Fluency Disorders: Stuttering, Cluttering, and Related Fluency Problems

Fluency Disorders: Stuttering, Cluttering, and Related Fluency Problems, Second Edition is a vital resource for graduate courses on stuttering and related disorders of fluency. This thoroughly updated text features accessible and comprehensive coverage of fluency disorders across a range of clinical populations, including those with developmental and acquired stuttering, cluttering, and various types of developmental and acquired language impairment.

Information in the text is aligned with current standards for clinical certification specified by the American Speech-Language-Hearing Association's Council for Clinical Certification (CFCC). Readers will learn practical strategies and methods for how to assess and treat fluency disorders in preschool and school-aged children, teens, and adults.

The text is organized into five key sections: Foundational Concepts, Neurodevelopmental Stuttering, Other Types of Fluency Disorders, Clinical Assessment, and Intervention Approaches. Together, these topics make the comprehensive Fluency Disorders a truly distinguishable text in the field of speech-language pathology.

Key Features

• Content that emphasizes clinical practice as well as client/patient experiences
• Discussion of fluency disorders in the context of communicative functioning and quality of life
• Chapter objectives begin each chapter and highlight key topics
• "Questions to Consider" conclude each chapter to help readers apply their knowledge
• Readers learn to organize information around clinical principles and frameworks

New to the Second Edition

• New larger 8.5" x 11" trim size
• Updated and expanded references throughout
• Reorganized outline and increased coverage of treatment and counseling information 
• Expanded use of text boxes to help readers relate chapter concepts to clinical practice 
• Access to a PluralPlus companion website with PowerPoint lecture slides for instructors and clinical forms, skill-building activities, video demonstrations, and a list of suggested readings for students

Review

"The purpose of the text is to provide students and speech-language pathologists (SLPs) with a current and thorough text on fluency disorders, including etiology, assessment, and treatment. The primary focus of the book is neurodevelopment stuttering (childhood onset), but the text also incorporates cluttering and acquired fluency disorders. The text includes evidenced-based practice as well as client perspectives and experiences. This is a truly comprehensive text, which is aligned with the standards of the American Speech-Language-Hearing Association's Council for Clinical Certification (CFCC). The companion website provides instructors with helpful examples and assignments, as well as PowerPoint resources.[...] The author is a recognized expert in the field of fluency disorders, with numerous publications. As a person who stutters, he not only provides clinical expertise but can speak from experience about his experiences within therapy.
This 609-page, paperback text includes 18 chapters that are organized in five sections: Foundational Concepts, Neurodevelopmental Stuttering, Other Types of Fluency Disorders, Assessment, and Treatment. Each chapter includes a summary and a section of practical application questions. The first three sections provide comprehensive discussions and examples of different types of fluency disorders. The assessment section thoroughly discusses the assessment process from planning to currently available assessment tools, provided rating scales, and challenges in diagnosing across ages and concomitant diagnoses. Therapy planning is also addressed in depth. The chapters addressing therapy include interventions for preschool, school aged children, adolescents, and adults, with an emphasis on holistic therapy. Helpful tables and examples are provided. Numerous current references are provided for each chapter."
—Suzanne M Welty, MA, EdD, CCC, Biola University, in Doody's Reviews (April 2021)

