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Than Fluency : the Social, Emotional, and Cognitive Dimensions of 37 Stuttering / [Edited By] Barbara J

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Than Fluency : the Social, Emotional, and Cognitive Dimensions of 37 Stuttering / [Edited By] Barbara J 1 2 3 4 5 MORE THAN 6 7 FLUENCY 8 9 10 The Social, Emotional, and 11 Cognitive Dimensions of Stuttering 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 1 2 3 4 5 6 7 MORE THAN 8 9 10 FLUENCY 11 12 13 The Social, Emotional, and 14 Cognitive Dimensions of Stuttering 15 16 17 18 19 20 21 22 23 24 25 Barbara J. Amster, PhD, CCC-SLP, BCS-F 26 Evelyn R. Klein, PhD, CCC-SLP, BCS-CL 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 1 2 3 5521 Ruffin Road 4 San Diego, CA 92123 5 6 e-mail: [email protected] 7 website: http://www.pluralpublishing.com 8 9 10 11 Copyright © 2018 by Plural Publishing, Inc. 12 13 Typeset in 11/13 Adobe Garamond by Flanagan’s Publishing Services, Inc. 14 Printed in the United States of America by McNaughton & Gunn, Inc. 15 16 All rights, including that of translation, reserved. No part of this publication may be 17 reproduced, stored in a retrieval system, or transmitted in any form or by any means, 18 electronic, mechanical, recording, or otherwise, including photocopying, recording, taping, 19 Web distribution, or information storage and retrieval systems without the prior written 20 consent of the publisher. 21 22 For permission to use material from this text, contact us by 23 Telephone: (866) 758-7251 24 Fax: (888) 758-7255 25 e-mail: [email protected] 26 27 Every attempt has been made to contact the copyright holders for material originally printed in 28 another source. If any have been inadvertently overlooked, the publishers will gladly make the 29 necessary arrangements at the first opportunity. 30 31 32 33 Library of Congress Cataloging-in-Publication Data 34 35 Names: Amster, Barbara J., editor. | Klein, Evelyn R., editor. 36 Title: More than fluency : the social, emotional, and cognitive dimensions of 37 stuttering / [edited by] Barbara J. Amster, Evelyn R. Klein. 38 Description: San Diego, CA : Plural Publishing, [2018] | Includes 39 bibliographical references and index. 40 Identifiers: LCCN 2018000652| ISBN 9781597569958 (alk. paper) | ISBN 41 159756995X (alk. paper) 42 Subjects: | MESH: Stuttering — psychology | Stuttering — therapy | 43 Psychotherapy — methods | Sociological Factors 44 Classification: LCC RC424 | NLM WM 475.7 | DDC 616.85/54 — dc23 45 LC record available at https://lccn.loc.gov/2018000652 46 1 Contents 2 3 4 5 6 Foreword by John A. Tetnowski, PhD vii 7 Acknowledgments xii 8 Contributors xiii 9 Reviewers xvii 10 11 12 1 Introduction: The Importance of the Social, Emotional, and 1 13 Cognitive Dimensions of Stuttering 14 Barbara J. Amster and Evelyn R. Klein 15 16 2 How the Brain influences the Cognitive, Emotional, and 7 17 Motor Aspects of Stuttering 18 Jennifer Kleinow 19 20 3 The Importance of Self-Efficacy for Individuals Who Stutter 19 21 Michael P. Boyle 22 23 4 A Perspective on Stuttering in the Social Context 45 24 James M. Mancinelli 25 26 5 The Impact of Perfectionism on Stuttering 69 27 Barbara J. Amster and Evelyn R. Klein 28 29 6 Cognitive Behavioral Therapy (CBT) for People Who Stutter 85 30 Evelyn R. Klein and Barbara J. Amster 31 32 7 Acceptance and Commitment Therapy for Stuttering Disorders 111 33 Janet M. Beilby and J. Scott Yaruss 34 35 8 Experiential Therapy for Adults Who Stutter: Principles 131 36 and Methods 37 C. Woodruff Starkweather and Janet Givens 38 39 9 Avoidance Reduction Therapy for Stuttering (ARTS®) 157 40 Vivian Sisskin 41 42 10 Peer Support for People Who Stutter: History, Benefits, and 187 43 Accessibility 44 Mitchell Trichon and Erik X. Raj 45 46 v vi More than Fluency: The Social, Emotional, and Cognitive Dimensions of Stuttering 1 11 Community-Centered Assessment and Treatment: Targeting 215 2 the Social, Emotional, and Cognitive Aspects of Stuttering 3 in Children 4 Craig Coleman 5 6 12 Final Thoughts 231 7 Barbara J. Amster and Evelyn R. Klein 8 9 10 Index 233 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 1 Foreword 2 3 4 5 6 Let’s be clear . there is an ever-increasing that Nippold referred to was based upon one 7 selection of stuttering textbooks on the market philosophy of evidence and one philoso- 8 today. Most of the big sellers touch on the his- phy of what the dependent variable follow- 9 tory of stuttering and stuttering theories, then ing stuttering treatment should be — that is, 10 progress to an introduction and explanation of elimination of stuttering. On the surface (i.e., 11 traditional assessment strategies, followed by