This proven and uplifting therapy Source gives you a hierarchy of treatment from fluency enhancement strategies (voicing, breath control, smooth onsets) to cognitive strategies (mental imagery, affirmation, self-talk). The cluttering portion gives you over 30 characteristics of cluttering with nearly as many strategies for treatment.
- Develop confidence and competence in your treatment of fluency disorders
- Clients become more fluent as they evaluate and change their attitudes and beliefs and learn to use fluency enhancing strategies, self-monitoring techniques, and cognitive/self-instructional strategies
The Source for Stuttering and Cluttering is based on three decades of working with over a thousand fluency-disordered individuals. The unique approach allows clients to reflect on feelings and attitudes related to communication while working on the steps to fluent speech. The book describes very specific, step-by-step procedures for teaching clients to integrate speech-motor skills with the cognitive strategies underlying fluency. The stuttering program has two phases:
Phase I—Orientation and Motor-Speech Practice Phase
Very discreet oral-motor response patterns are taught, one at a time. Clients read, re-read, and practice the material while concentrating.
Phase II—Cognitive and Self-Instructional Strategies
This section covers the attitudinal and cognitive strategies necessary for durable, lasting improvement. Not only must clients hear themselves getting better verbally, they must "see themselves" more fluent in the future through imagery. Easy-to-follow, guided relaxation; affirmation training; and self-talk strategies are included.
The last section of the book provides a comprehensive account of cluttering. Learn the obligatory symptoms of cluttering, how to assess it, and how to devise a successful treatment program.
An audio CD included with the program contains:
- examples of voicing practice and relaxation practice
- examples of common client errors
- cluttering voice samples
- checklist for possible cluttering
Customers tell us that procedures in The Source for Stuttering and Cluttering yield better results than any other methods they have used before. Help your clients master these lessons and share in the joy of gaining control of their fluency and, ultimately, their lives.
Copy the client activity pages or print them from the FREE CD.
Copyright © 1996
I have been working in public schools for the past twenty-seven years. Each year I have about 4-5 students who stutter and 3 or 4 students who clutter. I have several books on stuttering but have not come across any program on cluttering. I was thrilled to find The Source for Stuttering and Cluttering. Mr. Daly explains cluttering and its treatment in a manner easy to understand and do. I share it with parents. After reading the portion on cluttering, one parent made the comment, "So that's what it is!" Learning that cluttering is language-based, with weaknesses in organization and memory, these parents were able to connect their child's cluttered speech with their cluttered bedrooms and unorganized school binders. It made sense to them and to me.
Margie Bodner, SLP
I currently work in Istanbul, Turkey. I ordered The Source for Stuttering and Cluttering and found it really helpful. I would like to thank you for this valuable source. After I read your book and used the techniques presented in it, the improvement was amazing. Thank you for teaching me how to be more helpful to my clients.
Cigdem Buzul, SLP
- Stuttering varies widely across individuals and is typically a multi-faceted disorder (ASHA, 1995).
- Cluttering is a disorder with deficits in fluency, rate, and coexisting problems in language and/or articulation (ASHA, 1999).
- Therapy should encompass the environmental factors that influence the individual's fluency as well as address the cognitive, affective, and behavioral aspects (Taylor-Goh, 2005).
- Using a combination of empirical knowledge, theory, and common practice, appropriate goals should be selected, as well as processes and techniques to achieve those goals, based on a careful evaluation of the client (ASHA, 1995).
- It is important to periodically re-evaluate the selection of goals, processes, and techniques with regard to the outcome of treatment (ASHA, 1995).
- Research studies support the use of prolonged-speech procedures with adults who stutter. These procedures were used within a comprehensive treatment framework, including initial intensive work, practice in front of groups, specific tasks for transferring fluency, self-management, and an active maintenance program (Bothe, Davidow, Bramlett, & Ingham, 2006).
- Literature suggests that treatments successful with adults may also be successful with adolescents (Bothe, Davidow, Bramlett, & Ingham, 2006).
The Source for Stuttering and Cluttering incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (1995). Guidelines for practice in stuttering treatment [Guidelines]. Retrieved March 13, 2009 from www.asha.org/policy
American Speech-Language-Hearing Association (ASHA). (1999). Terminology pertaining to fluency and fluency disorders [Guidelines]. Retrieved March 13, 2009 from www.asha.org/policy
Bothe, A.K., Davidow, J.H., Bramlett, R.E., & Ingham, R.J. (2006). Stuttering treatment research 1970-2005: Systematic review incorporating trial quality assessment of behavioral, cognitive, and related approaches. American Journal of Speech-Language Pathology, 15, 321-341.
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.