“This book is aimed at therapists, teachers and students in the field of speech therapy with the aim of providing a comprehensive and current consideration of the area of fluency disorders. The second, revised edition is divided into five main areas: (1) basic concepts, (2) neurogenic developmental stuttering, (3) other fluency disorders, (4) clinical practice diagnostics and (5) clinical practice: therapeutic approaches. In his extensive work names Logan’s concepts, theories, terminologies, he describes studies, gives case studies and has its content with current references, with many figures and tables added.
The ‘Basic Concepts’ section provides an introduction to the topic flow disorders. Logan also considers a possible one impairment of affected persons on social activity and participate and emphasize the importance of the “therapeutic alliance’ between therapists and patients.
In the ‘Neurogenic Developmental Stuttering” section, Logan describes character traits, correlates and consequences as well as epidemiology, development and etiology of stuttering. He gives an overview about relevant studies and discusses, among other things, the start, course and remission as well as quality of life.
‘Other Fluency’ looks at the issues acquired stuttering, rumbling and sluggishness in other clinical populations, such as children with neurodevelopmental disorders or people with genetic syndromes.
The last two areas are dedicated to clinical practice. Logan describes various tests and scales for diagnosing stuttering and rumbling and provides methods of evaluating the diagnostic dates before. It then shows how this information is used in order to formulate suitable therapy recommendations. The role of therapists explains their responsibility in the therapeutic process in more detail. Logan describes how modern management strategies fit into the framework fit from historical stuttering therapy approaches, and shows theories and methods of counseling included in the remit fall from therapists. Finally, he gives direct therapy examples for working with stuttering young children, older children, adolescents and adults based on specific case studies and the presentation of various therapeutic approaches.
This very well researched book offers an in-depth look into the multidimensional facets of speaking fluency and flow disorders. Logan describes essential theories and evidence and compares relevant studies. I liked that he included the topic of participation and quality of life from the start and the emotional components related to the respective topic explained. I found the list of learning objectives to be particularly helpful at the beginning of each chapter, which is a brief overview of the expected content. Summaries at the end, final questions and additional material are available online and encourage thinking, practicing and discussing.
My conclusion: a complex, up-to-date book that is a valuable source for students, teachers and speech therapists who work intensively and want to deal with the topic of fluency disorders.”
—Susanne Cook, in Forum Logopädie (September 2021)

“Logan’s purposes are twofold. First, he stakes out the foundational concepts of fluency disorders, focuses on neurodevelopmental stuttering as opposed to other types of fluency disorders, and then presents detailed clinical intervention. The intervention explanation gives readers clinical details, such as particular strategy applications on making smooth, controlled phonetic transitions…
 The overall impression of this textbook is that it is massive and yet highly readable. Logan brings his insights as a person who stutters, as well as the lens and thoroughness of a researcher/clinician to the pages. One example is his specific explanatory mechanisms of why the behavioral modification intervention of time-out might have been effective. This leads to the time-tested efficacy of the Van Riper modification technique “cancellation.” Logan’s explanation is that perhaps time-outs and cancellations are a basic reset of the speech motor system, allowing for dissipation of emotional arousal. His sense of the importance of stuttering as a timing disorder is clear throughout the text.”
–Lisa LaSalle, University of Redlands, from the Journal of Fluency Disorders (2022)

“…this edition is an excellent resource for graduate student clinicians, as well as novice and experienced stuttering researchers alike…
Dr. Logan is well-suited to author a book that pays careful attention to both the science and treatment of stuttering and bridges the gap between the two. He is the rare professional who can move comfortably between the lab, classroom and clinic and appreciates the interdependence of these contexts to a full understanding of stuttering. As important, the insider’s view that Logan holds as a person who stutters adds unique perspective and credibility to his writing – _in the selection and most certainly the interpretation of content. For example, Dr. Logan’s meticulous research in the measurement of observable speech disfluencies across various language contexts, along with his clinical (and I would guess personal) understanding of the relevance of unobservable reactions/responses to stuttering (concealment and compensation strategies) come together beautifully in Chapter 12 (Describing Client Performance). Of the many textbook chapters on the topic of assessment I have read and assigned to students over the years, this one is a standout because of the breadth and depth with which Logan addresses the challenges of observing and measuring stuttering… it’s a must read for any beginning researcher who wants to understand the various ways in which speech disfluency can be observed and measured, and the rationale and methods for doing so. The same is true for more experienced investigators interested in a single, thorough and current reference for measurements and their interpretation.”
–Patricia M. Zebrowski, University of Iowa, from the Journal of Fluency Disorders (2022)
 

Preface
Acknowledgments
Reviewers

 

Section I. Foundational Concepts

Chapter 1. An Introduction to Fluency Disorders

Chapter Objectives

Introduction

Speech Fluency Versus Language Fluency

Fluency as an Integral Component of Social and Communicative Functioning

Fluency in the Context of Speech-Language Pathology

Speech-Language Pathology as a Profession

Developing a Framework for Clinical Practice

Fluency in the Context of Service Delivery Domains

Fluency in the Context of Professional Practice

Viewing Fluency as a Component of an Individual’s Health Functioning

Functioning, Performance, and Capacity

Activities and Activity Limitations

Participation and Participation Restrictions

Impairment and Disability

Environmental and Personal Factors

Facilitators and Barriers

Fluency Disorders: A First Look

The Concept of Disorder

Stuttered Speech

Cluttered Speech

Providing Clinical Services to People Who Have Fluency Concerns

The Rewards of Being a Fluency Clinician

Developing the Necessary Knowledge

Developing the Necessary Skills

Developing Competencies for Interprofessional Practice

Engaging in Evidence-Based Practice

Establishing Effective and Valued Working Relationships With Clients

Summary

Questions to Consider

 