the “tip of the iceberg”), this is a reasonable 12 chapters on the traditions of stuttering therapy. view about how to judge stuttering. However, 13 With varying degrees, these texts introduce many thought that this was not the case. As a 14 brain-imaging research, genetic research, epi- matter of fact, a response to Nippold’s edito- 15 demiology of stuttering, therapy research, and rial (Yaruss, Coleman, & Quesal, 2012) was 16 maybe a chapter on “other fluency disorders.” published the next year and was co-signed 17 Some texts break these assessment and treat- by over 100 speech-language pathologists 18 ment discussions into strategies for children, who argued that Nippold’s view of stuttering 19 adolescents, and adults. Others simply treat was too narrow and was focused on only the 20 these issues as general concepts that can be outcome of “no stuttering.” In other words, 21 implemented across the age ranges. It’s tough these clinicians, researchers, and leaders in the 22 to publish and sell another book in this market. field of stuttering thought that stuttering was 23 When I was first asked to write the for- “MORE THAN JUST FLUENCY.” They 24 ward to this text, I agreed, and knew what I was argued that stuttering consists of more than 25 expecting. Surprisingly, I found something the repetitions, prolongations, and blocks that 26 different . and pleasantly so. Let me elabo- we count as stuttering, but included the inter- 27 rate in the next few paragraphs. nal feelings of people who stutter (PWS) and 28 An introduction and summary chapter the ways that they may avoid or try to escape 29 written by the editors, Barbara Amster and from those external symptoms. They argued 30 Evelyn Klein, serve as bookends to a non- that the inner feelings of PWS and the envi- 31 traditional textbook for stuttering interven- ronmental obstacles that face PWS are indeed 32 tion and understanding. Several years ago, a part of this disorder/difference. They pointed 33 public discussion involving the main issues in to several successful treatment programs that 34 stuttering treatment played out in Language, targeted feelings and emotions associated with 35 Speech, and Hearing Services in Schools, one of stuttering and argued that treating stuttering 36 the profession’s most widely read professional is treating more than fluency. 37 journals. The debate started with a Letter Full disclosure: I agree with Yaruss, Cole- 38 from the Editor (Nippold, 2011). This let- man, and Quesal and was one of the co-signers 39 ter intended to address the lack of evidence who supported the view that stuttering is more 40 in our field when treating school-age children than fluency. Over the years, I came to appreci- 41 who stutter. Nippold argued that there simply ate this view from reviewing many papers on 42 was not enough evidence to support anything what really makes up the human condition and 43 but behavioral programs that treat stuttering what constitutes stuttering. These ranged from 44 in school-age children. The limited evidence readings within our field of speech-language 45 46 vii viii More than Fluency: The Social, Emotional, and Cognitive Dimensions of Stuttering 1 pathology, including the “personal view” of conference of the National Stuttering Asso- 2 stuttering promoted by researchers like Wil- ciation. The National Stuttering Association 3 liam Perkins, to those by people in allied fields is the largest self-help organization for PWS 4 like psychology and sociology, such as George in the world and holds a national conference 5 Kelly and Irving Goffman. Let me elaborate. each year that attracts nearly 1,000 PWS, their 6 Perkins’ views led to the development of the family members, and a few rogue speech-lan- 7 neuropsycholinguistic theory of stuttering guage pathologists. I remember my first few 8 (Perkins, Kent, & Curlee, 1990). This view National Stuttering Association conferences. 9 of stuttering included an explanation of the I was not welcomed! I was an outsider! I was 10 complexity of what it takes to produce con- viewed as someone who did not understand 11 nected speech and the “dyssynchrony” within the stuttering condition and who was still try- 12 this complex system that causes breakdowns ing to “cure them” by eliminating all of their 13 in fluency. The important component that outward stuttering behaviors. I was seen as just 14 they added, however, was that the differences another person who would tell them to “just 15 between stuttering and other, non-stuttering slow down,” “think about what you’re say- 16 breakdowns in fluency had to do with internal ing,” “your mouth is working faster than your 17 time pressure.
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