working with people who stutter...2019/04/15 · working with people who stutter addressing...
TRANSCRIPT
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Working with people who
stutterAddressing cognitions, emotions, and behaviors at different
ages.
Kurt EggersThomas More U College – U of Turku
European Clinical Specialization Fluency Disorders
Workshop Istanbul
2019
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• Workshop 1: Introduction & basics
Phenomenology, models, EBP,
common
factors, efficiency
• Workshop 2: Preschool children
• Workshop 3: School-age children
• Workshop 4: Adolescents & adults
Workshop overview
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• Brief recap
• YOUR clinical cases, questions, problems
• Finalization Tx school-age CWS
• Adolescents/adults WS
Assessment
Emotional, cognitive, & behavioral restructuring
Dealing with anxiety & unhelpful thoughts
Some examples of fluency shaping approaches
Beware of devices
Self disclosure
Self-help groups
Two day overview
Day 1
Day 2
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But first… a brief recap
How do you decide in preschool CWS to start
Tx or not?
Mom: “My son has the problem, why do we
need to change some things?”
What do you assess in school-age children?
How do you ensure having a good view of the
stuttering of your client?
Dad: “Explain me what to expect from
treatment for my 10-y old son”
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But first… a brief recap
Try to think of a difficult/awkward situation.
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Case questions, videos, problems, ideas, suggestion
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• Motivation
• Identification
• Desensitisation
• Variation of moments of stuttering
• Approximation of desired behavior
• Stabilisation (transfer…)
Treatment steps
Cognitive restructuring
Emotional restructuring
Behavioral restructuring
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• How is speech produced?
• What happens during stuttering?
• What causes stuttering?
• (Simplified) theoretical model of stuttering.
Identification: Why do I stutter?
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• What is stuttering?
• Normal disfluencies – stuttering disfluencies
• Recognizing normal disfluencies & moments of
stuttering
therapist, videos, live
quiz, games,
power of the group!
Identification: How do I stutter?
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• Secondary behaviors: client generates himself
explain why
short term/ long term effect
flooding with examples (videos,
live,
others, himself)
Identification: What else do I do?
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• Difficult (speaking) situations
• Easy (speaking) situations
• Why difficult (giving cognitive insights)
Identification: Speaking situations (triggers)
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• In case of a moment of stuttering:
What do I think? How do I feel?
How do I react?
• In case of the idea of going to stutter:
What do I think? How do I feel?
How do I react?
Identification: Reactions (triggers-consequences
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• How can people react? vs How do people react?
• Why?
• Which thoughts/feelings are being evoked in you?
> first step in cognitive/emotional restructuring
Identification: Listener reactions
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Desensitisation
Repetitions, prolongations, blocks
Secondary behaviors
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1.Choose a person you haven’t really talked to so far.
2.Choose a specific outdoor speaking situation.
3.Try-out min. 3 times EACH.
4.Actor: report on cognitions/feelings/behavior (before, during,
after)
5.Compagnon: observe behaviors of listener/PWS
6.Write down in short overview
7.Report back to group
1 hour
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Exercise
• Situation
• Before
• During
• After
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Listener reactions
Looking away
Finishing words/sentences
Laughing
…
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Triggering situations
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Behavior modification
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Behavior modification
Speech
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• Changing speech behaviors (speed, soft starts …)
• Learning to change the moments of stuttering
• Reacting adequately to listener reactions
Finding solutions (problemsolving)
Testing and training via role play
• Reacting adequately to triggering situations
Recognizing
Applying fluency techniques (more)
Variation
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• Soft starts – gentle voice onset
• Changing speed of talking – slowing down speech
• Adding additional (natural) pauses
• Stretching syllables, sounds
• Voicing
Variation: different techniques
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59.00 - 1.35.00
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Coffee
Cat
Canoe
Coke
Camel
Kill
Cow
Cord
Cupboard
z
Funny
Vast
Vest
Fingers
Foam
Fell
Soup
Somebody
Socks
Tom
Ten
Tammy
Test
Tinkerbell
Two
Taekwondo
Tow
Trespassing
Apple
Oak
Elephant
If
I
Also
All of us
Everyone
Ork
Soft starts
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• Pseudostuttering
• Holding or tolerating moments of stuttering
• Blockmodification = pull-outs = in block corrections
• Postblock-corrections = cancellations
Variation: techniques for moments of stuttering
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1.35.00 – 1.45.00 (In block correction)
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Coffee
Cat
Canoe
Coke
Camel
Kill
Cow
Cord
Cupboard
z
Funny
Vast
Vest
Fingers
Foam
Fell
Soup
Somebody
Socks
Tom
Ten
Tammy
Test
Tinkerbell
Two
Taekwondo
Tow
Trespassing
Apple
Oak
Elephant
If
I
Also
All of us
Everyone
Ork
Make a stutter
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Make a stutter + secondary behavior
Coffee
Cat
Canoe
Coke
Camel
Kill
Cow
Cord
Cupboard
z
Funny
Vast
Vest
Fingers
Foam
Fell
Soup
Somebody
Socks
Tom
Ten
Tammy
Test
Tinkerbell
Two
Taekwondo
Tow
Trespassing
Apple
Oak
Elephant
If
I
Also
All of us
Everyone
Ork
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Make a stutter and let go
Coffee
Cat
Canoe
Coke
Camel
Kill
Cow
Cord
Cupboard
z
Funny
Vast
Vest
Fingers
Foam
Fell
Soup
Somebody
Socks
Tom
Ten
Tammy
Test
Tinkerbell
Two
Taekwondo
Tow
Trespassing
Apple
Oak
Elephant
If
I
Also
All of us
Everyone
Ork
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1.45.00 - … (Post block correction)
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Last vacation
Latest movie you’ve seen.