Chapter 2. Conceptualizing Fluency

Chapter Objectives

Context and Historical Perspective

Fluency: A Multidimensional Construct

The Dimensions of Fluency

Fluency Dimensions: Speech Continuity

Fluency Dimensions: Rate and Rhythm

Fluency Dimensions: Effort and Naturalness

Fluency Dimensions: Talkativeness

Fluency Dimensions: Stability

Organizing Fluency Dimensions Into a Clinical Model of Fluency

Fluency in the Content of a Speech Production Model

Modeling the Speech Production Process

Conceptualizing a Message

Transforming a Preverbal Concept Into a Corresponding Linguistic Form

Transforming Linguistic Representations to Articulatory Movements

Summary

Questions to Consider

 

Chapter 3. Conceptualizing Disfluency

Chapter Objectives

Defining Disfluency

Identifying Disfluent Segments

The Structure of Disfluency

The Moment of Interruption

The Reparandum

The Original Utterance

The Editing Phase

The Repair Phase

Labeling Disfluency

Characteristics of Common Disfluency Types

Revisions

Pauses

Interjections

Repetitions

Prolonging and Blocking

Variations in Disfluency Form

Variations in the Editing Phase

Variations in the Repair Phase

Nested Errors

Repetition of Final Segments in Words and Utterances

Limitations of Disfluency Labeling Systems

Limitation 1: Lack of Standard Terminology

Limitation 2: Lack of Comprehensive Terminology

Limitation 3: Inconsistent Relationship Between Labels and Structure

Limitation 4: Continued Dependence on Listener-Based Judgments

Summary

Questions to Consider

 

Chapter 4. Speech Fluency in Typical Speakers

Chapter Objectives

Characteristics of Typical Fluency

Quantitative and Qualitative Perspectives on Fluency

Speech Continuity in Typical Speakers

Disfluency Frequency in Children With Typical Fluency

Disfluency Frequency During Adulthood

Types of Disfluency

Context Effects: Where Does Disfluency Occur?

Utterance Locations That Are Prone to Disfluency

Syntactic Forms That Are Prone to Disfluency

Speaking Tasks That Elicit Disfluency

Is It Typical for Young Children to Be Highly Disfluent?

Rate in Typical Speakers

Articulation Rate

Speech Rate

Rhythm in Typical Speakers

Disfluency Duration

Effort in Typical Speakers

Perspectives on Effort

Naturalness in Typical Speakers

Talkativeness in Typical Speakers

Talkativeness in Relation to Conversational Participation

Talkativeness in Relationship to Communicative Functions

Stability of Fluency in Typical Speakers

Summary

Questions to Consider

 

Section II. Neurodevelopmental Stuttering

Chapter 5. Stuttering: Characteristics and Etiology

Chapter Objectives

Terminology

Historical Perspective

Defining Stuttering

Early Attempts to Define Stuttering

Contemporary Definitions

Characteristics of Stuttered Speech

Continuity Characteristics of Stuttered Speech

Rate and Rhythm Characteristics

Effort and Awareness

Compensation and Concealment Strategies

Performance Variability

Effects of Speaking Task, Setting, and Conversational Partners on Speech Fluency

Effects of Linguistic Complexity on Speech Fluency

Summary

Questions to Consider

 

Chapter 6. Stuttering: Correlates and Consequences

Chapter Objectives

Historical Perspective

Correlates of Stuttering

Genetic Correlates of Stuttering

Approaches to Researching Genetic Factors

Neuroanatomical Correlates of Stuttering

Gray Matter Volume and Hemispheric Asymmetry

White Matter Integrity

Neurophysiological Correlates

Early Studies of Brain Activation and Hemispheric Dominance for Language

Electroencephalography (EEG) Findings

Neuroimaging Findings

Motor Correlates of Stuttering

Manual Movements

Reaction Time and Speech Initiation

Speech Motor Coordination and Movement Control

Motor Learning

Linguistic and Cognitive Correlates

Syllable, Word, and Utterance Properties That Precipitate Stuttering-Related Disfluency

