The Will Club for Stuttering and Modus Operandi of Training Adult Persons Who Stutter: A Descriptive Analysis, Riyadh, Saudi Arabia

Background: Speech fluency disorders determined by a variety of complex biological and environmental interactions are common problems of children, adolescents, adults and older adults around the world and need therapeutic interventions for improving the quality of life of those who stutter. Objective: This descriptive study aims to mainly focus on training course and techniques along with various associated challenges faced by persons who stutter. Methods: Training module was tailored and customized by five trainers including psychiatrist, speech therapist, speech pathologist, psychologist and behavioral therapist to meet the therapeutic needs of chronic adult stutterers who were invited to take 2-week training course concerning stuttering. Results: The will club for stuttering has well defined mission, vision, values and goals, modus operandi and techniques, and well appreciated by trainees/participants in their success stories. Stuttering is associated with many challenges, which were identified proactively and discussed using training exercises and techniques/methods during training course that comprised of preparatory, application, confrontation, and sustainability phases. Conclusion: Two-week training course directed towards adult stutterers facing many challenges which were discussed extensively and trainers found their effective solutions through exercises and multi-dimensional techniques dispersed in several phases of the program module.

Speech Fluency Disorders: A Review of Studies Conducted Over the Past Five Decades (1970-2020)

Background: Speech fluency disorder(SFD), a common disorder is reported in all age groups of people but most commonly in children around the world. Objective: This study aimed to review critically several aspects of SFD, specifically epidemiological parameters, etiological foundations, clinical and treatment perspectives. Methods: Electronic searches of relevant data published (1970-2020) in PubMed, MEDLINE, Google Scholar, and Science Direct databases were made using the Boolean operators and keywords and following iterative process 194 papers selected for this review. Results: Speech fluency disorder presents in a variety of forms including acquired neurogenic and psychogenic stuttering is a complex, challenging neurological disorder. SFD is determined by diverse biopsychosocial and cultural etiologies, commonly afflicts male children at age 2-3 years compared to their counterparts (4:1 ratio). SFD manifests a variety of signs and symptoms, and up to 85% children who stutter improves spontaneously with or without intervention. Childhood developmental stuttering (CDS) persists in 1-2% of adults and persistent developmental stuttering (PDS) is again male-gender condition. Persons who stutter (PWS) are managed by non-pharmacological especially speech therapy and pharmacological interventions in particular dopamine antagonists. Gender, early intervention, chronicity, severity, language skills, and comorbid conditions mainly determine the prognosis and outcome of stuttering. Conclusion: Extensive data concerning different perspectives of SFD is published globally, and projected better understanding of most speech disfluencies. Nonetheless, research need to be conducted to develop and provide better quality services to all PWS and to reduce the discrimination against PWS around the world.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

An Exploration of Mindfulness in Speech-Language Pathology

For decades, mindfulness practices have been studied and applied across professions such as health care, business, education, law, and counseling as a means to reduce workforce stress and improve patient/client outcomes. Literature describing applications and outcomes of mindfulness has been growing in the field of speech-language pathology. While there is an abundance of work on treating fluency disorders as well as adult cognitive and language deficits, reports of the successful application of mindfulness techniques in the service area domain of voice are expanding. The purpose of this article is to describe mindfulness and how mindfulness techniques are currently being applied in the practice of speech-language pathology with clients as well as parents and caregivers of clients. Suggested mindfulness activities and means for measuring change in the context of speech therapy are described.

Academic Education of the Speech-Language Pathologist: A Comparative Analysis on Graduate Education in Two Low-Incidence Disorder Areas

Background/Purpose When working with a specialized population, it is necessary to have the appropriate clinical and academic training. However, many speech-language pathologists report being ill-prepared regarding best practice when evaluating and treating patients with low-incidence disorders, particularly cleft palate/craniofacial anomalies and fluency disorders. The purpose of this study was to compare differences in graduate speech-language pathology coursework in the United States across two low-incidence disorder areas: cleft/craniofacial anomalies and fluency disorders. Method A review of the accredited graduate curricula offerings within these domains was completed. Information whether coursework in these areas was offered, if the course was taught as a full course or embedded within a related course, or whether the content was required or an elective, and if the course was taught by an expert was obtained. Results Significant differences were present in the amount, quality, and type of course content offered for cleft/craniofacial anomalies compared to fluency disorders. Only 72.83% of graduate speech-language pathologist programs offered content in cleft/craniofacial anomalies. Approximately one out of every four programs (27.17%) did not provide this content within the graduate curriculum. In contrast, content in fluency disorders was taught in 99.28% of graduate programs. Conclusion Results demonstrate that graduate training in topics related to cleft/craniofacial anomalies is significantly limited, particularly in comparison to another low-incidence communication disorder.

Issues in Fluency and Fluency Disorders

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