez.

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Therapy for young children who stammer is now high priority, with growing research evidence supporting early intervention. This manual from the Michael Palin Centre for stammering Children (MPC) is a detailed, step-by-step guide intended to support general and specialist speech and language therapists in developing their confidence and skills in working with this age group. This manual is based on a strong theoretical framework which explains the factors contributing to the onset and development of stammering and describes recent research findings regarding the nature of stammering in this age group. It provides a comprehensive guide to the assessment process and helps to identify which children are likely to recover naturally and which are at risk of developing a persistent stammering problem. The therapy approach has been successfully tried and tested at the Michael Palin Centre, and the manual provides detailed descriptions of the therapy process.It also includes a supporting CD-Rom and photocopiable resources such as assessment and therapy forms and parents' handouts. The MPC approach is a combination of indirect therapy methods. The indirect therapy component is aimed at helping parents through the use of video feedback, to identify interaction strategies that support their child's fluency and enhance it in the home environment. In addition the approach addresses other concerns, for example, in relation to confidence building, dealing with sensitive children, and establishing clear structures and boundaries to enhance family relationships. For children at increased risk of persistence, this manual incorporates a direct therapy programme which involves teaching the child strategies for developing fluency. This manual disseminates the MPC's specialist therapy knowledge and research findings, and is an invaluable guide for all speech and language therapists and students working with stammering.

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Practical Intervention for Early Childhood Stammering | Palin PCI Appr

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Therapy for young children who stammer is now high priority, with growing research evidence supporting early intervention. This manual from the Michael Palin

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Onslow, M. (febrero de 2020). La tartamudez y su tratamiento.

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Onslow, M. (febrero de 2020). La tartamudez y su tratamiento.

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Onslow, M; Millard, S. (2012) Interacción entre padres e hijos de Palin y el programa Lidcombe: aclarar algunas cuestiones. Revista de trastornos de la fluidez 37 1-8.

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Onslow, M; Millard, S. (2012) Interacción entre padres e hijos de Palin y el programa Lidcombe: aclarar algunas cuestiones. Revista de trastornos de la fluidez 37 1-8.

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Educación profesional continua en tartamudeo MANUAL PARA EL PROGRAMA LIDCOMBE DE INTERVENCIÓN TEMPRANA DE LA TARTAMUDIA Autores Ann Packman, Margaret Webber, Elisabeth Harrison y Mark Onslow Traducido al español por Karen Rodríguez Publicado en abril de 2008

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Educación profesional continua en tartamudeo MANUAL PARA EL PROGRAMA LIDCOMBE DE INTERVENCIÓN TEMPRANA DE LA TARTAMUDIA Autores Ann Packman, Margaret Webber, Elisabeth Harrison y Mark Onslow Traducido al español por Karen Rodríguez Publicado en abril de 2008

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Guitarra, B (2014) Tartamudeo. Un enfoque integrado de su naturaleza y tratamiento (cuarta edición). Williams & Wilkins, Baltimore, MD.

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Guitarra, B (2014) Tartamudeo. Un enfoque integrado de su naturaleza y tratamiento (cuarta edición). Williams & Wilkins, Baltimore, MD.

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Stuttering es el libro de texto introductorio básico más completo sobre el tema disponible en la actualidad. El trabajo se distingue de los competidores al explorar una variedad de entornos de práctica y basar todos los temas en una base firme del origen y la naturaleza del trastorno en lugar de solo proporcionar presentaciones clínicas. Es el libro de texto más popular para cursos de pregrado sobre tartamudeo/trastornos de la fluidez en programas de patología del habla/audiología y cursos de primer año sobre tartamudeo/trastornos de la fluidez en programas de maestría en patología del habla. Este ha sido el texto definitivo durante varios años ya través de múltiples ediciones. Con una nueva edición que actualiza la ciencia y aborda todas las metodologías actuales, este seguirá siendo el libro de texto más exitoso y útil sobre el tema.

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Bloodstein, O., & Ratner, NB. (2008). A handbook on stuttering (6th ed.). Clifton
Park, NY: Thomson Delmar Learning.

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Pertijs, M.A.J., Oonk, L.C., Beer, de J.J.A., Bunschoten, E.M., Bast, E.J.E.G., Ormondt, van J., Rosenbrand, C.J.G.M., Bezemer, M., Wijngaarden, van L.J., Kalter, E.J., Veenendaal, van H. (2014). Guía Clínica Tartamudez en Niños, Adolescentes y Adultos. NVLF, Woerden.

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Pertijs, M.A.J., Oonk, L.C., Beer, de J.J.A., Bunschoten, E.M., Bast, E.J.E.G., Ormondt, van J., Rosenbrand, C.J.G.M., Bezemer, M., Wijngaarden, van L.J., Kalter, E.J., Veenendaal, van H. (2014). Guía Clínica Tartamudez en Niños, Adolescentes y Adultos. NVLF, Woerden.