Effects of Syntactic and Phonologic Complexity

Assessments of Language Functioning in Speakers Who Stutter

Developmental Disorders that Co-Occur with Stuttering

Studies of Phonological Encoding

Cognitive Functions and Stuttering-Related Disfluency

Psychological and Social-Emotional Correlates

Life Experiences of People Who Stutter

Anxiety and Related Disorders

Personality Characteristics

Temperament Characteristics

Emotions and Autonomic Nervous System Functioning

Environmental Correlates

Listener Behavior

Summary

Questions to Consider

 

Chapter 7. Stuttering: Epidemiology, Development, and Etiology

Chapter Objectives

Epidemiology

Age of Onset

Fluency Characteristics Near the Time of Onset

Incidence and Prevalence

Lifetime and Cumulative Incidence

Prevalence

Stuttering Prevalence in Males Versus Females

The Developmental Course of Stuttering

Persistent Versus Transient Stuttering

Patterns of Recovery From Stuttering During Childhood

Predictors of Recovery From Stuttering

Recovering From Stuttering After Childhood

Age- and Stage-Based Approaches to Describing Persistent Stuttering

Primary Versus Secondary Stuttering

Progressing From Repeating to Prolonging/Blocking as a Primary Symptom

Relationships Between Age and Stuttering Frequency

Relationship Between Age and Stuttering-Related Disability

Age, Disability, and Quality of Life

Attempts to Explain Stuttering: Theories and Models of the Disorder

Early Explanations: Psychological and Learning-Based Explanations

The Move Toward Viewing Stuttering as a Symptom of Speech Production “Breakdown”

Multifactorial Models of Stuttering

Summary

Questions to Consider

 

Section III. Other Types of Fluency Disorders

Chapter 8. Acquired Stuttering

Chapter Objectives

Introduction and Background

Characteristics of Acquired Stuttering

Terminology and Subtypes

Disfluency Characteristics

Epidemiological Data

Disfluency Profiles

Rate Characteristics

Facilitative Contexts and Response to Treatment

Associated Behaviors and Emotional Reactions

Summary

Questions to Consider

 

Chapter 9. Cluttering

Chapter Objectives

Background and Historical Perspective

Defining Cluttering

Approaches to Defining Cluttering

The Evolution of Cluttering Definitions

Fluency Characteristics of Cluttered Speech

Speech Continuity in Cluttered Speech

Effort and Naturalness Characteristics of Cluttered Speech

Talkativeness Characteristics of Cluttered Speech

Performance Consistency/Stability in Cluttered Speech

Speech Articulation Characteristics of Speakers Who Clutter

Coarticulatory Characteristics of Cluttered Speech

Speech Sound Accuracy in Cluttered Speech

Syntax and Discourse Characteristics of Cluttered Speech

Epidemiological Characteristics of Cluttering

Incidence and Prevalence of Cluttering

Onset and Developmental Course of Cluttering

Gender and Familial Patterns of Cluttering

Disorders That Co-Occur With Cluttering

Etiology of Cluttering

Early Views on Etiology 

Contemporary Views on Etiology

Public and Professional Views Toward Cluttering

Summary

Questions to Consider

 

Chapter 10 Disfluency Patterns in Other Clinical Populations

Chapter Objectives

Fluency in Children With Specific Language Impairment

Frequency and Types of Disfluency in Children With Language Impairment

Language Development, Language Demands, and Fluency Performance

Disfluency Variability in Children With Language Impairment

Fluency in Individuals With Intellectual Disability

Fluency in Individuals With Genetic Syndromes

Fluency in Individuals With Down Syndrome

Fluency in Individuals With Fragile X Syndrome

Fluency in Individuals With Prader-Willi Syndrome

Fluency in Individuals With Tourette Syndrome

Fluency in Individuals With Neurofibromatosis Type 1

Fluency in Individuals With Autism Spectrum Disorder

Other Cases of Atypical Disfluency

Word-Final Repetition in the Context of Ostensibly Typical Development

Atypical Disfluency in the Context of Other Communication Disorders

Palilalia: Repetition of Utterance Final Words

Summary

Questions to Consider

 

Section IV. Clinical Practice: Assessing Fluency Disorders

Chapter 11. Assessment Protocols and Data Collection

Chapter Objectives

Assessment Goals and a Framework for Assessment

Assessment Goals

A Framework for Fluency Assessment

Eliciting Background Information: Case Histories and Client Interviews

Administering a Case History Form

Interviewing the Client and/or Caregiver

Eliciting Speech Samples

Clinician-Designed Tasks: Conversation

Clinician-Designed Tasks: Narration

Clinician-Designed Tasks: Oral Reading

Clinician-Designed Tasks: Sentence Production Tasks

Other Sampling Conditions

Norm-Referenced Tests for Assessing Stuttering

The Stuttering Severity Instrument–Fourth Edition (SSI-4)