Favorite hobby
Describe my room
Describe my house, garden
TV-show
If I would own a million dollars…
If I would be king…
Cancellations in speech
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Pull-outs in speech
Last vacation
Latest movie you’ve seen.
Favorite hobby
Describe my room
Describe my house, garden
TV-show
If I would own a million dollars…
If I would be king…
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Some taste of fluency
shaping techniques
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Stretched syllable speech
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Stretched syllable speech
Today the teacher farted.
It was an awful smell.
It was just like a rotting egg,
Straight from the depths of hell!
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Stretched syllable speech
Dentist and the Crocodile by Roald Dahl
The crocodile, with cunning smile, sat in the dentist's chair.
He said, "Right here and everywhere my teeth require repair."
The dentist's face was turning white. He quivered, quaked and
shook.
He muttered, "I suppose I'm going to have to take a look.""I want
you," Crocodile declared, "to do the back ones first.
The molars at the very back are easily the worst."
He opened wide his massive jaws. It was a fearsome sight––
At least three hundred pointed teeth, all sharp and shining white.
…
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Stretched syllable speech
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Behavior modification
Non verbal
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Eye contact
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Dealing with interruptions
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Topic retention
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Good coping abilities: self disclosure
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Good coping abilities: self disclosure
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Good coping abilities: self disclosure
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The Power of Groups
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What are the difficulties of
working with groups?
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What are the advantages of
working in groups for children,
parents, young people and
adults with fluency disorders?
52
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Shared experience
Reduced isolation
“I’m the only person in the world who
has this problem”
SAfety
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Normalising stuttering
• Acknowledging thoughts and feelings
• Recognizing coping strategies
• Sharing bullying & teasing experiences
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Confidence building
• Giving and receiving praise
• Praising self
• Confidence-building activities
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Natural setting for
social interaction
& technique skills practice
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Peer support
Expanding comfort zones
Working in pairs/small groups
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Group presentation opportunities
Speaking to a group
Speaking Circles
58
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Cost effective
• Therapists: client ratio
• Faster progress
• Improved generalization
• Improved maintenance
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Setting up groups
Selection criteria
Assessment to identify individual needs
Establishing conditions for inclusion e.g.
attendance levels
Accommodation & venue
Resources
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Program
Seating
Group gelling
Identify shared goals/aims
Group rules
Homework tasks
Beginnings
Endings
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Group gelling
Activities:
• Name games
• Discover shared experiences
• Team activities
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Group rules
Examples
Group develops poster
Group monitors rules
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Confidence building
Identifying own strengths
Accepting praise
Giving specific praise
Stretching comfort zones
Reviewing ‘what’s going well’
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Develop social interaction
skills
Turn taking
Listening
Eye contact
Volume
Posture
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Identification & Desensitization
Watch videos of others & identify
stuttering
Generic iceberg
Personal iceberg
Tallying
Teaching other person to stutter
Stuttering to a stranger
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What techniques?
• Least first
• Prolonged speech model
• Block modification
• Pseudo stuttering
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Technique practice
• Individual/paired/group
• Increase length & complexity
• Structured/unstructured activities
• Spontaneous use
• Generalization
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Challenging thinking patterns
Cognitive cycles
Self challenge
Peer challenge
Therapists challenge
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TB’s vicious cycle: being asked a question in class
I’ll stutter
People will laugh
They will think I am odd
Say “I don’t know”
‘Freeze’
Look down
Let someone speak for me
Nervous (70%)
Embarrassed (90%)
Heart races,
body tenses,
feel hot
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Specific situation practice
e.g. Interview panel, telephone practice
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Case questions, videos, problems, ideas, suggestion
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15’
What? Why? How?