The Test of Childhood Stuttering (TOCS)

Tests for Assessment of Language Fluency

The Controlled Oral Word Association Test (COWAT)

Tests of Speech-Language Functioning in Adults With Neurological Impairment

Rating Scales and Questionnaires for Assessment of Stuttering and Related Disorders

Rating Scales for Stuttering

Scales for Assessing Temperament, Anxiety, and Self-Concept

Rating Scales for Cluttering

Open-Ended, Written Responses

Designing Assessment Protocols

Summary

Questions to Consider

 

Chapter 12. Describing Client Performance

Chapter Objectives

Historical Context

Obtaining Rich Descriptions of Client Performance

Describing the Client’s Perspective on Fluency Impairment

General Considerations

Perspectives on Fluency Impairment

Describing Speech Continuity

Measurement Options

Formats for Analyzing Continuity Data

Reporting Summary Statistics

Disfluency Measures Versus Stuttering Measures

Describing Speaking Rate

Articulation Rate

Speech Rate

Rate Deviations

Describing Rhythm

Time-Based Measures of Disfluency Duration

Restart Attempts During Repetition

Evaluating the Rhythmic Structure of Repetitions

Describing Effort

Objective Measures of Effort

Subjective Ratings of Effort

Acoustic and Visual Correlates of Effortful Speech

Describing Naturalness

Describing Compensatory and Concealment Strategies

Motor-Based Compensations for Fluency Impairment

Other Strategies for Circumventing, Postponing, or Concealing Fluency Difficulty

Describing Performance Variability

Describing Emotions, Feelings, Thoughts, and Beliefs

Describing Participation and Participation Restrictions

Verbal Output Within Tasks

Situational Involvement

Analyzing Communicative Flexibility

Summary

Questions to Consider

 

Chapter 13. Linking Assessment Data to Intervention

Chapter Objectives

Assigning Diagnostic Classifications

Normal Fluency Functioning

Developmental Fluency Disorders and Atypical Fluency Patterns

Acquired Fluency Disorders

Rating Disorder Severity

Formulating and Presenting General Recommendations

Recommending Dismissal

Recommending Reevaluation

Recommending Intervention

Making Referrals

Other Considerations When Making Recommendations

Making Intervention Recommendations for Preschoolers Who Stutter

Making Recommendations When Parents and Children Disagree on the Need for Intervention

Developing Comprehensive Intervention Plans

Working From Assessment Results

Clarifying the Purpose of Intervention

Taking a Collaborative Approach to Goal Development

Developing Goals Within a Comprehensive Framework of Functioning

Designing Intervention Plans That Encompass Multiple Service Delivery Domains

Planning for Incremental Evaluation of Progress

Other Planning Considerations

Summary

Questions to Consider

 

Section V. Clinical Practice: Intervention Approaches

Chapter 14. The Clinician’s Roles and Responsibilities in Intervention

Chapter Objectives

Background

Clinical Practice and the Code of Ethics

Ethical Principles

Fluency Intervention: Clinician Roles and Responsibilities

Roles That Fluency Clinicians Are Likely to Assume During Intervention

Fluency Intervention: Independent and Evidence-Based Clinical Judgment

Using External Scientific Evidence

Locating Scientific Evidence and Implementing It in Practice

Using Clinician-Generated Data and Clinician Expertise

Incorporating the Perspectives of Clients and Their Caregivers

Clinical Expertise Revisited: Understanding the Intervention Landscape

An Overview of Intervention

Behavioral Treatments

Other Approaches to Treatment

Counseling as an Intervention Component

Prevention as an Intervention Component

Direct Versus Indirect Interventions

Summary

Questions to Consider

 

Chapter 15. Intervention Principles and Strategies for Helping People Who Stutter

Chapter Objectives

Historical Perspective

A Principle-Based Approach to Improving Communication Functioning

Intervention Principle 1: Develop the Client’s and Others’ Knowledge of Stuttering, Speech Production, and the Treatment Process

Overview and Rationale

Implementation

Intervention Principle 2: Build an Environment That Is Supportive and Accepting of Stuttering

Overview and Rationale

Implementation

Intervention Principle 3: Build a Communication Environment That Facilitates Speech Fluency

Overview and Rationale

Implementation

Intervention Principle 4: Provide Systematic Feedback About Fluency Performance

Overview and Rationale

Implementation

Intervention Principle 5: Help the Client Discover and Build on Existing, Productive Responses to Stuttering

Overview and Rationale

Implementation

Intervention Principle 6: Help the Client Develop Skills That Reduce Stuttering Frequency

Overview and Rationale

Implementation

The Speaker’s Experience of Speech Regulation

Intervention Principle 7: Help the Client Develop Skills That Modify Unproductive Responses to Stuttering

Overview and Rationale

Implementation

Intervention Principle 8: Develop the Client’s Ability to Apply Stuttering Management Skills in Natural Settings

Overview and Rationale

Implementation

Intervention Principle 9: Develop the Client’s Ability to Maintain Stuttering-Related Improvements after Intervention Ends

Overview and Rationale

Implementation

Summary

Questions to Consider

 

Chapter 16. Counseling People Who Stutter

Chapter Objectives

Historical Perspective and Overview

An Overview of Counseling Approaches

Counseling and the Scope of Practice in Speech-Language Pathology

Counseling in Speech-Language Pathology: Overview 

Emotions That May Accompany Stuttering

Emotions That Parents May Experience

Ways of Interacting With Clients During Therapy Activities

Engaging in Active Listening

Using Empathic Highlights

Using Probes and Summaries

Presenting Challenges and Disputations

Application of Counseling Practices in Stuttering Intervention

Targeting Self-Limiting Beliefs and Self-Talk: Research Outcomes

Applying Counseling Practices in the Broader Context of Stuttering Treatment

Summary

Questions to Consider

 

Chapter 17. Sample Intervention Programs for Children Who Stutter

Chapter Objectives

Introduction

A Recap of Intervention Concepts Discussed Thus Far

Individualized Intervention: Introductory Comments and Preliminary Considerations

Case 1: Preschooler With Mildly Disfluent, but Typical Fluency Performance

Background Information

Summary of Speech-Language Assessment Protocol and Results

Relationship Between Recommendations and Intervention Principles

Measuring Outcomes

Contingency Plans

Case 2: Preschooler With Moderately Severe Stuttering

Background Information

Summary of Speech-Language Assessment Protocol and Results

Relationship Between Recommendations and Intervention Principles

Measuring Outcomes

Contingency Plans

Case 3: Early Elementary Grade Student With Moderate Stuttering

Background Information

Summary of Speech-Language Assessment Protocol and Results

Relationship Between Recommendations and Intervention Principles

Case 4: Intervention With Children Who Have Concomitant Disorders

Summary

Questions to Consider

 

Chapter 18. Intervention With Older Children, Teens, and Adults

Chapter Objectives

Initial Considerations: Clinical Outcomes Research for Stuttering

A Framework for Organizing Intervention Approaches

Applying Intervention Research to Clinical Practice

Intervention With Older Versus Younger Clients: What Are the Main Differences?

Behavior Modification Approaches to Treating Stuttering

Use of Time-Out as a Primary Intervention Strategy

Speech Motor Approaches for Treating Stuttering

Using Regulated Articulation Rate and Syllable-Timed Speech as Primary Intervention Strategies

Explanatory Mechanisms

Developing the Client’s Ability to Use a Motor-Based Strategy

Examples of Intervention Protocols

Other Strategies That Involve Alteration of Speech Motor Behavior

Speech Motor Strategies in the Context of General Intervention Principles

Structure of a Typical Clinical Session

Feedback and Technology Interventions

The Basics of Delayed Auditory Feedback

The Basics of Frequency Altered Feedback

Explanatory Mechanisms

Intervention Protocols When AAF Is the Primary Intervention Strategy

AAF in the Context of General Intervention Principles

AAF Research Outcomes

Combined/Multiple-Component Interventions

Van Riper’s Stuttering Modification Therapy

A Framework for Designing Combined or Multicomponent Interventions

Evaluating Client Progress and Intervention Outcomes

Intervention for Cluttering

Summary

Questions to Consider

 

References

Index

Fluency Disorders: Stuttering, Cluttering, and Related Fluency Problems, Second Edition comes with access to supplementary student and instructor materials on a PluralPlus companion website.

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